THE ARCHITECTURE OF INDIGENOUS’ SCHOOLS AS PLACES OF IDENTIFICATION

This article presents specific school architecture for indigenous peoples as the materialization of a new attitude from these communities towards the school, which started to consider school education as a tool for the accomplishment of their rights as the result of the Brazilian Constitution of 198...

সম্পূর্ণ বিবরণ

সংরক্ষণ করুন:

গ্রন্থ-পঞ্জীর বিবরন
প্রধান লেখক:	Zanin, Nauíra Zanardo, Castells, Alicia Norma Gonzáles de
বিন্যাস:	Online
ভাষা:	por
প্রকাশিত:	Unisinos 2019
অনলাইন ব্যবহার করুন:	https://revistas.unisinos.br/index.php/arquitetura/article/view/arq.2019.151.08
ট্যাগগুলো:	ট্যাগ যুক্ত করুন কোনো ট্যাগ নেই, প্রথমজন হিসাবে ট্যাগ করুন!

id	oai:ojs.www.unisinos.br:article-16374
record_format	ojs
spelling	oai:ojs.www.unisinos.br:article-163742021-08-30T19:09:22Z THE ARCHITECTURE OF INDIGENOUS’ SCHOOLS AS PLACES OF IDENTIFICATION ARQUITETURA DAS ESCOLAS INDÍGENAS COMO LUGARES DE IDENTIFICAÇÃO Zanin, Nauíra Zanardo Castells, Alicia Norma Gonzáles de This article presents specific school architecture for indigenous peoples as the materialization of a new attitude from these communities towards the school, which started to consider school education as a tool for the accomplishment of their rights as the result of the Brazilian Constitution of 1988 and its subsequent legislation . In this scenario, the school architecture that starts to be built in the villages as the result of listening to the communities’ aspirations attempts to interpret and present cultural elements that strengthen the identity and peculiarities of each people and place. We performed an exploratory research with the intent to know some cases in which the indigenous communities’ requirements were heard so that they could build places for the school education and imprint their cultural expressions on them, turning the school into a place of identification . In the article, we present three examples of school architecture developed with indigenous communities from the south and the southeastern regions of the country. Employing a qualitative approach, we resorted to bibliographic references, media publications, field research (observation and interviews), and documentary analysis (blueprint projects and descriptive reports). We consider that the schools referred to, whose architectural conception involved the participation of indigenous representatives, can be regarded as places of identification, expressing symbolic representations. Keywords: School architecture, indigenous school education, places of identification. O presente artigo apresenta a arquitetura escolar específica para povos indígenas como a materialização de uma nova postura dessas comunidades diante da escola, que, em decorrência da Constituição Brasileira de 1988 e de legislações posteriores, passaram a considerar a educação escolar como ferramenta para a conquista de seus direitos. Nesse cenário, a arquitetura escolar que começa a ser construída nas aldeias, ouvindo os anseios das comunidades, procura traduzir e apresentar elementos culturais que fortaleçam a identidade e as especificidades de cada povo e de cada lugar. Realizamos uma pesquisa exploratória que objetivou conhecer casos em que as comunidades indígenas foram ouvidas em suas demandas e puderam construir lugares para o ensino escolar e imprimir neles suas expressões culturais, transformando a escola em um lugar de identificação. Apresentamos no artigo três exemplos de arquitetura escolar desenvolvidos junto a comunidades indígenas das regiões sul e sudeste do país. Utilizando uma abordagem qualitativa, recorremos a referências bibliográficas, publicações na mídia, pesquisa de campo (registro fotográfico, observações e entrevistas) e análise documental (projetos arquitetônicos e memoriais descritivos). Consideramos que as escolas apresentadas, cuja concepção arquitetônica contou com a participação de representantes indígenas, podem ser tidas como lugares de identificação, expressando representações simbólicas. Palavras-chave: Arquitetura escolar, educação escolar indígena, lugares de identificação. Unisinos 2019-05-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unisinos.br/index.php/arquitetura/article/view/arq.2019.151.08 10.4013/arq.2019.151.08 Arquitetura Revista; v. 15 n. 1 (2019): Jan-Jun; 138-161 1808-5741 por https://revistas.unisinos.br/index.php/arquitetura/article/view/arq.2019.151.08/60746946
institution	Universidad de Vale do Rio dos Sinos (UNISINOS)
collection	OJS
language	por
format	Online
author	Zanin, Nauíra Zanardo Castells, Alicia Norma Gonzáles de
spellingShingle	Zanin, Nauíra Zanardo Castells, Alicia Norma Gonzáles de THE ARCHITECTURE OF INDIGENOUS’ SCHOOLS AS PLACES OF IDENTIFICATION
author_facet	Zanin, Nauíra Zanardo Castells, Alicia Norma Gonzáles de
author_sort	Zanin, Nauíra Zanardo
title	THE ARCHITECTURE OF INDIGENOUS’ SCHOOLS AS PLACES OF IDENTIFICATION
title_short	THE ARCHITECTURE OF INDIGENOUS’ SCHOOLS AS PLACES OF IDENTIFICATION
title_full	THE ARCHITECTURE OF INDIGENOUS’ SCHOOLS AS PLACES OF IDENTIFICATION
title_fullStr	THE ARCHITECTURE OF INDIGENOUS’ SCHOOLS AS PLACES OF IDENTIFICATION
title_full_unstemmed	THE ARCHITECTURE OF INDIGENOUS’ SCHOOLS AS PLACES OF IDENTIFICATION
title_sort	architecture of indigenous’ schools as places of identification
description	This article presents specific school architecture for indigenous peoples as the materialization of a new attitude from these communities towards the school, which started to consider school education as a tool for the accomplishment of their rights as the result of the Brazilian Constitution of 1988 and its subsequent legislation . In this scenario, the school architecture that starts to be built in the villages as the result of listening to the communities’ aspirations attempts to interpret and present cultural elements that strengthen the identity and peculiarities of each people and place. We performed an exploratory research with the intent to know some cases in which the indigenous communities’ requirements were heard so that they could build places for the school education and imprint their cultural expressions on them, turning the school into a place of identification . In the article, we present three examples of school architecture developed with indigenous communities from the south and the southeastern regions of the country. Employing a qualitative approach, we resorted to bibliographic references, media publications, field research (observation and interviews), and documentary analysis (blueprint projects and descriptive reports). We consider that the schools referred to, whose architectural conception involved the participation of indigenous representatives, can be regarded as places of identification, expressing symbolic representations. Keywords: School architecture, indigenous school education, places of identification.
publisher	Unisinos
publishDate	2019
url	https://revistas.unisinos.br/index.php/arquitetura/article/view/arq.2019.151.08
work_keys_str_mv	AT zaninnauirazanardo thearchitectureofindigenousschoolsasplacesofidentification AT castellsalicianormagonzalesde thearchitectureofindigenousschoolsasplacesofidentification AT zaninnauirazanardo arquiteturadasescolasindigenascomolugaresdeidentificacao AT castellsalicianormagonzalesde arquiteturadasescolasindigenascomolugaresdeidentificacao AT zaninnauirazanardo architectureofindigenousschoolsasplacesofidentification AT castellsalicianormagonzalesde architectureofindigenousschoolsasplacesofidentification
_version_	1709545734698696704

THE ARCHITECTURE OF INDIGENOUS’ SCHOOLS AS PLACES OF IDENTIFICATION

অনুরূপ উপাদানগুলি