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Projetar com a diferença : A Arquitetura como necessidade especial
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Resumo(s)
A inclusão do ensino especial no ensino regular é uma das grandes apostas da educação mantendo sempre como premissa principal a educação igual e de qualidade para todos. Este é um processo complexo que envolve sinergias de diversas áreas, como as ciências da educação, a psicologia, a sociologia, a pedagogia, entre outras.
O ensino especial foi incluído no ensino regular, em termos psicopedagógicos, mas parece não haver consciência quanto à necessidade dos projetos arquitetónicos acompanharem essa inclusão. Por isso, este projeto pretende responder à pergunta de partida: como pode a arquitetura ser adjuvante e acompanhar a inclusão do ensino especial no ensino regular? Tendo como objetivo principal promover e potencializar o papel da arquitetura como elemento adjuvante na inclusão de crianças, dos 3 aos 10 anos, com necessidades educativas especiais no ensino regular.
Surge assim, um novo equipamento escolar que através de três áreas — ensino especial, inclusão e arquitetura sensorial — cria um ambiente propício para o desenvolvimento destas crianças. Este equipamento promove este crescimento cognitivo através de um espaço desenhado para uma melhor orientação e concentração, bem como através do contato com a natureza, proporcionado pelo encontro entre ambiente construído e natural.
The inclusion of special education in regular education is one of the great bets of education, always maintaining as the main premise: equal and quality education for all. This is a complex process that involves synergies from different areas, such as educational sciences, psychology, sociology, pedagogy, among others. Special education was included in regular education, in psych pedagogical terms, but there seems to be no awareness of the need for architectural projects to follow this inclusion. Therefore, this project aims to answer the research question: how can architecture be an adjuvant and accompany the inclusion of special education in regular education? The main objective is to promote and enhance the role of architecture as an adjunct element in the inclusion of children, from 3 to 10 years old, with special educational needs in regular education. Thus, a new school equipment emerges that through three areas — special education, inclusion and sensory architecture - creates an environment propitious to the development of these children. This equipment promotes this cognitive growth through a space designed for better orientation and concentration, as well as through contact with nature, provided by the encounter between built and natural environment.
The inclusion of special education in regular education is one of the great bets of education, always maintaining as the main premise: equal and quality education for all. This is a complex process that involves synergies from different areas, such as educational sciences, psychology, sociology, pedagogy, among others. Special education was included in regular education, in psych pedagogical terms, but there seems to be no awareness of the need for architectural projects to follow this inclusion. Therefore, this project aims to answer the research question: how can architecture be an adjuvant and accompany the inclusion of special education in regular education? The main objective is to promote and enhance the role of architecture as an adjunct element in the inclusion of children, from 3 to 10 years old, with special educational needs in regular education. Thus, a new school equipment emerges that through three areas — special education, inclusion and sensory architecture - creates an environment propitious to the development of these children. This equipment promotes this cognitive growth through a space designed for better orientation and concentration, as well as through contact with nature, provided by the encounter between built and natural environment.
Descrição
Palavras-chave
Necessidades educativa especiais Ensino inclusivo Arquitetura sensorial Odivelas
Contexto Educativo
Citação
Editora
Faculdade Arquitetura, Universidade Lisboa