Dezembro 2014 vol. 1 num. 8 - XVIII Conference of the Iberoamerican Society of Digital Graphics - SIGraDi: Design in Freedom

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Mapeo Vivencial del Fenómeno Enseñanza - Aprendizaje en el Espacio de Aula Escolar – El Caso de Uruguay

Cardellino, Paula ; Araneda, Claudio ;

Article:

Children are entitled to equal access to education; this applies to the classroom setting. The classroom size, shape and layout are commonly taken for granted and little consideration is taken to how this affects the learning experience. This paper argues that the traditional class- room environment does not allow for equal interaction between teachers and pupils. Preliminary findings of a case study in 4 classrooms in Uruguay are presented. The conclusions suggest that not all pupils in the classroom receive quality interaction with the teacher. A more comprehensive approach to designing spaces that are conducive to learning will benefit this interaction.

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Palavras-chave: Mapeo vivencial, Aula escolar, Interacción, Proxemia, Diseño arquitectónico,

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DOI: 10.5151/despro-sigradi2014-0025

Referências bibliográficas
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  • [8] Woolner, P. (2010). The design of learning spaces. London: Continuum.
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Como citar:

Cardellino, Paula; Araneda, Claudio; "Mapeo Vivencial del Fenómeno Enseñanza - Aprendizaje en el Espacio de Aula Escolar – El Caso de Uruguay", p. 144-147 . In: Proceedings of the XVIII Conference of the Iberoamerican Society of Digital Graphics: Design in Freedom [=Blucher Design Proceedings, v.1, n.8]. São Paulo: Blucher, 2014.
ISSN 2318-6968, DOI 10.5151/despro-sigradi2014-0025

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