Resumo

MATIELLO, Alexandre Mauricio; VIANNA VILLELA, Ana Laura; RODRIGUES BRUNO, Guilherme  e  ARTEIRO NIELSEN AZEVEDO, Giselle. Identification of new educational territories in full-time nursery school: the contribution of some evaluation instruments of environmental perception. CIDADES [online]. 2017, n.34, pp.133-149. ISSN 2182-3030.  https://doi.org/10.15847/citiescommunitiesterritories.jun2017.034.art10.

In Brazil, the instruments of environmental perception are widely used for the evaluation of the school space, by methodological lines such as the Post-Occupancy Assessment (APO) and the Performance Analysis of the built environment. In this article we explore three of these instruments: Walkthrough, Visual Mapping and Memory Game, adapted to the urban environment and the school context. The application of these instruments contributed to the identification of new educational territories within the scope of integral education. In addition to the principles disseminated through the Charter of Educating Cities (1990), the conception of educational territories also incorporates the contribution of other spaces and agents in the formative process, and has gained strength from the More Education Programme created in the country in 2007. In addition to pedagogical theories, Architecture and Urbanism, which deal with the city and its artifacts, can make important contributions to integral education, restoring instruments that help to reveal the educational possibilities of spaces out of school in the methodological framework of environmental perception. We present the results and contributions to a programme that incorporates new territories and educational agents from the application of the instruments in a Municipal School of Early Childhood Education (EMEI) that works full time. We highlight the potential of spaces that are already used by children in their daily lives, and indicate ways of incorporating territories through educational activities and contents, which even surpass the school dimension and indicate opportunities for integration between public policies and other agents in the formation of subjects.

Palavras-chave : Environmental perception; post-occupation evaluation; Integral education; Educator city; new educational territories.

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