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Abstract(s)
O presente trabalho teórico pretende apurar em que moldes, mediante que estratégias,
a arquitetura pode constituir um instrumento de inclusão, nomeadamente, de alunos
portadores de deficiências visuais, em espaço escolar.
O objetivo primordial do presente trabalho é elencar, com alguma hierarquia, as
estratégias que possam conduzir à construção de uma escola onde os alunos, sem
prejuízo da sua limitação visual, se possam orientar e movimentar no espaço, com
facilidade, intuindo-o, sintam a escola como um organismo vivo, com o qual
comunicam e com que estabelecem uma relação de simbiose.
Para que os objetivos visados sejam alcançados abordam-se vários temas como: a
deficiência visual; as suas variedades; a multissensorialidade na arquitetura, esta, como
forma de imersão na obra, por recurso a todos os sentidos; a perceção espacial, entre
outros.
Para o apuramento das estratégias e do seu grau de eficácia, recorre-se a três métodos
de investigação, complementares, entre si. Em termos teóricos, analisam-se casos de
estudo, ao nível, puramente, pragmático realizaram-se questionários a professores e
encarregados de educação de alunos, portadores de deficiências visuais, tornando,
assim, possível ter um contacto direto com as dificuldades sentidas, as necessidades
vividas e as sugestões para a superação das mesmas e finalmente, mediante uma
entrevista ao Arquiteto Carlos Mourão Pereira, foi possível aceder a uma perspetiva
com duas componentes: a técnica e a de utilizador de espaços.
Mediante a conexão das três metodologias adotadas, é possível descortinar,
hierarquizando-as, estratégias mais eficazes, que devem ser implementadas aquando
da realização de um projeto para uma escola inclusiva para crianças com deficiências
visuais.
Em suma, pretende-se com o presente trabalho elaborar um repositório de estratégias
que sirva de guia teórico na conceção da escola inclusiva e, consequentemente, de uma
sociedade mais justa.
The aim of this theoretical paper is to find out in what ways, and through what strategies, architecture can be an instrument for the inclusion of visually impaired pupils in the school environment. The main objective of this work is to list, with a certain hierarchy, the strategies that can lead to the construction of a school where students, without prejudice to their visual impairment, can orientate themselves and move around the space with ease, intuiting it, feeling the school as a living organism, with which they communicate and with which they establish a symbiotic relationship. In order to achieve these objectives, various topics will be addressed, such as: visual impairment; its varieties; multisensoriality in architecture, as a way of immersing oneself in the work, using all the senses; spatial perception, among others. In order to ascertain the strategies and their degree of effectiveness, three complementary research methods are used. In theoretical terms, case studies were analysed; at a purely pragmatic level, surveys were carried out with teachers and parents of visually impaired students, thus making it possible to have direct contact with the difficulties experienced, the needs met and suggestions for overcoming them; and finally, through an interview with architect Carlos Mourão Pereira, it was possible to gain access to a perspective with two components: the technical one and that of a user of spaces. By connecting the three methodologies adopted, it is possible to identify, by prioritising them, the most effective strategies that should be implemented when designing an inclusive school for visually impaired children. In short, the aim of this work is to create a repository of strategies that will serve as a theoretical guide for designing an inclusive school and, consequently, a fairer society.
The aim of this theoretical paper is to find out in what ways, and through what strategies, architecture can be an instrument for the inclusion of visually impaired pupils in the school environment. The main objective of this work is to list, with a certain hierarchy, the strategies that can lead to the construction of a school where students, without prejudice to their visual impairment, can orientate themselves and move around the space with ease, intuiting it, feeling the school as a living organism, with which they communicate and with which they establish a symbiotic relationship. In order to achieve these objectives, various topics will be addressed, such as: visual impairment; its varieties; multisensoriality in architecture, as a way of immersing oneself in the work, using all the senses; spatial perception, among others. In order to ascertain the strategies and their degree of effectiveness, three complementary research methods are used. In theoretical terms, case studies were analysed; at a purely pragmatic level, surveys were carried out with teachers and parents of visually impaired students, thus making it possible to have direct contact with the difficulties experienced, the needs met and suggestions for overcoming them; and finally, through an interview with architect Carlos Mourão Pereira, it was possible to gain access to a perspective with two components: the technical one and that of a user of spaces. By connecting the three methodologies adopted, it is possible to identify, by prioritising them, the most effective strategies that should be implemented when designing an inclusive school for visually impaired children. In short, the aim of this work is to create a repository of strategies that will serve as a theoretical guide for designing an inclusive school and, consequently, a fairer society.
Description
Keywords
Arquitetura Escolar Deficiência Visual Inclusão Sentidos