For a spatial, pre-remote management of learning

Abstract

The present study opened a discussion on Educational Spatial Management in 2012, covering the school, the classroom, the corridors and even the unusual spaces of education, which formed its object. It aimed to investigate the spaces of education from the unusual to a proposal for the spatial management of learning. The methodological procedures were biased in an exploratory investigation, starting with a monographic case study, using a simple and closed questionnaire and a floor plan analysis, ending with a deeper bibliography - from the perspective of Bencostta, Colombo, Dayrell and Freire – about these spaces, their problems, their symbologies and their management. The samples were composed of subjects interviewed in a public school in 2004, and groups of public schools with a high, low and median Basic Education Development Index – IDEB in 2012. The results pointed to the influence of spaces in education; its relationship to development indices; the use of unusual spaces; the recognition of the teacher as a revolutionary in this relationship; and school spaces as influencers of learning and social relations by students, teachers and managers, who reported a total acceptance of the idea of a school spatial management.