Building knowledge

A reflection on the role of architecture in education.

Abstract

This article is based on research that sought to understand the role of architecture in the learning of elementary school children. Interviews and studies on sustainability and biophilia were carried out, with a theoretical basis not only in the field of architecture, but also in pedagogy and psychology. At the same time, the relationship between school architecture and “alternative” teaching methods was examined. An architectural project is used in this work as a thought experiment. It sought to imagine spaces that would have the potential to transform the acquisition of knowledge into something fun and desirable, escaping from the traditional content-based method commonly used. We evaluated the importance of inclusive and sustainable buildings in the broad sense of the word, i.e. focused on environmental, economic and social sustainability, in a public elementary school. As a result, recommendations are suggested based on a proposal for school architecture that seeks to be more inclusive, holistic and pleasant for its users.