School Space Research Articles

AUDIOBOOKS

The area of education has so many themes that a study can branch out from different perspectives and still seem to lack an argument for so many sayings. For this reason, this article discusses a little of a pedagogical resource that is becoming a reality today, especially in a time of pandemic, in which the world was affected in the year 2020: reading in the lives of children in the remote school process. Audiobooks are new reading resources that are gaining space in schools. A different way from the usual is not about nonsense with reading, but about a new view on it; different but updated. As reading is a process in the student's life, and this does not happen immediately, the incentive of the teacher is an important part in the training of a student reader. Every child should be encouraged to know the literature so that he / she knows the importance of reading and interpreting, therefore, associating literacy and reading should be a pedagogical strategy for the teacher who seeks an adequate and continuous training process for his students. Due to the new format of Brazilian education in a pandemic era, audiobooks are used as a virtual technology tool.

Specialized Educational Service as a Means of Enhancementing the Right to Access and Permanence of People With Disabilities at School

Purpose: Within this theme, the objective was to analyze the history of special education, going from the distant past to the present, presenting the evolution of this type of teaching, its perspectives and interpretations, as well as identifying the main legal norms that discuss rights of students with disabilities. Theoretical background: It concerns the school inclusion of students with disabilities based on the insertion of the specialized educational service room in the school environment. Methodology: It is inferred that a qualitative study was developed using documentary and bibliographical research. Results and conclusion: Through this research, it was concluded that individuals with disabilities are being gradually inserted into school spaces thanks to actions promoted by the State, however there are still many actions to be done so that inclusion school is fully manifested. Research implications: The study advances in verifying Specialized Educational Assistance as a fundamental tool to realize the right to inclusive education, ensuring that people with disabilities have access, participation and effective permanence in the school environment. Originality/value: It is expected that this work can bring great contributions to the topic covered, considering that the subject is little discussed despite its great relevance to the area of law, education and society in general.

Embodied, dramatizing performances in science class: multimodal spaces and places of knowledge and identity construction

ABSTRACT We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We studied how such choices in school and home settings (when instruction was remote during the COVID-19 pandemic) were implicated in the children’s knowledge and identity construction and related to available resources and positionings. Multimodality and social semiotics, social practice theory, and positioning theory were the three theoretical anchors that guided the study, along with sociocultural and sociopolitical framings of science education. The study took place in the context of the multi-year collaboration STAGE (Science Theatre for Advancing Generative Engagement) among teachers and university educators designing and studying pedagogies of embodiment as part of students’ engagement in school science. The ethnographic design of the larger research allowed us to engage over a school year with each class. The focus of this study is on classes of three teachers, who collaborated with a teaching artist, using data from video-recordings, fieldnotes, and conversations with students and teachers. The findings point to the generative nature of embodiments in terms of both the knowledge and identities that the children were constructing and the factors that shaped that generativity. These include (a) the resources available, (b) the children’s own particular interests and sources of excitement, and (c) the simultaneous use of multiple semiotic tools that offer different affordances for meaning making. The findings affirm that multimodal embodied performances children design and create in school spaces (classrooms and settings for larger school gatherings, like auditoria) and at home provide opportunities to desettle expected axiological, ontological, and epistemological norms that often dominate science teaching. The power of dramatizing and of performing arts is facilitating the development of connections, solidarity, and feelings among peoples and materials.

Family and school partnership to build homeplace and protect Black autistic joy

ABSTRACT Researchers acknowledge how the experiences of Black autistic students and their families are virtually absent from educational research and research about autistic people. This chapter offers insights and perspectives from the parents of a Black autistic child, using hooks’ construct of homeplace to understand the need for safety in school spaces. Drawing on tenets of self-study and co-autoethnographic methodologies, the authors provide reflections and recommendations on the ways school personnel can help create homeplace to nurture and protect Black autistic joy through their singular and shared narratives.

Sensory Discipline and Habit in Early Modern Education: The Italian Schools of Christian Doctrine

ABSTRACT Increasingly across sixteenth- and seventeenth-century Europe, schools paired training in behaviour with traditional instruction in reading and writing. Not only did the Council of Trent highlight the importance of training children in Christian comportment, but theological and philosophical tracts argued that the senses, rather than reason, governed human behaviour and so that habit guaranteed predictable actions. While connections among the senses, habit and behaviour became central to education by the early 1700s, these connections have remained little considered as historians have focused on teaching techniques and patronage history. This article explores such connections through the Italian Schools of Christian Doctrine, the network by which the Council of Trent instituted its training in Christian behaviour. It is argued that surveillance and strict choreography of student movement through school spaces became key techniques of instruction and thus that the history of early modern education converges with architectural and intellectual history.

АРХИТЕКТОНИКА ШКОЛЬНОГО ПРОСТРАНСТВА КАК ИНСТРУМЕНТ ФОРМИРОВАНИЯ ХУДОЖЕСТВЕННОЙ КУЛЬТУРЫ УЧАЩИХСЯ

Artistic culture, which is of paramount importance for society and serves as a means of communication, transmission of ideas, values, knowledge and historical experience, is capable of developing a sense of beauty, creative thinking and emotional sphere of a person. The article considers school space as an active factor that not only influences the educational process, but also contributes to the development of students’ creative consciousness and cultural thinking. The role of the architecture of school buildings, their interior and exterior design in creating an educational environment conducive to the development of students’ creative thinking and artistic culture is discussed. Theoretical approaches to assessing the effectiveness of school space in achieving educational goals are considered. The study conducted at the Lyceum No. 44 in Cheboksary within the federal project “School of Dreams” has become valuable experience for the team of students at the Chuvash State University named after I. N. Ulyanov. Various methods were used in the research process: emotional assessment of the space with students of grades 5–7, graphic surveys, observations, creative interviews with students of grades 6–11 and young educators, a tour of the school with the director. The empirical studies carried out, as well as their detailed analysis, identify and form trends in the preferences of students regarding the architecture of the school building, colour schemes and decisions on the layout of the educational space.

Identificação e caracterização de terapeutas ocupacionais sobre ações relacionadas à escola

Abstract Introduction Education is one of the fields of occupational therapy practice; however, little is known about the reality of the Federal District, Brazil, regarding the presence and practices of occupational therapists within the school context. Objective To identify and characterize occupational therapists from the Federal District, Brazil, who have conducted interventions related to school, as well as to understand their workplace locations and the practices developed. Method This is a cross-sectional, descriptive, and exploratory study with a quantitative and qualitative approach, involving 40 occupational therapists from the Federal District, Brazil, who responded to an online questionnaire about socioeconomic information, academic background, professional experience, and practices within the school context. Results The work of occupational therapists in relation to the school context primarily occurs from a clinical standpoint, addressing individual demands. The most cited practices involve guidance for teachers and families, and indication of assistive technologies – practices that contribute to improving the participation of students and staff at school. It discusses the importance of these practices, which respond to necessary demands, and the distance between occupational therapists and the school, which limits the identification of demands intrinsic to the diversity of this environment and the articulation of direct practices in the school space and its surroundings. community from a broader perspective. Conclusion The absence of occupational therapists as professionals working within the school setting highlights the urgency of discussing the creation of such opportunities. It is believed that studies of this nature can foster reflection and contribute to advancing discussions about a field still open to occupational therapy.

PÚBLICO-PRIVADO NO FINANCIAMENTO DA EDUCAÇÃO ESPECIAL: QUEM GANHA E QUEM PERDE NO MERCADO DA BENEMERÊNCIA?

ABSTRACT: This article aims to analyze the game of disputes and negotiations for public resources between public-private partnerships in special education funding. The discussions come from the bibliographic and documental review of works aligned with our objective, supported by the theoretical assumptions of historical-dialectical materialism (MARX, 1985). In the context of the State's exoneration concerning social policies, we perceived in the consulted sources that the public-private partnerships win the dispute in the benemerence market to the expense of the special education public, seeking the resources of public funding and participation in the direction of educational policies. It was also evident that the partnership between the State and the private sector contributed to public education precariousness, fueling tensions between conquered and effective rights and the non-compliance with PNE 2014-2024 goals and the agreements signed between Brazil and international organizations, such as the Declaration of Salamanca (1994). On the other hand, the findings revealed some exit ways to combat the social and educational apartheid disseminated by the business class seeking to dispute for the public fund: develop organization capacity, access to information, and internal communication to ensure public investments; overcome centralized management in school spaces; and strengthen social control through social and popular participation.

Da historiografia do espaço escolar à história do lugar-escola

Abstract By taking the educational dimension of the school space as true, the article starts from the emergence of the open plan as a design solution for school spaces to achieve recognition of everyday pedagogical practices as active producers of essential spatialities for the interpretation of the school-place. Thus, the relevance of also mobilizing the marks left by the unpredictability of everyday uses on the school-building as a regime of historical interpretation of the school space is perceived. Through a bibliographical incursion and mobilizing the idea of unpredictability as an interpretative key, a historiographical gap is identified in the general absence of attentive approaches to the impacts of daily adaptations made on school building.

Subject, Relationship, Temporality: The Social Dimension of Future School Spaces — A Case Study of the “New School Initiative”

Facing the update and development of future school space under the background of education reform, combined with the cases of 10 primary and secondary schools in the “New Campus Action Plan” in Shenzhen, China, the connotation and characteristics of the social attributes of primary and secondary school spaces are analyzed, and innovative methods in campus space creation are discussed, thinking about the social attributes of future campus space from the three dimensions of “subject, relationship, and timing”. The design strategies are proposed for the intensive practices of spatial ontology, the adaptive expression of spatial carriers, the fuzzy creation of spatial interface, exploring the shared nature of spatial boundaries, and the diachrony and synchronicity of space.

Design of new training programs for special education teacher in the unified educational space of the Russian higher school (based on the “Core of Defectological Education”)

Design of new training programs for special education teacher in the unified educational space of the Russian higher school (based on the “Core of Defectological Education”)

Territory of Children’s Female Bedroom at Pesantren Al Hikmah II Yogyakarta, Indonesia

Pesantren is one of the places of choice for parents to educate their children with the hope that their children will one day get success in the world and the hereafter. but the age of children who tend to still depend on their parents will certainly regulate their behavior towards their environment to achieve their quality of life. The behavior of the territoriality of the child’s space in the boarding school is interesting to study how these children achieve their quality of life. The purpose of this research is to identify children’s behavior towards space settings, identify factors that form children’s space territoriality, and then find the concept of children’s space territoriality in pesantren in order to achieve quality of life. This research uses a qualitative descriptive method with a rationalistic approach. The scope of environmental and behavioral studies (EBS) research is about the relationship between human behavior and the environment. The results of the study show that the girls’ dormitory space area is included in the primary territory category because it is related to personal activities. Factors forming territoriality in a room are personal (personality, age, and gender), situational (physical order, time, distance, activity, rules, and comfort), and socio-cultural (rules, language, diversity of resident activities, and social sense).

From the historiography of the school space to the history of the school place

Resumo Ao tomar a dimensão educativa do espaço escolar como verdadeira, o artigo parte da emergência da planta livre como solução projetual de espaços escolares para alcançar o reconhecimento das práticas pedagógicas cotidianas como produtoras ativas de espacialidades essenciais para a interpretação do lugar-escola. Percebe-se assim a relevância de mobilizar também as marcas deixadas pela imprevisibilidade dos usos cotidianos sobre o edifício-escola como regime de interpretação histórica do espaço escolar. Por meio de uma incursão bibliográfica e mobilizando a ideia de imprevisibilidade como chave interpretativa, identifica-se uma lacuna historiográfica na ausência generalizada de abordagens atentas aos impactos de adaptações cotidianas feitas sobre a edificação escolar.

Subjective mechanisms for survival in the unfamiliar schooling space: Special needs teachers’ lived experiences

Subjective mechanisms for survival in the unfamiliar schooling space: Special needs teachers’ lived experiences

Condições de Trabalho Docente: uma escola do campo no semiárido piauiense

ABSTRACT Teaching working conditions are the set of resources and circumstances necessary for teachers to carry out their work and have an impact on the teaching-learning process. The objective of the research presented in this article was to investigate the conditions of teaching work in a rural high school located in a semi-arid in Piauí, Brazil. The qualitative approach was conducted through interviews with seven teachers who work night shifts in an annex of school, which serves young people from different rural communities. It was found that the working conditions offered to teachers are unsatisfactory in terms of the functions they perform, the employment relationship, the workload, transport conditions, infrastructure and the environmental conditions of the school space. The results made visible working conditions and how they impacted teachers' practice, reflecting on the teaching-learning process.

메이커교육을 경험한 초등학생의 감정 탐색

This study explores the emotions of elementary school students who participated in maker education. To this end, the photovoice research method was applied to a class of fourth-grade elementary school students who had undergone maker education. The specific research procedures proposed by Latz (2018) were followed, including eight steps—identification, invitation, education, documentation, narration, ideation, presentation, and confirmation. Data was collected through photos taken by students, photo-voice writing, and interviews and subsequently analyzed in three stages: coding, classification, and topic discovery.
 Data analysis revealed a wide range of emotions experienced by elementary school students, which include anticipation, tension, anger, fatigue, and satisfaction. Examining the meaning of each emotion in detail, anticipation is characterized as 'excitement about something unfamiliar', tension as 'vague fear of failure and injury', anger as 'internal attribution to injury or repeated failure', and fatigue as 'Encountering mental and physical limitations'. Furthermore, satisfaction emerged from the theme of 'the happiness that comes immediately after completing the work'.
 These findings not only serve a diagnostic purpose for an in-depth examination of the emotions experienced by elementary school students in maker education within everyday school spaces but also provide insights for its effective application to school education, particularly in the current scenario of growing global interest in maker education as an innovative educational method. The potential impacts of these findings are expected to extend to the realm of education policy formation.

LA ENSEÑANZA RELIGIOSA EN LAS ESCUELAS INDÍGENAS DE PERNAMBUCO

The study aims to understand the struggles and resistances embedded in indigenous territories in Pernambuco, inserted in their religious traditions, contrary to the colonial heritage and the experiences and achievements of a pedagogical nature in indigenous schools, involved in the promotion of specific, differentiated and intercultural education, in their interfaces with Religious Education. Currently, in Pernambuco, the indigenous peoples of Atikum, Entre Serras Pankararu, Fulni-ô, Kambiwá, Kapinawá, Pankarará, Pankararu, Parankarau Opará, Pankaiwka, Pipipã de Kambixuru, Pipipã Terra and Água, Tuxí, Tuxá, Truká, Xukuru de Cimbres and Xukuru do Ororubá. The approach presented was directed to the study of the curricular component of Religious Education in indigenous schools, in the light of the Official Curriculum, articulated with the Thematic Axes of Indigenous School Education of Pernambuco, considering the differentiated and specific teaching, which underlie the thematic axes and base the construction of methodologies based on the perspective of interculturality. Finally, the relevance of indigenous religious tradition and spirituality within the school space will be analyzed, appreciated as emic categories, in contexts of identity strengthening, articulated with the societal projects of each people.

Application of ecoprophylaxis principles in Australian schools, using Melbourne as an example

This article examines the application of ecoprophylaxis principles in schools in Melbourne, Australia. Ecoprophylaxis is seen as an advanced approach that integrates environmental education, health and sustainable development. The article presents the results of applying this approach in school education, focusing on the impact on students' health, environmental awareness and socio-cultural changes in the community. Findings are presented on how Melbourne schools have become centers of ecological transformation, demonstrating the successful combination of traditional education with innovative environmental and health approaches. The article emphasizes the importance of education in the formation of values and suggests Melbourne's experience as a model for other educational institutions. The outcomes of eco-prophylaxis-based education include:1.Enhanced learner health: Green school spaces and regular physical activity improve learners' physical well-being, fostering psychological comfort that nurtures confidence and social skills. 2. Environmental consciousness and sustainability: Integrating environmental education cultivates a profound understanding of ecological issues and promotes sustainable lifestyles. Involvement in environmental projects instills a sense of responsibility for the planet's future. 3. Sociocultural transformation: Melbourne schools serve as hubs for spreading environmental knowledge, shaping a more conscious and environmentally responsible society through ecoprophylaxis initiatives.

Renovating outdoor space of public schools in Hanoi towards green building criteria

Developing outdoor spaces of schools towards green building criteria not only provides better learning and recreational conditions for pupils but also educates young generation about environmental conservation andsustainable development. In addition to new construction, renovation of existing outdoor spaces can expeditethe realization of these values while optimizing resource use. This paper explores the potential of outdoorlandscapes in public schools, ranging from primary to high school levels in Hanoi, with a particular focus onschools in need of renovation. The aim is to harness this potential to meet the increasingly urgent demands forgreen development. Contributing to this direction, the paper applied inheritance method to synthesis publishedresearch findings and applied observational methods to assess the current situation of outdoor spaces at publicschools in Hanoi, which served as the basis for identifying research issues. Practical experiences were analyzedand summarized in this paper to propose suitable solutions. Throughout the research process, three main greenbuilding criteria were identified: natural cooling and lighting; outdoor air quality and vegetation; sustainablewater and stormwater management. Together with this result, analyzing the actual investigation data of Hanoipublic schools helps the research team identify the renovation requirements. To meet these requirements andalign the three main green building criteria, four solution groups were proposed for typical cases: sunshadeenhancements, vegetation improvements and upgrades, drainage systems enhancements and water reuse, andsolutions to reduce the urban heat island effect.

'Everyone would freak out, like they’ve never seen a boy before’: young people’s experiences of single-sex secondary schooling in NSW

Although gender expansive views are increasingly evident amongst young people, segregation according to binary notions of gender underpins the organisational structures of single-sex secondary schools. While claims of educational benefits are common, particularly for girls, gender is difficult to disentangle from socioeconomic advantage and other factors. Evidence suggests that such schools contribute to homogenised and limiting notions of gender. While some schools are moving towards desegregation in response to parental demand, little is known from the perspectives of young people in non-elite schools who have experienced segregated schooling. This paper turns to the accounts of 14 recent school leavers in NSW to consider the underpinning logics of segregated schooling, including the imbrication and erasure of socioeconomic dis/advantage, cultural, social, and locational factors that complicate claims about segregated schooling. Affective intensities of single-sex schooling are traced through micronarratives that touch on relations with peers, teachers, school spaces and practices, learning experiences, and their implications for gendered subjectivities and gender justice. Their accounts suggest that student experiences of segregated schooling are ambivalent and do not support claims of educational advantage and that configurations of single-sex schooling may be anachronistic for these times.