Child and Family Conception

The child must be understood as subjects of rights, able to live, produce and modify different cultures, as a symbolic process that gives meaning to their existence. One of the first relationships of belonging that the child defines in this world is with family. Through blood or emotional ties, family supports, mediates, establishes bonds and participates in building relations of solidarity and commitment to society. The child thinks, interact, express their thoughts and reflects feelings. Each of these languages is different ways to communicate, organize and identify and must be considered in the development of children.

Educational projects in educational spaces

The work with pedagogical projects in educational spaces allows a broader, collective and cooperative dialogue between the fields of knowledge and social realities. It is in this relationship that the school social function extends its meaning. With the mediation of knowledge of educators in this process, children have the opportunity to appropriate and reinterpret different contents, according to the knowledge of their pairs.

School architecture

The school architecture is an area that operates in the production of projects aimed at construction of spaces and educational environments jointly to the specific proposals and that these spaces are intended for. More than functional and concrete physical spaces, the School architecture must be a promoter of participation, interaction and production of culture in order to enhance the different expressions, autonomy and development of languages for the production of knowledge. The purpose of this qualification event is to find the architecture in a socio-historical perspective in order to discuss some models and paradigms, proposing a closer relationship between physical space, the production of knowledge and the child.

The curriculum for internal and external space-time

The curriculum is a set of practices by which the school is organized, proposes ways and guides for pedagogical practice. It understands the space-time as a social organization, in which space-time are inseparable and must be present in the school curriculum, as it is promoter of learning situations and reports the child how the school is comprehended and thought. Since it is socially constructed, the space-time must be in constant changing.

Educational Territories

The concept of territory encompasses geographic, aesthetic features and, in a broader view, also encompasses the relationship of individuals with the spaces they inhabit. The Educational Territories arises from this relation, that is, external environments to school, but which are also inspiring new learning and contemplate the different languages as they are expression of time and human action. It shall be understood that the city as a territory that educates and enhances creativity, is the scene of social relationships, affection, power and expresses the various identities that individualize every corner of the city. Thus, as of the ideas and conceptions we provide on the childhoods that we conduct reflections and proposals about the Territories, in conjunction with the Rights Assurance System: education, culture, health, sport.