Arquitetura e gênero nas transições do espaço escolar: estudo de caso da Escola Navio (1950–1970)

Abstract

This investigation is part of a research line called “Educational institution: organization and management”, which includes investigations about social, cultural and political aspects envolved in operation and organization of educational institutions. The methodology of this research was qualitative, and featured as case study. The target of this research was school architecture and its relations with genre, focusing in João Francisco de Godoy School, known as “Navio”, in Presidente Prudente, in the years 1950’s, 1960’s and 1970’s. This period includes architecture transitions characterized by a construction of a new building and implementation of mixed classrooms in the school, as well as the preconization of the co-education ideas in the State of São Paulo, in opposed to imposition of authoritarianism and control that came with militar dictatorship. The main assumption is based in conception of architecture stiles anf shapes of scholl buildings that have had relation to social, cultural and linguistic constraints, and that have been constituted and constituent of experienced daily power relations. Thus, the objective was the investigation of how the school space and organization have been changed, and have been articulated in social and cultural bonds of power as a whole and particularly gender relations. The data were produced by empirical research to the collection of information from the school and governmental institutions, as well as reflective testimonials and interviews applied to former students. Analyzes were developed through Minayo’s data triangulation procedures, and supported by Certeau’s, Escolano’s and Viñao Frago’s theories. The bibliographic research adhered to the studiy of social, cultural and educational policy contexts, over that time period. Moreover, it also turned to issues of gender, power and school architecture. Between the main results, it is possible to point the understanding that a school building retains intangibles elements. Using thematic categories for analysis (classroom, patio and stairs), we reached the main results of which, allowing for its establishment as a place of learning, as government directions and pedagogical practices, which spaces represent everyday use, and reflect the ownership of the building by students boys and girls, by relations of power and transgression.