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Master's Dissertation
DOI
10.11606/D.16.2013.tde-11072013-144043
Document
Author
Full name
Samira Bueno Chahin
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2013
Supervisor
Committee
Lira, José Tavares Correia de (President)
Rago, Luzia Margareth
Vidal, Diana Goncalves
Title in Portuguese
Escolas, cidades e disputas. Lugares da educação libertária
Keywords in Portuguese
Anarquismo
Arquitetura
Cidade
Educação
Escola Moderna
Abstract in Portuguese
A dissertação observa as práticas libertárias de educação das Escolas Modernas de Barcelona e São Paulo, entre as duas primeiras décadas do século XX, num contexto em que a proposta de comunismo libertário direcionou a instrução popular como um de seus principais instrumentos de ação direta. O objetivo da pesquisa é situar as apropriações e usos dos diversos lugares de suas práticas educativas de maneira a reconhecer o discurso que manifestavam sobre a constituição urbana das cidades. Para tanto, o trabalho identifica características, pressupostos e atitudes sobre a espacialidade presente no estabelecimento de seus edifícios, bem como nos lugares pelos quais as saídas escolares se conformaram como instrumentos de aprendizado. Apesar da mesma raiz ideológica, a experiência educativa de São Paulo, por seu contexto particular, estruturou suas práticas com autonomia em relação à Escola de Barcelona, fato que determinou a elaboração de estruturas analíticas distintas para a abordagem dos programas daqui e dali.
Title in English
Schools, cities, contests. Places of libertarian education
Keywords in English
Anarchism
Architecture
City
Education
Modern School
Abstract in English
This thesis looks at the practices of libertarian education of Modern Schools of Barcelona and São Paulo, between the first two decades of the twentieth century, in a context where the proposed libertarian communism directed the popular education as one of its main instruments of direct action. The objective of the research is to situate the appropriations and uses of various places of their educational practices in order to recognize the speech that manifested on the constitution of urban cities. Therefore, the work identifies characteristics, attitudes and assumptions about the spatiality present in the establishment of its buildings as well as in the places through which the outputs conformed school as learning tools. Despite the same ideological roots, the educational experience of São Paulo, for its particular context, structured practices with autonomy from the School of Barcelona, a fact which led to the development of analytical frameworks for addressing the different programs here and there.
 
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SAMIRA_DISS.pdf (21.87 Mbytes)
Publishing Date
2013-07-23
 
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