Percepções sobre o espaço escolar: a pesquisa-formação-ambiental como possibilidade de transformação

Abstract

This paper presents an excerpt from an investigation about teacher training, inspired by Josso (2004) and research-training, carried out as part of a PhD in Education. The writing was based on a step of this process, which aimed to give the participants an understanding of their relationship with spaces, in particular the space in which they are teachers. The theoretical framework is presented in conjunction with the narratives of the subjects under investigation, based on studies on environmental psychology, school architecture, and teacher training. It is woven together with the narratives in an interweaving of lives and concepts. This approach is qualitative, 

with narrative research presented in environmental research-training. It was produced video in which the subjects, five teachers from a technical-vocational course at an institution located in the south of Rio Grande do Sul, explored the school space in their own way, sharing their perceptions and feelings about it. The results indicate that proposals based on a sensitive educational approach enhance transformative action, as they involve people's relationship of belonging to the places they live in. These findings indicate that initiatives that encourage reflection on the relationship between individuals and spaces, as well as between individuals in spaces, can promote a sense of belonging, which is crucial and urgent in the current context to overcome the notion of exploitation of spaces and nature.