A criança e o arquiteto: quem aprende com quem? / The child and the architect: who learns from whom?
AUTOR(ES)
Andréa Zemp Santana do Nascimento
DATA DE PUBLICAÇÃO
2009
RESUMO
The interaction between architect and children can be an opportunity to question the conventional conception of architecture, in which the architect is the only author and the designer of static objects. The architect who is disposed to wake up his inner child and to learn about the way children create and recreate their spaces may discover the existence of a childhoods spatial intelligence a quality which is not only underestimated in the architects world, but also in our society in general. Creating architecture with children means not only to pay attention to what they say between the lines of their gestures and to include them in design practices. It is basically to share this work with children, to recognize them as co-authors and partners and to participate in trans-disciplinary practices with other professionals: artists, educators, occupational therapists. We signify that its possible to create a sensitive dialogue with children. It allows the invention of a new language, linking childrens and architects creativity. We can call this conception design and spatial practices with children, which is interrelated with process, action and movement, in opposition to design for children, which prioritizes products and understands children as users of a finished space. Therefore, architecture is not only considered as an object, but mainly as a situation, becoming real through everyday appropriation. We discuss historical projects and an experience carried out between 2006 and 2008 with children in Dom Pedro Casaldáliga, a settlement of Landless Rural Workers Movement (MST). In this experience we were able to re-construct this environment through spatial and artistic practices, human relationships and mutual learning between children, inhabitants, professors, architects, occupational therapists and educators. Taking into account theory and practice, we hope to cooperate with the formation of a different architectural culture. The architect-author may then change his role, participating in a larger creative process and interacting with children. It will allow the construction of spaces where expressing freely and creating other realities can be possible.
ASSUNTO(S)
espaços livres para crianças ; educação ; espaço potencial ; participação public open spaces for children ; education ; potencial space ; participation
