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Des yeux qui ne voient pas
Get PDFI must confess that – due to a broken foot – my enchantment with nature was somewhat faded. Staring at these photographs became an almost cathartic experience, serenity washing over in a dream, renewing a passion for the universe that created architecture and that, in turn, is recreated by it. If the Boa Nova Tea House were like Saramago’s stone raft, adrift in a vast ocean, then the Serralves Museum would be like one of Cesário Verde’s bucolic poems, bathed in idyllic foliage.
From the very first page, one discovers the building romantically dressed in seasonal vegetation, enveloped in a curtain of greenery, which drapes leaves as floating water lilies and droplets of rain. Distant windows seem to emerge beyond the sumptuous filter, manipulating a type of picturesque nostalgia: the primitive longing for a Garden of Eden or the simple magic of a child playing outside.
Having planted an oak tree in Serralves, this interpretation might be biased by my own boyish recollections or, perhaps, the landscape architect was just prone to episodes of refined apophenia. João Gomes da Silva was invited by Álvaro Siza to help mediate the relationship with Jacques Gréber’s 1932 designs, supposedly inspired by the geometries of Versailles.
Having planted an oak tree in Serralves, this interpretation might be biased by my own boyish recollections or, perhaps, the landscape architect was just prone to episodes of refined apophenia. João Gomes da Silva was invited by Álvaro Siza to help mediate the relationship with Jacques Gréber’s 1932 designs, supposedly inspired by the geometries of Versailles.
When Siza’s Alhambra project was exhibited here, in 2017, I pointed out that Gréber’s octagons and waterlines were connected to Granada – like those of Luis Barragán or Louis Kahn. In fact, all of Serralves can be viewed as a modern-day Alhambra and not because of its embellished gardens, protected by a stone wall, but because of its sequencing of spaces, of light and shade.
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Evandro, menino desatento? Mal-estar e medicalização na educação
No full textThis article is the result of an intervention research based on a case study. It carries out aposteriori analysis of the material referring to the school discourse about a child undergoing schooling,aiming to understand the production of malaise. Based on reports of visits to the school, school reportsand transcripts of speeches by school agents, it reflects on the malaise in the educators’ discoursetowards the student who does not correspond to the ideal, as well as maps the strategies to overcomethe malaise. The article concludes that, in the case studied, the strategies predominantly pointed towhat can be called the medicalization of education in the contemporary.Tendo como referencial teórico o mal-estar no processo de escolarização e o fenômeno contemporâneo da medicalização, o presente artigo é fruto de uma pesquisa-intervenção aliada ao estudo de caso. Realiza a análise a posteriori do material referente ao discurso da escola sobre uma criança em processo de escolarização, objetivando compreender a produção do mal-estar. A partir de relatórios de visitas à escola, relatórios escolares e transcrições de falas dos/as agentes escolares, tece uma reflexão sobre o mal-estar no discurso dos/as educadores/as frente ao/à aluno/a que não corresponde ao ideal, bem como mapeia as estratégias para contornar o mal-estar. Conclui que, no caso estudado, as estratégias predominantemente apontaram para o que pode ser chamado de medicalização da educação no contemporâneo
Pedagogia do Oprimido: Um ícone aos 50 anos
Get PDFThis article focuses on the 50th anniversary of Paulo Freire’s Pedagogy of the Oppressed, completed in 1968. We consider the book as the articulating nucleus of a complex, polyphonic work under permanent construction / reconstruction. This work is part of a trilogy that begins with his academic thesis of 1959 (Education and Brazilian Actuality), continues in Education as a Practiceof Freedom (1965), until draining into the book on screen. And that continues in other later works, such as Cultural Action for Freedom and Other Writings (1970). It is also considered that his author intended to rewrite it and did so, in part, in the books Pedagogy of Hope: A Reunion With the Pedagogy of the Oppressed (1992) and Politics and Education (1993). In this rewriting, almost 25 years later,Freire remade concepts, bet on another paradigm, discarded characters and emphases from the 1968 book, demonstrating the permanent movement of epistemological reconstruction marked by the historical circumstances of his political-pedagogical practices in Brazil and in many countries of the world. As a builder of his diverse historical times and political spaces, he erected “the various Paulo Freire”, having the book Pedagogy of the Oppressed as the connecting nucleus of the other parts of his written work.Este artigo focaliza os 50 anos do livro Pedagogia do Oprimido, de Paulo Freire, concluído em 1968. Considera o livro como núcleo articulador de uma obra complexa, polifônica e em construção/reconstrução permanente. Esta obra faz parte de uma trilogia que começa com a sua tese acadêmica de 1959 (Educação e Atualidade Brasileira), continua em Educação Como Prática da Liberdade (1965), até desaguar no livro em tela. E que continua em outras obras posteriores, a exemplo de Ação Cultural Para a Liberdade e Outros Escritos (1970). Considera-se, também, o fato de que seu autor pretendeu reescrevê-la e o fez, em parte, nos livros Pedagogia da Esperança: Um Reencontro com a Pedagogia do Oprimido (1992) e Política e Educação (1993). Nesta reescrita, quase 25 anos depois, Freire refez conceitos, apostou em outro paradigma, descartou personagens e ênfases do livro de 1968, demonstrando o permanente movimento de reconstrução epistemológica marcado pelas circunstâncias históricas das suas práticas político-pedagógicas no Brasil e em muitos países do mundo. Como construtor dos seus diversos tempos históricos e espaços políticos, erigiu “os vários Paulo Freire”, tendo o livro Pedagogia do Oprimido como núcleo de ligação das demais partes da sua obra escrita
Resgatar a meta-reflexão freiriana em cinco atos: Um marco perene para pensar dilemas do educador-investigador hodierno
Get PDFIn this essay-type text the objective is to share reflections, concerns and cross-cutting dilemmas about the main aspects that have emerged from a trajectory of educational research in the field of social and permanent adult education (ESPA). It presents a balance whose guiding thread is developed in five acts which constitute five convictions that, when elected, convene well-established coordinates of research in this sector and rescue, from literature, a critical theoretical and conceptual framework, whose epicenter are the various contributions of Freirean thought. It ends with a brief,albeit convinced, apology for the contribution that interdisciplinary and collaborative critical researchcan make, if it transcends the current paradigmatic, however instrumentalized, assumptions of lifelonglearning. In this condition, the “European Education Area” could be made an opportunity, withoutborders, to ensure a future with human dignity, which transcends our species to wisely educate, aboveall, for the value of life throughout the ecosystem.Neste texto de tipo ensaístico, o objetivo é partilhar reflexões, inquietações e dilemas transversais sobre aspetos principais que foram emergindo de uma trajetória de investigação educacional no domínio da educação social e permanente de adultos (ESPA). Apresenta-se um balanço cujo fio condutor é desenvolvido em cinco atos que constituem cinco convicções que, ao estabelecerem-se, convocam coordenadas bem instituídas da investigação neste sector e resgatam, da literatura, um quadro teórico-conceptual crítico, cujo epicentro são os diversos contributos do pensamento freiriano. Termina-se com uma breve, embora convicta, apologia do contributo que a investigação crítica interdisciplinar e colaborativa pode dar, se transcender os atuais pressupostos paradigmáticos, porém instrumentalizados, de uma aprendizagem ao longo da vida. Nessa condição, poder-se-á tornar o “Espaço Europeu da Educação” uma oportunidade, sem fronteiras, para assegurar um futuro com dignidade humana, que transcenda a nossa espécie para, sabiamente, educar, sobretudo, para o valor da vida em todo o ecossistema
The need for Shelter Laugier, Ledoux, and Enlightenment’s shadows
Get PDFThe scope of this text is to think about how the human need for shelter began to appear as a foundational allegory for the discipline of architecture in the early modern age (XVIII - XIX), particularly in Laugier’s “Primitive Hut” of 1753 and Ledoux’s “L’Abri du Pauvre” of 1804.
At roughly the same periods as these architects were investing the discipline with a new existential calling, new European visions of society, its organization and constraints were exploding the imaginary and concrete limits of the European polity which, at the time, was a planetary polity. Between Rousseau’s social contract, Kant’s Republic, Hegel’s “state,” among many other visions spanning from 1753 to 1804, Europe’s subjects, government and power, and their respective relationships, were structurally changed.
Assembled in the same picture, these allegories and visions give us many possibilities of reflection about architecture’s new position and role within the political in the modern age. On the other hand, it may help us reflect on what architecture articulates in the outbreak of new social contexts. Heeding Walter Benjamin, we propose to take control of these memories, disparate and synchronic as they might “really have been,” to ask in a moment of danger: why doesn’t architecture shelter today? How can we read that foundational calling today
Medicalização da educação especial: Tensões na inclusão
Get PDFWe bring in this article a cut out of the situation of medicalization of special education inBrazil, also named inclusive, with a spotlight to emergencies of analyzers that mark the extremebiologism and the negligence facing the complexity from subjective processes of the human being.In the neoliberal context the children are medicated with psico-pharmacological sooner each time,being the first referral to the health area made by the school, most of the time in the study. Throughthe methodological bias of cartography, strategies and narratives point to micro-political arrangementsof non-medicalizing practices as possible “scape routes” to the smashing expansion of the pharmaceuticalindustry to treat the “disorder called childhood”. Facing the pandemic emergency of COVID-19 in2020, we explore the tensions that involve this discussion and that, at this moment, have intensified.Trazemos nesse artigo um recorte da situação da medicalização da educação especial no Brasil, também denominada inclusiva, com destaque para a emergência de analisadores que marcam o biologismo extremo e a negligência frente à complexidade dos processos subjetivos do ser humano. No contexto neoliberal, as crianças são medicadas com psicofármacos cada vez mais cedo, sendo o primeiro encaminhamento para a área da saúde realizado pela escola na maioria das vezes no estudo realizado. A partir do viés metodológico da cartografia, estratégias e narrativas apontam para arranjos micropolíticos de práticas não-medicalizantes como possíveis “linhas de fuga” à esmagadora expansão da indústria farmacêutica para tratar do “distúrbio chamado infância”. Face à emergência da pandemia de COVID-19 em 2020, exploramos as tensões que envolvem essa discussão e que, neste momento, se intensificaram
Extensão universitária e desenvolvimento local: Implicações dialógicas
Get PDFThis article discusses the university extension and its role of public policy of intervention education for social transformation. It analyzes the implications on development from the theoretical assumptions of Freire’s dialogue and the concept of local development. It is anchored in a qualitative approach and mobilizes the analysis of project design in the 2013/2015 period, on a university campus in the interior of Sergipe State, Brazil. Results revealed the lack of dialogue with the local communities generated in the process, contradicting the transformative relationship between the university and the local society that it is expected that the extension projects and programs can promote, besides the presence of tension in this teaching practice.Esse artigo problematiza a extensão universitária e seu papel de política pública de educação interventiva para a transformação social. Analisa as implicações sobre desenvolvimento a partir dos pressupostos teóricos do diálogo freiriano e do conceito de desenvolvimento local. Ancora-se numa abordagem qualitativa e mobiliza a análise da elaboração dos projetos no período 2013/2015, num campus universitário no interior do Estado de Sergipe, Brasil. Os resultados revelaram a ausência de diálogo com as comunidades locais gerada no processo, contrariando a relação transformadora entre a universidade e a sociedade local que é expectável os projetos e programas de extensão poderem promover, além da presença de tensão nessa prática docente
About the 5th Number of Sophia, Visual Spaces of Change: Designing Interiority - Shelter, Shape, Place, Atmosphere
Get PDFTo dwell and to build is not an art, is not a technique, but a realm where things belong. This is a statement addressed by Heidegger in Bauen Wohnen Denken, his text more connected with architecture that is more contemporary than ever. In effect, two questions as What is it to dwell? and How does building belong to dwelling? are intertwined with others like How to dwell in the current world? and How to give form to the quality of dwelling? The responses should point out again to Heideggerian’s line of thought: ‘Only if we are capable of dwelling, only then can we build’. He pushes the argument to the limit adding that dwelling is to conciliate ‘earth’, ‘heaven’, ‘the mortals’ and ‘the gods’ (the divine). To dwell and to build should be the preservation of such square. It is remarkable that Heidegger’s writings on this topic, that stimulated and still stimulate the architectural debate, were strongly influenced by the philosopher’s life in the Schwarzwald, close to the village of Todtnauberg. In Heidegger’s Hut (Adam Scharr) the hut in which Heidegger lived in for five decades, since he ordered its construction in 1922, is described, as well as the bonds he created with the landscape and all environment. The hut was a place for him to dwell and to think, because both belong together and were mutually influencing body, feelings and sense of place. And if Norberg-Shulz left the phenomenological legacy of the genius loci as the spirit of the place, with its particular atmosphere and fundamental implications for building, genius loci within Heidegger’s thoughts on building, dwelling and thinking recall the sense of protection and of sacredness of a place like the one called home. Life in balance with the spirit of the place showed Heidegger that the emotional space is measured very differently from space measured mathematically. And to build and to dwell are activities with a significant order that resonates in mind, body and spirit.
For phenomenology, place is not just the geographic or topographic location, but consists of effective elements such as materials, form, texture, colour, light, shadow playing together. The interdependence of all those elements, along with others allows the opportunity for some spaces, with identical functions, to express diverse architectural features and therefore countlessatmospheres to perceive, enjoy and cherish. ‘Sometimes I can almost feel a particular door handle in my hand, a piece of metal shaped like the back of a spoon. I used to take hold of it when I went into my aunt’s garden. That door handle still seems to me like a special sign of entry into a world of different moods and smells. I remember the sound of the gravel under my feet, the soft gleam of the waxed oak staircase, I can hear the heavy front door closing behind me as I walk along the dark corridor and enter the kitchen, the only really brightly lit room in the house’, confesses Peter Zumthor.
On the shoulders of these inspiring ideas and experiences, the plot for the 5th number of Sophia was designed. It called original articles that discuss the core of interiority in architecture as a matter open to diverse ideas and practices in the realm of built space to be experienced by its dwellers. Interiority to be argued as a dimension that differentiates a place of a non-place. The non-places are spots with which the individual does not create any relation; they are transit- places without memory, identity, history, personal construction, references, emotions of which solace is not a minor one. Interiority claims that kind of space that accommodates thoughts, dreams, nightmares, intimacy, changes, silence, noise, neurosis...life. Shelter, shape, place, atmosphere portray scenarios that enhance experiences, events, occurrences beyond the functionalistic rhetoric enveloping them.
All the texts that compose this issue display the strong insights the authors chose to approach the proposed topic. They trigger new thoughts and new questions. Three articles and an interview appear as the hard core of this volume.
Preserving heritage through new narratives: designing a guesthouse within a cross-disciplinary team from Pedro Bandeira Maia and Raul Pinto discusses a very demanding design program of transformation of an interior space from a former pharmacy to a guest house in a historical building from the nineteenth century. The article exposes the methodology followed by a cross disciplinary team debating the project’s narrative illustrated with very expressive images.
The role of architecture in an engaging and meaningful experience of the physical exhibition from Bárbara Coutinho and Ana Tostões evolves from the main argument that the physical exhibition is the immediate way to encounter the arts in line with the phenomenological understanding of the aesthetic experience. It recalls the inspiring role of exhibition designs of Frederick Kiesler, Franco Albini and Lina Bo Bardi as examples to contrast with the growing process of digitalisation and dematerialisation of the involvement with art. Authors address then the reasons why for contemporary times it is important that an exhibition is designed to be a physical matter between spectators and art.
The need for Shelter. Laugier, Ledoux, and Enlightenment’s shadows from Rui Aristides and José António Bandeirinha discourses about the human need for shelter as the essence that defines the discipline of architecture. This approach is developed within an historical framework, namely referring the legacy of Laugier and Ledoux intertwined with philosophical and political issues.Based upon these reasoning, the authors go further and tackle the architecture’s role regarding shelter in contemporary times.
The interview The Power of Imagination made to Danish Designer Hans Thyge is an exciting journey to pertinent themes thought from the professional practice of a designer who after 30 years in design still believes in the use of a pencil and a paper to sketch and to imagine. ‘Interiors’ is central in this storytelling as a challenge to create spatial experiences and staging atmospheres. Also his own house, designed by him, is a key moment to make special considerations regarding dwelling and building.
We are very thankful for authors’ contributions and vivid minds
Transtorno do déficit de atenção e hiperatividade: Uma campanha em ação
Get PDFA pesquisa aqui sintetizada partiu da premissa de que o Transtorno do Déficit de Atenção e Hiperatividade (TDAH) não se trata de um transtorno neurobiológico, mas de uma construção social historicamente situada, consequência de um processo de medicalização. Teve por objetivo investigar se, no que estamos chamando, na atualidade, de uma “campanha pelo TDAH”, poderiam ser identificados elementos constituintes semelhantes àqueles que estruturaram as campanhas antimasturbação e pela educação, ocorridas nos séculos XVIII e XIX (Foucault, 2001). Para tanto, optamos pela apropriação de parte da obra Os Anormais, de Foucault (2001), dos temas, entendidos como táticas, estruturadores do que passamos a chamar de uma “noção de campanha”. Esses temas ou táticas foram utilizados como operadores analíticos para a comparação entre as campanhas apresentadas por Foucault e a “campanha pelo TDAH”. Isto foi feito junto a uma base de dados coletados na plataforma SciELO, na Hemeroteca Digital da Biblioteca Nacional, em uma revista especializada em Educação e em postagens hospedadas na internet. Esta análise nos permitiu concluir pela existência, em todos os segmentos representados na pesquisa, de elementos constituintes semelhantes àqueles que estruturaram as campanhas antimasturbação e pela educação no que estamos chamando, na atualidade, de uma “campanha pelo TDAH”