ABSTRACT

The aim of this study was to investigate the relationships between a school’s design and architecture and its educational practices, in light of critical theories regarding place, space and education. The study was based on 63 observations during the school daily activities and 75 semi-structured interviews with students, teachers and other staff, as well as two focus-groups consisting of school graduates.

We identified two major elements that are shared by the school’s physical-architectural and pedagogical infrastructure: fluidity and synoptical practices of visibility, that construct two principles of a subversive structure, benevolent and therapeutic control, and detouring practices of power relations and the creation of emancipating spaces. The article proposes a conceptual framework to illuminate the findings and discusses theoretical and practical implementations that are essential for future policies regarding educational practices for youth at risk for dropout.

摘要

本研究的目的是根据有关地方、空间和教育的批判理论，调查学校的设计和建筑与其教育实践之间的关系。该研究基于学校日常活动中的 63 次观察和对学生、教师和其他工作人员的 75 次半结构化访谈，以及由学校毕业生组成的两个焦点小组。

我们确定了学校的物理建筑和教学基础设施共有的两个主要元素：可见性的流动性和概要实践，它们构建了颠覆性结构、仁慈和治疗控制、权力关系的迂回实践和解放的创造两个原则。空间。本文提出了一个概念框架来阐明研究结果，并讨论了理论和实践实施，这些实施对于未来关于有辍学风险的青年的教育实践的政策至关重要。