A configuração espacial das escolas como indicador de qualidade no ensino fundamental.

Abstract

This Course Conclusion Paper performs a spatial diagnosis of the Monsenhor João Milanez State Elementary School, taking as reference the number of students per class in relation to the spaces available in the school for teaching and learning practices in Geography. In this direction, research procedures were implemented to know the population density of the school investigated and to reflect on the spatial quality of elementary schools for geographical learning in this stage of schooling. To reflect this problem, a bibliographic research was carried out that involved the identification, cataloging, reading and discussion of a series of theoretical, juridical and methodological references that guide the discussion. Next, a field research was carried out at the Monsenhor João Milanês State School of Elementary Education, located in Cajazeiras - PB. The field research allowed to collect a series of data from: a) observation, experience and description of the school daily life; b) Access, reading and reflection of the pedagogical political project of the school; c) Conducting interviews with the school's management and with the geography teachers of that institution. In this sense, the research started from a qualitative approach of the collected data, which allowed us to identify not only a limitation, but also an underutilization of the school space for the development of classes, reading activities in the library and the computer room and other activities. in the school yard as a function of the size of the classrooms in relation to the number of students. Such configuration compromises the spatial quality (thermal, sound, mobility and research comfort) of school work, making it difficult to organize geography teaching practices, contextualized with the contemporary demands placed on school knowledge.