Trajectories and methodological experiences: CEU Butantã - São Paulo- Brazil

Abstract

The text of this article fulfills, through the narrative of the research report, the function of sharing and describing trajectories, experiences and theoretical-methodological paths of the research processes entitled Dealing with New Spaces: Children and Adolescents in the Appropriation of the Architectural Complex from CEU Butantã (São Paulo, Brazil), emphasizing the work with EMEI (Municipal School of Early Childhood Education) of the Unified Educational Center. This investigation was a joint research carried out in collaboration between Universidade Presbiteriana Mackenzie (Brazil), the Universities of Siegen and Alanus University Of Arts And Social Sciences (Germany) and the São Paulo Municipal Education Secretariat (SME). The purpose of this research was to understand the process of appropriation of the physical and symbolic spaces of CEU Butantã, by the children and adolescents who study in their CEI educational units (Child Education Center), EMEI (Municipal School of Child Education) and EMEF (Municipal Elementary School). Thus, this work aimed to describe the processes developed by the research to verify the appropriation, starting from the problematization of the CEU Butantã conception and its pedagogical practices of inclusion, and the synthesis of the methodological procedures and paths of the researchers.