Banca de DEFESA: NATALYA CRISTINA DE LIMA SOUZA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : NATALYA CRISTINA DE LIMA SOUZA
DATE: 30/04/2026
TIME: 14:30
LOCAL: sala virtual - https://meet.google.com/qce-cbxr-isw
TITLE:

Learning experiences in the transition spaces of Brazilian Architecture and Urban Planning courses

KEY WORDS:

informal learning; transition spaces; graduation in architecture and urbanism, university campus

PAGES: 307
BIG AREA: Ciências Sociais Aplicadas
AREA: Arquitetura e Urbanismo
SUBÁREA: Projeto de Arquitetura e Urbanismo
SPECIALTY: Planejamento e Projetos da Edificação
SUMMARY:

Contemporary pedagogical perspectives on learning in a university context indicate that support for student activities extends beyond the classroom and incorporates other academic environments present in Higher Education Institutions (HEIs). In this context, we highlight the Transition Space System (TSS), whose distribution has the potential to, among other possibilities, stimulate informal learning. For this reason, transition spaces are understood as areas that support connections between two internal destinations within buildings or buffer the relationship with the exterior, in accordance with recent global discussions on the term. Based on this understanding, as a working hypothesis, it is argued that although the users and physical elements are different and interchangeable in each higher education institution, the socio-spatial behavior and observable uses in the transition spaces of the Architecture and Urbanism Undergraduate Courses (UC-AU) define similar environments in differentiated circumstances. The overall objective was to identify and describe the environmental characteristics of the UC-AU transition spaces in Brazilian HEIs. To achieve this, this thesis defined three generic starting questions and three specific objectives, aimed at analyzing the contributions of extracurricular areas to learning in UC-AU, which were developed from a multiple case study inspired by spatial ethnography and with the adoption of a multi-method strategy. In total, 21 UC-AU in national HEIs were visited, of which 10 were selected for in-depth analysis through documents and field research (with naturalistic observation and filming of routes in non-private areas), in addition to interviews with 37 educators and 28 university architecture students, identified only according to the length of their professional experience and institutional affiliation, respectively. The data analysis revealed a wide variety of perceptions and experiences, the systematization and interpretation of which included the identification of metaphors, the production of exploded perspectives, and montage techniques that bring together textual fragments (quotations from the narratives) and image fragments (photographs and video recordings). Scientifically, four sectors of the TSS have been identified as having the potential to support learning in UC-AU: entrances, covered and uncovered common areas; and circulation axes. The results show that these sectors accommodate different types of support for displaying works, information, or free expressions, consolidating the translation of the "walls that speak" ambiances. Covered common areas support a wide variety of synchronous activities, prolonged and diverse uses, and numerous learning opportunities, although they need to be connected to adjacent spaces to allow for better spatial distribution and optimization of zoning. The entrances and uncovered common areas also offer a range of possibilities for use and contributions to learning, provided there is compatibility between the equipment present and the relationships between flows and environmental conditions. As for the circulation axes, especially the wide corridors, they could be redesigned to encourage longer breaks, individual cubicles, and adaptation to existing uses. In terms of impact, the methodological and social contributions of the work stand out. Methodologically, in addition to reviewing ideas and concepts in this field, which can assist other studies, collaboration for research in the area is highlighted through: (i) production of montages to bring together narrative and visual data and facilitate a panoramic and associative view of the contexts and concepts worked on; (ii) a proposed matrix for analyzing the system of transitional spaces that synthesizes socio-physical elements and those related to behavior. Finally, it is understood that the greatest contribution of the thesis is to provide a general understanding of the uses and potential of transition spaces in Brazilian Architecture and Urbanism courses, which can impact the planning of the schools studied and help courses from other higher education institutions to (re)think these areas.

COMMITTEE MEMBERS:
Interna - 1149643 - GLEICE VIRGINIA MEDEIROS DE AZAMBUJA ELALI
Interno - 2508732 - HEITOR DE ANDRADE SILVA
Externa à Instituição - CHRISTINE RAMOS MAHLER - UFG
Externa à Instituição - ANA MARIA REIS GOES MONTEIRO - UNICAMP
Externa à Instituição - CRISTIANE ROSE DUARTE - UFRJ