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RIEJS
Las Arquitecturas de la Educación: El Espacio de lo Posible. La Cultura del Habitar en la Experiencia de las Escuelas Municipales de Educación Infantil de Reggio Emilia

The Architectures of Education: The Space of the Possible. The Culture of Dwelling in the Experience of the Municipal Schools of Early Childhood Education of Reggio Emilia
Resumen
In close connection with the thinking of Loris Malaguzzi and the theory of the 100 languages of children, spaces in the pedagogy of Reggio assume a role of "central and necessary educators." A culture of living in the places of early childhood that has come to life through many experiments and research within the idea of a new public school, designed as a place of culture and knowledge. The valuation of expressive and poetic languages in the learning processes contributes to redefine the aesthetic perception as a cognitive strategy, something inherent in both children and adults, and a perceptive modality that infects the quality of the architectural space.
Descriptores
Education, Environment, Aesthetics, Knowledge, Architecture.
Texto completo
Full text in Spanish PDF
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Referencia
Cavallini, I., Quinti, B., Rabotti, A., & Tedeschi, M. (2017). Las arquitecturas de la educación: El espacio de lo posible. La cultura del habitar en la experiencia de las escuelas municipales de educación infantil de Reggio Emilia [The architectures of education: The space of the possible. The culture of dwelling in the experience of the municipal schools of early childhood education of Reggio Emilia]. Revista Internacional de Educación para la Justicia Social (RIEJS), 6(1), 181-197.
https://doi.org/10.15366/riejs2017.6.1.010

 

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