The pandemic and its open or closed windows for children

Authors

  • Giselle Cerise Gerson Federal University of Rio de Janeiro, Brazil
  • Giselle Arteiro Nielsen Azevedo Federal University of Rio de Janeiro, Brazil
  • Paulo Afonso Rheingantz Federal University of Rio de Janeiro, Brazil

Keywords:

COVID-19 pandemic, Educational territories, Social inequality, Childhood and the city

Abstract

This article proposes a reflection on the restrictions and challenges faced by children and public education in Brazil during the COVID-19 pandemic, considering the suspension of physical access to the school environment, the digital divide, and their implications for increasing socioeconomic inequalities in the country. It aims to discuss the roles of school and public open spaces in the return to regular classes and in the need to reinvent themselves from the (new and old) demands of children, teachers and parents. Based on the sociology of childhood, with Sarmento (2005, 2008, 2020) and Qvortrup (2014), we recognize children as active individuals who interpret and act in the world, who need to be stimulated to develop their protagonism in society, at public open spaces and school. In addition, knowledge from other areas like urbanism, legal sociology and urban pedagogy aid to obtain a transdisciplinary view on the changes in social and environmental appropriations of the city and the possibilities to build inclusive and healthy environments for children.

Downloads

Download data is not yet available.

Author Biographies

Giselle Cerise Gerson, Federal University of Rio de Janeiro, Brazil

She is an Architect and Urbanist. She holds a master's degree in Urban Development, and is a Ph.D. candidate at the Graduate Program in Architecture - PROARQ, at the Federal University of Rio de Janeiro, Brazil. She is a collaborating researcher in the research groups Environment Education group - GAE, and Places and Landscapes group - ProLUGAR. She studies public open spaces, walkability, schools architecture, educational territories, post-occupancy evaluation, and the quality of the place.

Giselle Arteiro Nielsen Azevedo, Federal University of Rio de Janeiro, Brazil

She is an Architect and Urbanist, has a master's degree in Architecture, and a doctorate in Production Engineering. She is an Associate Professor at the Faculty of Architecture and Urbanism at the Federal University of Rio de Janeiro, in the Graduate Program in Architecture - PROARQ, and coordinates the Environment-Education Group - GAE. She studies schools' architecture, educational territories, post-occupation assessment, quality of the place, and environmental perception.

Paulo Afonso Rheingantz, Federal University of Rio de Janeiro, Brazil

He  is an Architect and Urban Planner with a specialization in Educational Research Methodology, a master degree in Architecture and a PhD in Production Engineering. He is professor of the Graduate Program in Architecture at the Federal University of Rio de Janeiro (PROARQ - FAU - UFRJ). He studies post-occupation evaluation and quality of the place from the view of Science, Technology and Society studies (CTS) and leads the research group Places and Landscapes (ProLUGAR).

Downloads

Published

2020-12-19

Issue

Vol. 1 No. 21 (2020): V!21 We Have Never Been so Digital

Section

Ágora