Arquitetura e educação: um estudo acerca da colaboração da arquitetura para a qualidade de ensino de indivíduos com Transtorno do Espectro Autista, na Escola Estadual Engenheiro Caldas, em Caratinga-MG

Abstract

The process of discovering and understanding autism is something new, which has been developing over the years. Today, thanks to studies on the subject and technology, which has provided significant advances in research, autism is no longer seen just as a psychosis that manifested itself in childhood and has come to be understood as a condition that extends across a spectrum, and Because of this, it received the name Autistic Spectrum Disorders. Currently, as it is still very recent, the insertion of such individuals into the common environment is failing, causing situations of prejudice and exclusion. In the school context, autistic students often face challenging scenarios due to the high sensory loads coming from the environment, and such occurrences generate a deficit in the learning process of these students, as the building does not provide the necessary structure for it to be performed well. To this end, understanding the particularities of students with ASD, such as issues of sensory processing, hyposensitivity and hypersensitivity, in addition to other characteristics of the disorder, is essential to promote well-being and quality of teaching for the institution's students. From this perspective, architecture plays a fundamental role in enhancing students' school experiences, since the way the environment is designed affects the way students behave in space. Therefore, environmental comfort studies, such as a detailed analysis of the thermal, lighting and acoustic performance of the space, in addition to the definition of design guidelines, related to the distribution of school facilities in sensory zones, better use of classrooms and learning spaces coexistence, linked to the environmental perception conditions of autistic people, act as a strategy to promote better use of space, and as a consequence, an increase in learning rates. Therefore, this work seeks to elaborate the role of architecture in the design of environments aimed at the education of students with Autism Spectrum Disorder