Resumo

VIVAS, Fabiola. The spatial distribution of a design studio and the education knowledge codes. Two case studies: the enclosed workshop and the open workshop. Educere [online]. 2006, vol.10, n.34, pp.491-501. ISSN 1316-4910.

The main aim of this exploratory-descriptive research was to complete the space evaluation of an innovative educative space (Design Project Units: DPU) in the Architecture major in the University of Táchira. The specific research objectives were: verify the premises of UNET ’s Architectural project, regarding the design of the DPU, describe the spatial behaviour of the main users in two types of building distribution of the DPU and explore how the physical space is related to teacher training in the Projects course. The qualitative approach was used, within the framework of Bernstein ’s (1973) Pedagogical Transmission Theory and Peatross and Peponis’ interpretations (1995). According to Bernstein, education space is a medium for social control. The knowledge code in education, understood as the principles that underlie the curriculum, pedagogy and evaluation, can take one of two shapes: integration and collection. The results show that the spatial distribution of the workshop not only reflected the pedagogical principles, but it also generated its own pedagogical efects.

Palavras-chave : Education knowledge codes; environmental value; architectural workshop; evaluation of used spaces.