La diagnosi arquitectònica de l'espai públic a través de la percepció dels infants. Cas d'estudi: cerdanyola del vallès (barcelona)
- Autores: Sergi Méndez Rodríguez
- Directores de la Tesis: Magda Saura i Carulla (dir. tes.)
- Lectura: En la Universitat Politècnica de Catalunya (UPC) ( España ) en 2018
- Idioma: español
- Tribunal Calificador de la Tesis: Jaime José Ferrer Forés (presid.), Luis Angel Domínguez Moreno (secret.), Esteban de Manuel Jerez (voc.), Clara Eslava Cabanellas (voc.), Ana Gallego Palacios (voc.)
- Programa de doctorado: Programa de Doctorado en Proyectos Arquitectónicos por la Universidad Politécnica de Catalunya
- Materias:
- Enlaces
- Tesis en acceso abierto en: TDX
- Resumen
INTRODUCTION: The interest of this research is the assessment of the quality of architecture and urban planning through human experience. Specially, focusing on the critical point of view of child population and their families about the physical and social school environment. OBJECTIVES: To develop a new methodology, which is able to link the different areas of children's experience, the representation of the environment by children and the quality of school¿s environment-configuration. A new administrative tool able to complete the existing indicators of the Child Friendly Cities Program, while continuing the work of the GIRAS research group, started in the 70s and based on an approach to the architectural design and urban planning project from the historical and social fields. METHODOLOGY: Qualitative & quantitative multidisciplinary methodology based on the analysis of variables related to: the representation of environments built by children, the data on the experience and the quality of the school¿s environment configuration. Thanks to the element "school", the concentration of data collection, is possible (through models built by children, surveys carried out among children, families and teachers, and participant observation of the environment by the author of the thesis). RESULTS: The results confirm: on the one hand, the lack of links between the factors of the environment¿s configuration and the representation¿s quality. On the other hand, the positive influence on the representation of some specific aspects about the family and the children's experience, and some socioeconomic, sociodemographic and family psychosocial aspects. CONCLUSION: The methodological proposal, as concluded by this work, becomes a tool to assess, both in a playful and pedagogical way and in a rigorous and administrative manner, the socio-physical relationship of children and their families with the school, the school¿s environment and the city where the school is located, through the participation of the whole educational community (children, families and teachers).
