Neuroarquitetura, cognição e o edifício escolar

Abstract

Neuroarchitecture is emerging as a recent area, which is constituted by the joining of studies from neuroscience, cognitive science and psychology to architecture and urbanism, to create possibilities and give understanding to the way in which the physical environment interferes with human behavior and, in their short and long term cognitive and motor development. The main objective of the work permeates the literature review, in order to analyze what it is, and how neuroarchitecture can be combined with the school building project, in order to positively influence the improvement of child Education. The research aims to report. the cognitive processes the brain goes through during its development, in the realization and construction of knowledge. Emphasizing that long-term environments, such as school for example, can be directly linked to the cognitive process. Architecture deals with the conception of humanized and functional physical spaces, for this, all architecture can be thought of in a multisensory way, especially spaces aimed at child development, mainly to create affective memories in school-age children, which will be activated in several moments of adult life. Therefore, due to the aspects investigated, it must be taken into account that there are elements of neuroarchitecture which can be used, in school buildings, to create spaces that are both welcoming and stimulating for child development.