Teresinha Maria Gonçalves

HABITAÇÃO E SUSTENTABILIDADE URBANA

This article is a report and comment on two researches conducted by the author herself in two districts of the city of Criciuma-SC, southern Brazil, from the environmental psychology perspective. The fi rst one was on the process of appropriation of space by means of living and inhabiting the place, carried out from 2002 to 2006, and the second one deals with sidewalks as city of Criciuma-SC’s public spaces, carried out in 2007. The objectives were to investigate the process of living and inhabiting, and the appropriation of sidewalks as public spaces. The researches were qualitative and based on case studies. The samples came from 10 residents from each neighborhood and they were chosen for the interviews based on time of living in the area criterion. The representativeness of the sample is not given by statistical data but by the methodological rigor and depth of analysis.

RELAÇÕES ENTRE SER HUMANO E NATUREZA: UMA REFLEXÃO SOBRE A SOCIEDADE CONTEMPORÂNEA

Este artigo se constitui como um aporte teorico na perspectiva de uma reflexao sobre os valores que orientam as relacoesdo ser humano entre si e deste com anatureza. Apresenta uma discussao sobre a producao da subjetividade na sociedade contemporâneano contexto onde a qualidade de vida recoloca os valores associadosa vida e a dignidade. Questiona o atual modelo desenvolvimento que exacerba a degradacao socioambiental, exaure a natureza e aumenta as desigualdades sociais. Urge, neste contexto, investir na mudanca de valores e atitudes socioambientais, pois que a degradacao do ambiente reflete, em ultima instância, a propria degradacao dos seres humanos e da humanidade, em sua incapacidade de reconhecimento de sua propria dignidade e do valor da vida.

Habitar: A casa como contingência da condição humana

This paper is part of a critical and theoretical reflection framed within a research process that began in 2007 and is still ongoing. The research provided by this theoretical reflection covers a temporary line spanning the 2007-2010 period, totalizing eight terms, involving 40 study subjects per term and resulting in a field work that accounted for more than 320 subjects. This research, coordinated by the author, was carried out in the Laboratory for Environment, Urban Development and Environmental Psychology at the University of the Extreme South of Santa Catarina, located in Criciuma, SC, Brazil. The aim of this critical and theoretical reflection, and the research from which it is derived, is to expand the horizons for the understanding of the inhabiting and housing appropriation processes. Such a process can be detectable through the identification of the symbolic dimensions of dwellings: embodiment, cultivation and sense of belonging. This contribution offers a brief comparison between the social context of the research and the social housing policies operating in Brazil, concluding with a preliminary analysis of research data and underlining important aspects that deserve further exploration.

A apropiación del espacio en el preescolar según la psicología ambiental

To configure the appropriation of space, five elements that support this appropriation can be observed. These elements are identification, a sense of belonging, the embodiment, the cultivation and the feeling of defense. The object of this study was the appropriation of the space in a preschool, aiming at the understanding of the process of appropriation through the semiotic analysis of drawings made by the students. As a result, the playground was the space that came first as favorite, the second preference was the sports court, and the classroom was the space that emerged as third in preference. Independently of their order, all drawings confirm the appropriation of the spaces of the preschool, however the appropriation is singular for each children. In conclusion, we observed that the child easily appropriates the space.

Apropriação do espaço na pré-escola segundo a psicologia ambiental

To configure the appropriation of space, five elements that support this appropriation can be observed. These elements are identification, a sense of belonging, the embodiment, the cultivation and the feeling of defense. The object of this study was the appropriation of the space in a preschool, aiming at the understanding of the process of appropriation through the semiotic analysis of drawings made by the students. As a result, the playground was the space that came first as favorite, the second preference was the sports court, and the classroom was the space that emerged as third in preference. Independently of their order, all drawings confirm the appropriation of the spaces of the preschool, however the appropriation is singular for each children. In conclusion, we observed that the child easily appropriates the space.

Space appropriation in preschool according to environmental psycholog

To configure the appropriation of space, five elements that support this appropriation can be observed. These elements are identification, a sense of belonging, the embodiment, the cultivation and the feeling of defense. The object of this study was the appropriation of the space in a preschool, aiming at the understanding of the process of appropriation through the semiotic analysis of drawings made by the students. As a result, the playground was the space that came first as favorite, the second preference was the sports court, and the classroom was the space that emerged as third in preference. Independently of their order, all drawings confirm the appropriation of the spaces of the preschool, however the appropriation is singular for each children. In conclusion, we observed that the child easily appropriates the space.