SCHOOL ARCHITECTURE AND ETHNIC-RACIAL INEQUALITY
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Abstract
We Present in this article reports of experiences that reflect the conditions of the physical spaces of Children's Education schools in the city of Ilhéus, Bahia. Our main objective has been to analyse whether such enclosures meet the guidelines contained in Basic Parameters Dand Infra-Structure For as InstI dand early Childhood Education and US National Quality Parameters For a Early Childhood Education, both published in 2006. In the development of this process, we use the fundamentals of intervention research, a methodology that analyzes and questions institutional power relations. In this perspective, Discuss The possibility of there being connections between school architecture, social condition of users and the variable color/ethnicity. The results indicate that schools, notably those built on the outskirts of the city, are historically grounded in the continuous process of preserving ethnic-racial and educational inequalities.
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