Arquitetura e formação docente: a trajetória arquitetônica da Faculdade de Educação do Ceará (1968-2009)

Abstract

Within the field of the History of Education, this study discusses the history of educational institutions through the lens of architecture, considering the changes in teacher training. It explores how the buildings that make up the College of Education (FACED/UFC), constructed from the 1960s onward, embody the concept of teacher training, while the original buildings and the architectural interventions carried out over the years narrate its evolution. The main objective was to analyze the trajectory of the College of Education at the Federal University of Ceará through the evolution of its architecture between 1968 and 2009. Specifically, the study aimed to: describe the factors that influenced the architectural design for the implementation of FACED for teacher training as an academic unit of the UFC; contextualize how the architecture of the college has been modified over the years to accommodate the programs housed within it; and identify the changes and aesthetic interventions incorporated into the original architectural design, considering the process of modernization of the UFC. The theoretical framework was based on studies by Paolo Nosella and Ester Buffa (2013), Bencostta (2019), Ribeiro (2010), Saviani (2009), Fernandes (2014), and Zevi (1996), among others, regarding the relationship between history, education and architecture. Methodologically, the research follows a qualitative, descriptive and explanatory approach, with the architecture of the FACED building as the object of study. Data was collected through site visits, documentary sources, iconographic sources and a bibliographic survey. In addition, content analysis was used to process the data, as well as analysis in the historical dimension, based on methodology applied to research in architecture and urbanism. The findings indicate that FACED has an original physical structure with the language of the modern movement, built in the early 1960s. However, modifications were made during the 1990s and 2000s with extensions, interventions and constructions to meet the demands of teacher training and the institutional needs of the UFC.