THE HEARTBEAT IN THE CORRIDOR: AESTHETIC EXPERIENCE AND PLAY IMPULSE IN THE FULL-TIME SCHOOL

Abstract

This article investigates the repercussions of artistic interventions in daily school life, analyzing how the introduction of exhibitions and aesthetic productions in corridors can challenge and reframe the architecture and routine of a full-time school. Theoretically, the study is grounded in the history and philosophy of education, articulating the discussions on the materiality and organization of school space by Frago and Escolano (2001, 2005) and Souza (1998) with the humanist geography of Barguil (2006) and Silveira (2016), which guide the conceptual transition from a purely physical "space" of passage to a "place" filled with meaning, belonging, and cultural identity. Methodologically, it is designed as a qualitative action research, supported by the methodological premises of Engel (2000) and Tripp (2005), whose immersion and data collection occurred through observations and questionnaires applied to students, teachers, and staff at EEMTI CAIC Senador Carlos Jereissati, located in Maranguape, Ceará.