Space and education

The manipulation of the scholar environment in Pestalozzi, Montessori and Freinet

Abstract

The present article examines conceptions of the educational space as articulated in the propositions of three significant authors: Johann Pestalozzi, Maria Montessori, and Célestin Freinet. Given that all of them, to varying extents, questioned the modes of organization of the educational space, this text seeks to comprehend and compare their educational objectives and how they conceived the manipulation of school space to achieve these objectives. Building upon the contributions of Pierre Bourdieu (2010), who posits that space functions as one of the devices for the promotion of symbolic violence, the intention is to shed light on the discussion surrounding this variable that is crucial for the development of educational work but does not always receive the attention it deserves in discussions about education.