Tipos e tipologias dos espaços de aprendizagem nos PPCs das licenciaturas da UFAM - Manaus

Abstract

This study analyzes the types and typologies of learning spaces present in the Course Pedagogical Projects (CPPs) of undergraduate programs offered at the Manaus campus of the Federal University of Amazonas (UFAM), seeking to understand how these spaces are configured and represented in institutional documents aimed at the organization and functioning of the courses. The research problem focuses on the need to identify how the CPPs incorporate contemporary conceptions of learning spaces, considering the demands of education in the Amazon region. The main objective of the study is to analyze the configuration that learning spaces assume in the CPPs of the different undergraduate programs at UFAM, identifying their typologies and formative implications. Type is understood as the general classification of learning spaces (physical, digital, and social), and typology as the systematic classification of these spaces based on previously defined criteria. Methodologically, the research adopts a qualitative approach, combining literature review and document analysis. Academic databases were consulted using the descriptors "learning spaces," "course pedagogical project," and "undergraduate degrees." Seven course pedagogical projects (PPCs) available on the UFAM institutional portal were also analyzed, serving as a primary source for understanding the described formative practices. The analysis followed the procedures of content analysis, encompassing the stages of pre-analysis, exploration, and interpretation of the data. The results indicate that the PPCs recognize the importance of learning spaces, especially formal spaces such as classrooms, libraries, and laboratories, but still present gaps in the explanation of their pedagogical functions and in the integration between the different types and typologies of spaces. Thus, although there are conceptual advances in valuing diverse learning environments, the documents analyzed still lack greater theoretical depth and methodological coherence. The study thus contributes to strengthening teacher training policies and improving the PPCs of undergraduate programs at UFAM, reinforcing the importance of the continuous review of educational spaces as an essential part of formative practice.