2026-06-242026-06-242025-11-05LOBATO, Thaianne Julia da Costa. Projeto arquitetônico de escola infantil na comunidade ribeirinha Maria Petronília – Belém/PA: uma abordagem voltada ao lugar amazônico. Orientadora: Ana Kláudia Almeida Viana Perdigão. 2025. 99 f. Trabalho de Curso (Graduação) – Faculdade de Arquitetura e Urbanismo, Instituto de Tecnologia, Universidade Federal do Pará, Belém, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/9640. Acesso em:.https://bdm.ufpa.br/handle/prefix/9640Starting from the premise that architectural design must emerge from the lived experiences and real needs of its users, this work proposes the development of an early childhood education school in the Ribeirinha Community Maria Petronília, located on the waterfront of the Curió-Utinga neighborhood in Belém, Pará. The research is grounded in the understanding that a design approach oriented by the Amazonian place is essential for the humanization of architecture, particularly in socioenvironmentally sensitive contexts such as traditional riverside communities. The central objective was to develop a proposal that reconciles the legal and environmental requirements of an Environmental Protection Area (APA) with local cultural practices and ways of life, resulting in an educational space integrated with the territory and the community’s identity. The methodology combined bibliographic studies, field surveys, interviews, and direct observation of daily community dynamics, complemented by guidelines from the MEC and FNDE and by the environmental, historical, and cultural constraints of the site. The design process incorporated a repertoire analysis based on the categories of formal composition and spatial configuration proposed by Reis (2001), such as volumetric organization, spatial hierarchy, circulation flows, and the building–site relationship, which guided decisions suited to the riverside context. The research was supported by investigations from LEDH/UFPA, which ground the design process in the topological and cognitive qualities of space, in dialogue with Piaget’s Genetic Epistemology and the topological categories of Norberg-Schulz. The results indicate that integrating vernacular knowledge with contemporary architectural principles fosters sustainable, comfortable, and culturally rooted solutions. The project employs local materials, elevated structures, and bioclimatic strategies, promoting harmony between form, function, and landscape. The proposal demonstrates that architecture conceived from the place and from its people strengthens belonging, cultural appreciation, and social inclusion.Acesso AbertoProjeto de ArquiteturaArquitetura e LugarEscola de Ensino InfantilArchitectural DesignArchitecture and PlaceEarly Childhood Education SchoolCNPQ::CIENCIAS SOCIAIS APLICADAS::ARQUITETURA E URBANISMOTrabalho de Curso - Graduação - Monografia