Acupuntura sociocultural através da arquitetura, escola de arte e permacultura da aldeia de Kisambamba em Madimbana na República Democrática do Congo; espaço de integração social e cultural

Abstract

The theme addressed in this work is a study on education; The primary and secondary schools in the Democratic Republic of Congo, especially the public ones and a critical approach on the colonial and postcolonial educational system and its content, its various aspects that influence the life and forms of relation of its users, both in the Formal aspects, school layout and results to date, as well as in the various teaching modalities and conceptual characteristics that they can encompass, particularly in the Kisambamba village, in the territory of Madimba in Central Kongo, a part of the country that has an educational deficit Characterized by the lack of school infrastructure, leading the residents to attend the territorial schools that are far from the village, leading to the abandonment of the majority. In this appendix we consider the ethnic-cultural identity of the village very important, to work through the school under construction, a vernacular architecture with different alternative approaches such as permaculture, agroecology to enable its sustainable development. Today it is still possible to perceive in our cultural and architectural productions, in particular, the absence of an original cultural essence. The formation of the new cities and new spaces of coexistence has had a capitalist valorization aimed at the consumption and the beautification of the urban spaces, without socio-cultural base of our context. When we speak of this continent (Africa), where social cohesion has always been the factor Important in the consolidations of communities, we realize that a return to the value of our cultures can be a fundamental part of a new national cohesion capable of making sustainable development possible.