Design in a Context of Social Equity: concerning therapy rooms in schools

Abstract

This paper, suggests a contemplation on the vital importance that design represents for the human being as an integrating factor in society, enabling safe therapeutic spaces in schools, aiming for social equity, in the context of the SARS CoV2 pandemic. Furthermore, we look upon the increase of mental disorders (anxiety and depression) among students, caused by quarantines, and how this could lead to greater demand for therapy spaces in schools. We also analyze examples of existing therapy rooms, and one project for a room, to be implemented in the same inclusive school. Reflecting on a concept of social design, from the observational point of view, of sensoriocognitive comfort, in their contemplation of the hypothetical, revitalizing and multisensory ergonomic enjoyment of its collective well-being.