15th International UIA - UNESCO
Seminar
Learning in Public Spaces
PORTO,PORTUGAL,,SEPTEMBER200
UIA WorkingProgramme
((Educational
andCulturalSpaces)
Secreteriat:
TechnicalChamberof Greece
Athens
Athens2002
UIAKJNESCO International
Seminar
UIA Working Programme for
“Educational
and Cultural Spaces”
September 10 to 14,200l
Porto, Portugal
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UlESCU
FINAL REPORT
February, Mars, 2002
Order of Architects
Ministry of Education
Faculty of Architecture, Port0 University
Port0 Municipality
Contents
International Organising Committee, Organisers,
Venue, Secretariat
Participants
Guests
Programme
Programme (schedule of events)
Opening Session/Sessao de Abertura
1st Working Session / Sessao de trabalho n.“l
2 nd Working Session / SessQode trabalho n.’ 2
3 rd Working Session / Sessao de trabalho n.’ 3
4 th Working Session / Sessao de trabalho n.’ 4
5 th Working Session / Sessao trabalho n. O5
Workshops
Debate and Seminar Closing Session/ Debate e
Sessao de Encerramento do Seminario
Visit to the city on day lO/ Visita a cidade no dia 10
Visit to Miragaia School and walk by the Historical
Centre/ Visita a Escola de Miragaia e passeio no
Centro Historic0
Guided tour / Visita guiada/ to Aveiro
Guided tour / Visita guiadal to Douro Valley
UIA Working Programme sessions / SessGes de
trabalho do Programa da UIA
Individual
presentations in the WP Session /
ApresentacGes individuais na sessgo do WP
Participants general list/ Lista geral dos
participantes
The Seminar in the News / 0 seminario na
Imprensa
3
4
5
6
7
10
14
19
32
52
73
83
101
111
113
115
116
117
118
119
125
127
International
Organising Committee
Yannis Michail, arch, UIA WP Director, Technical Chamber of
Greece
Rodolfo Almeida, arch, UNESCO, UIA WP
Jose Freire da Silva, arch, UIA WP
Pedro Santos Costa, arch, CDN Secretary, Ordem dos
Arquitectos
Jorge da Costa, arch, SRN Vice-President, Ordem dos
Arquitectos
Daniel Couto, arch, Porto
Alfacinha da Silva, arch, CDN, Ordem dos Arquitectos
Jorge Farelo Pinto, arch, UIA WP
Anton Schweighofer, Prof arch, UIA WP, Austria
Betty Politi, Educator, UIA WP, Israel
Organisers
UIA Working Programme for Educational and
Cultural Spaces
UNESCO’” Architecture for Education Section
OA - Order of Architects, Portugal
Venue
FAUP - Faculdade de Arquitectura
R. do Gblgota, 215, 4150-755
Tel: +351.226 057 100
Fax: +351.226 057 199
URL: http:Nwww.arq.up.pt
da Universidade do Porto
Porto, Portugal
Secretariat
Maria Miguel
Isabel Cotrim
4
_-._._--.__--~_-I”-
Participants
UIA Working Programme delegates
A. Eduardo Millan CaracasVenezuela
Viena
Anton Schweighofer
Caracas
Antonio Rodriguez
Betty Politi,
Brisbane
Blair Mansfield Wilson
Carlos Miranda
Macau
Chan Kin Tchi
Amrsfoort
D.Mooij
Giaborone
David Young
E.Pieters
Harare
Ewa Gurney
Munich
Frid Buhler
Tel-Aviv
Gavriela Nusshaum
Gilbert0 Caamano
Santiago do Chile
Jadille Baza
Bratislava
Jan Dolesky
Janus A. Wodarczyk
Atlanta
Jeff Floyd
Budapeste
Jeney Lajos
Tacoma, Washington
Jerry Lawrence
Jo50 Hondrio de Mello
Michigan
John Castellana
Lisboa
Jorge Farelo Pinto
Lisboa
Jose M. Freire da Silva
Alphen
Kees van der Zwet
Caracas
Lourdes Melendez
Breda
Luut Rienks
Lisboa
M. Conceicao Braz de Oliveira
Bogota
Nelson Izquierdo
Rodolfo Almeida
Sofia
Vladimir Damianov
Newcastle
William Ainsworth
Yannis Michail, WP Director
Zeev Druckman
Austria
Venezuela
Israel
Australia
Chile
Macau
Netherlands:
Botswana
Netherlands;
Zimbabwe
Germany
Israel
Chile
Chile
Republica E:slovaca
Poldnia
Georgia
Hungria
USA
Brash
USA
Portugal
Portugal
Netherlands
Venezuela
Netherlands
Portugal
Colombia
UNESCO
Bulgaria
England
Greece
Israel
Other participants from Portugal and abroad
Antonio Eduardo Pires August0
Antonio Manuel Mira Martins
Ariadne Cardoso
Barbara Delgado Martins
Bruno Marques
Carlos Jorge Pinto de Sousa
Machado
Celia Maria Pampulha Milreu
Domingas Isabel da Rocha de
Vasconcelos
Emilio Antonio Galguera
Filipe Manuel Leite de Sousa
Helena Silva Barranha
Isabelle Etienne
Jo50 Carlos Afonso
Joaquim Antonio de Moura Flores
Jorge Manuel Gouveia Dias
Jose Maria de Araujo Souza
Karla Mota Kiffer Moraes
Cascais
Loures
St.Maria da Feira
Port0
Portugal
Portugal
Port0
Portugal
Mexico
Portugal
Portugal
France
Portugal
Portugal
Portugal
Brasil
Brasil
St. Maria da Feira
Faro
Paris
Sra. da Hora
5
Portugal
Portugal
Portugal
Portugal
Portugal
Luis Benavides
Luis Manuel Dias Cabral
Luis Maria Azevedo e Bourbon
Aguiar Branco
Madalena Cunha Matos
Maria Albertina Lopes de
Carvalho Oliveira
Maria Anjos Stromp
Maria Conei@o Ferreira
Maria Felismina Topa
Maria Gabriela Rocha
Maria Isabel Mendes Teixeira
Maria Jo50 Figueiredo
Maria Margarida Baptista
Marisa Weber Alves
Marta Teresa
Oct6vio C. R. Teixeira Bastes
Paula Alexandra Barros Oliveira
Randall Fielding
Roberto Valdepenas Cortazar
Yael Kinsky
Puebla
Matosinhos
MCxico
Portugal
Matosinhos
Lisboa
Portugal
Portugal
Gondomar
Lisboa
St. Maria da Feira
St.Maria da Feira
Leiria
Funchal
Figueira da Foz
Lisboa
Lisboa
Vila Nova de Gaia
Viseu
Cova da Piedade
Portugal
Portugal
Portugal
Portugal
Portugal
Portugal
Portugal
Portugal
Portugal
Portugal
Portugal
Portugal
USA
Mkxico
Israel
Guests
Key speakers
Bruce Jilk, arch, USA
Erik Schotte, OMA, Holand
Manuel Correia Fernandes, arch., Porto
Rita Vaz, arch., Brasil, UIA WP
Bellen Caballo, Prof. Santiago University
Sessions Moderators
Betty Politi, Israel, UIA WP
Jo20 Barroso, Universidade de Lisboa
Nuno Portas, FAUP
Rita Veiga da Cunha, Lisboa
Rodolfo Almeida, arch, UNESCO, UIAWP
Workshops moderators
Frid Buehler
Dick Mooij
Jorge Farelo Pinto
Anton Schweighoffer
William Ainsworth
Media
Serra, RTP, tv station
Pedro Barreto, “Publico” daily newspaper
Francisco Sena Santos RDP broadcasting
Albert0
6
Programme
The programme was prepared by the local members of the internutionul orgunizing
committee and had the important contributions from ProjL Anton Schweighofer in
establishing the theme for the Seminur and arch Rodolfo Almeidu who helped discussing it
and gave many suggestions. The draft and the final versions were also submitted to all
members of the orgunizing committee who also gave their contributions.
Several visits were also prepared toPorto urban ureas and buildings under renovution in a
pre-seminar arrangement tour,und visits to schools and cultural buildings at Dour-o valley
and to Aveiro University campus, during the Seminar.
Objectives
The UIA/UNESCO/OA - Ordem dos Arquitectos - wishes to discuss the
architecture of educational and cultural spaces, which are a meaningful and special
part of our public buildings. In the discussion, where it is admitted that design
affects their lives and the way people experience them, the focus will be on the
quality of design by architects and educators; on the importance of its mark on our
cities; and the architectural capacity to be renovated as the buildings and
educational spaces we need. And the discussion will extend beyond the buildings
themselves to the urban space where we can find educational qualities, a subject
that also belongs to this discussion.
UIA/UNESCO/OA wishes to promote this international forum and
multidisciplinary meeting with a firm commitment on the added architectural value
of educational and cultural spaces bring to the built environment and to the quality
of life in our cities.
We also count on the rich contribution for the debate from those whose vision of
education and community may play an important role in helping to promote a
policy for architecture in designing and building our cities.
Educational
Spaces, Cultural Spaces
Educational spaces within the educational system constitute the physical resources
of formal and non formal education: from basic and compulsory education, to the
post-compulsory education and university and including permanent education
available to all, thus ensuring equity in education and lifelong education. In this
dual, traditional concept, the Cultural Spaces represent a diverse and heterogeneous
group of spaces and buildings - public and private - where activities happen with
some educational intention - either formal or non-formal.
Today, it is possible to say that Education and Culture represent both sides of
learning, which is an important reality of life and, therefore, can come about
through education and cultural activities in whole new concepts.
7
Sessions of the Seminar
The Seminar will be presented and discussed over five Sessions and will cover the
following subjects:
Session 1
Demands made on educators and architects: innovation in teaching and
learning and architecture for education.
Nowadays, in education, there is a continuing evolution of curricula and study
programmes. Increasing compulsory and post-compulsory schooling and, at the
same time, administrative decentralisation, bring changes that are reflected in the
quality and quantity of educational buildings, not only in construction and
renovation, but also in the role they play in the lives of our young people and
adults. In fact, in our modern society, school may tend to take on many of the
family roles
This creates the need for educators and architects to be innovative in teaching,
programming, designing, building, managing and maintaining educational
buildings.
Session 2
New technologies, contemporary society, and globalisation: size, character,
destiny and design of educational and cultural buildings
Nowadays, education goes far beyond the domain of a school’s organisation - it
lies with Society as a whole and its territory.
At the same time, with new means of communication and technology in cultural
diffusion, globalisation is ever nearer. Local cultural events extend beyond the
limits of physical cultural spaces and buildings, reaching the universality of their
users.
In this way, the holistic sense, the complexity and specificity of cultural production
processes will enable a deeper multidisciplinary debate that may affect the size,
character, destiny and design of educational and cultural buildings and spaces
Session 3
Educational and cultural facilities as live organisations and their architectural
capacity to be renovated and reused by all generations.
New and diversified functions are introduced to meet the needs and aspirations of
the new users as a result of changes in the social domain, the technological
innovation and new technologies in communication, the creation of networks and
the optimal use of resources. At the same time, the urban environment that
expresses community and cultural values is preserved.
Session 4
New and different cultural and educational spaces for life long learning and
the community context: Rethinking the nature of buildings and educational
facilities.
The awareness of education as a process that lasts throughout a lifetime, the
expansion of post-compulsory and professional learning and the opening of
educational buildings to communities for permanent education - or the use of the
buildings for other purposes such as social and cultural events - lead to the need to
have the co-operation of local partners, to new relations between different
educational and cultural spaces and to rethink the nature of buildings and
educational facilities.
8
Session 5
The city and its spaces becomes educational to its inhabitants
The natural or the built territory becomes a privileged, didactic, environment. The
city, with its spaces, urban itineraries, buildings, resources, equipment, as well as
its history, heritage, projects, strategies and ambitions, becomes educational to its
inhabitants, in all its multiple manifestations.
Workshops
In order to encourage maximum participation the last working session is organised
in workshops. The theme of the Seminar will be discussed more broadly by
organising debates on the following topics within each workshop:
1.
2.
3.
4.
5.
Safety
Local community participation
The innovation and new technologies
Heritage
Quality factors in architecture of educational and cultural spaces
Who may attend
The International Seminar is open to those who may be interested in the debate and
may contribute for the understanding and rethinking of educational spaces:
architects, educators and professionals working with learning, education and
cultural spaces in general, local authorities and staff, students of architecture, and
all those connected with building projects that are related to the theme of the
Seminar
Changes to the Programme
Modifications were made to the programme during the Seminar due to the
I ISeptember events. The suspension of all works during that day made not possible
to have the fill scheme of Workshops taking place according to the programme. So,
the workshop moderators made a short presentation of each workshop theme
during the final Session and a debate was opened with all participants in the
Seminar, instead.
Was also included a visit to Miragaia School in Port0 downtown, after the Seminar
closing ,session,by school invitation, made possible through the Education North
Regional branch of the Ministry of Education.
9
Programme and schedule of events
SeptlO (Mon)
8:30
Septll
(Tues)
8:30
9:oo
10:15
10:30
12:30
Sept12 (Wed)
8:30
9:oo
10:45
Sept13 (Thur)
8:OO
Tl :
Sept14 (Frid)
9:oo
10:30
1 I:00
12:oo
PI-e-Seminar
Departure for Port0 pre-seminar tours
(bus and walking - all day) :
Place: FAUP -Port0 Faculty of
Architecture - participants will make
their own way to the place of departure.
Registration and Welcome at
Secretariat Seminar, FAUP. For those
14:oo
International
Seminar
FAUP Auditorium
Registration of participants
Registration for day 13 guided tours
Opening Session
Coffee break
Working Session 1: Challenges to
educators and architects:
innovation in teaching, learning
and architecture for education.
Break for lunch
Light Lunch at FAUP place
15:45
16:OO
18:OO
19:oo
International
Seminar
FAUP Auditorium
Registration for day 13 guided
Douro and Aveiro visits
Registration for afternoon workshops
Working Session 4: New and
different cultural and educational
spaces for life long learning, the
community context: Rethinking the
nature of buildings and educational
facilities.
Coffee break
Seminar Guided tours
Departure from FAUP for guided
tours:
Douro: S. Pedro da Cova, AmaranteRegua-Lamego-Marco-Penafiel-
-
_.
UIA Working Programme
Sessions
Place -FAUP Auditorium
Working Session I
Coffee break
Working Session II
UIA Working Programme Agenda
“._..._...,.
11:oo
12:30
14:oo
16:OO
16:45
17:oo
18:OO
T2:
10
-._-.__
19:30
14:oo
arriving during this day, Secretariat seminar at
FAUP will be open all afternoon.
Port of Honour at SRN - OA
Dinnertime free - participants
may
enjoy a walk to the downtown area
or to the riverside old town where
there are plenty of restaurants to
have dinner.
Working Session 2: New technologies,
contemporary society, globalisation: size,
character, destiny and design of
educational and cultural buildings
Coffee break
Working Session 3: Educational and
cultural facilities as live organisations
and their architectural capacity to be
renovated and reused by all generations
Closing Working Session Day 1
Reception at “Pal&i0 de Cristal” hosted
by Municipality
Working Session 5: The city, with their
spaces, becomes educational to its
inhabitants
Break for lunch
Light Lunch at FAUP
Workshops - numbered rooms according to previous registration
Closing workshops (Auditorium)
Coffee Break
Debate and Conclusions of the
International Seminar - Auditorium
Closing Session of the International
Seminar
- Return to Porto;
Aveiro: Aveiro University-Vila da Feira Ovar - Espinho - Return to Port0
Dinnertime free
13:30/45
Conclusions and Closing
all WP works
UIA Working Group closing lunch
[At “Circulo Universitzirio”, which is
within walking distance]
Rest of the day free
Registration
and call for papers
The registration
is made by the included form and must be returned to
the Seminar Secretariat, at Ordem dos Arquitectos,
Portugal
All sessions will have invited speakers.
Those who are interested
in participating
in the seminar with a
presentation,
are invited to forward the enclosed form and send an
abstract (maximum
one page) to the secretariat
of the Ordem dos
Arquitectos,
until July 31. The time for the presentation
will be 15
minutes maximum, and the subject must relate to the seminar themes.
Please post, fax, or send by digital way, disc or e-mail, to the
secretariat addresses
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..*................................
Registration closes at 14 August or up to a maximum of 250 participants
REGISTRATION
XV SEMINAR UIA/UNESCO/OA, PORT0 10 TO 14 SEPTEMBER 2001
Return by post, fax
003 Lisboa, Portugal
or e-mail to the Secretariat
of the Seminar: Travessa
, fax 00.351.21.3241101,
e-mail : cdnOaap.pt
Name:
Date of Registration:
Last Name:
Company/Organization:
Address:
Postal Code:
Phone:
Fax:
Accompanying
person:
I
do Carvalho
O.A. n.9
Profession
For the badge
I
23, 1249-
Country:
Cellular phone:
Email:
I plan to contribute with a presentation
yes
no on the
theme:
the title:
Audio and Image support:
I plan to join the workshop: yes. . .. .. ... .. .. .. .No. on the theme:
I intend to participate
in the pre-seminar
tour: -Yes
With
No
.. .
. ..
Costs of Registration:
Includes tours on day 13 and lunch during the Seminar
Before
30 of June
0.A Member
Student of Architecture
Other
Accompanying
persons
After
30 of June
50.000$00
25.000$00
SO.OOO$OO
60.000$00
35.000$00
70.000$00
20.000$00 PTE
30.000$00 PTE
Rates : 200$482 PTE = 1 Euro = more, less 0,885 US$
Example : SO.OOO$OO
PTE = 60.000 : 200,482 = 299,3 Euros = 299,3X0,885 = 264,9 US$ (aprox.)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..~................................................
Hotel Reservation:
for UIA delegates
and guests only.
Please fill all items:
Arrival
Departure...
I
I
--- I
I
Accompanying
persons:
. .
Single room
-
. . . . . Double
Return by post, fax or e-mail to the Secretariat of the Seminar: Travessa
Lisboa, Portugal , fax 00.351.21.3241101,
e-mail : cdnOaap.pt
room
1
do Carvalhol23,
1249-003
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
11
General Information:
Plan of the City: http://mapas.netc.pt/mapasl
.php?c=2&l=i
Travel maps and itineraries: http://www.expedia.com
Also, plan your route: http://www.shellgeostar.com/route/route.asp
Porto European Capital of Culture: http://www.porto2001 .pt/
Weather: http://pot-tuguese.wunderground.com/global/PO.html
Temperatures: 13 ’ C to 23 ’ C, dry, sunshine.
Check historical.
Occasional
rain. Occasional fog.
FAUP address : R. do Gblgota, 215 P-4150-755 Port0
Tel: +351.226 057 100 Fax: +351.226 057 199 http:/www.arq.up.pt
Hotels for participants
Hotel registrations
can be made trough the tourism Sara Travel aaencv in Portuual
trouqh the site of internet http://www.hotelsportuaal.com
, which has multiple offers.
The registration trough the site is very easy and quick. If you prefer you can contact the
agency by phone, Ms Virginie Grimault, ([email protected])
and mention the
UIAIUNESCO Seminar:
Saga Travel
Rua General Correia Barreto, 3 B
E-mail: sagatravelQmail.telepac.pt
1600-898 - Lisboa - Portugal
Telefone: 351.21 7248500/01102/03/04/05/06/07,
Fax: 351 21 7277262l63
Hotels
Hotel Tuela ***
Rua Arq. Marques da Silva,
200
4150-483 Port0
Tel - 22 600 47 47
Fax-226003709
www.maisturismo.pt/htuela.html
Email: tuelaQmail.telepac.pt
Tivoli Porto
Rua Afonso Lopes Vieira
4100-020, Port0
Tel - (+351) 226 094 941
Fax - (+351) 226 067 452
Inca
Grande Hotel do Porto ***
Praca Coronel Pacheco, 52
4050-453 Port0
Tel - (+351) 222 084 151
Fax (+351) 222 054 756
Rua de Santa Catarina, 197
4000-450 Port0
Tel - (+351) 222 008 176
Fax - (+351) 222 051 061
Port0 Carlton
Hotel da Bolsa ***
Praca da Ribeira, 1
4050-513 Pot-to
Tel (+351) 223 402 300
Fax (+351) 223 402 400
Rua Ferreira Borges, 101
Tel - 222 026 769
Fax-222058888
Email hoteldabolsaQmail.telepac.
Pt
In the Center, near the river
side
of
Port0
(zona
ribeirinha)
Holiday Inn Garden Court
Praca da Batalha 127/l 30
4000-l 02 Port0
Tel (+351) 223 392 300
Fax (+351)221
Other Places:
Ipanema Parque *****
Rua do Campo Alegre,
4150-169 Port0
156
Tel (+351) 226 075 059
Fax (+351) 266 063 339
Well located in a 15 minutes walk to FAUP
12
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SEMlNhO
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ARQUITECTOS,
PORTO.
DA UWUNESCO,
“APRENDER
PROGRAMA DE TRABALHO PARA OS
E CULTURAIS
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10 A 14 DE SETEMBRO DE 2001
Seminar Working Sessions/
SessGesde trabalho do Semin6rio
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SEMINAR10
INTERNACIONAL
DA UIAAJNESCO,
“APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
ESPACOS
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
ARQUITECTOS.
PORTO. 10 A 14 DE SETEMBRO DE 2001
Opening Session /Sess%ode Abertura
Local/Place : Auditdrio da FAUP/FAUP* Auditorium
Mesa/ Table : Vice Presidente da Ordem dos Arquitectos / Order of Architects Vice President,
arq. Reis Cabrita
Director da FAUP - Prof. Arq. Domingos Tavares
Presidente da C.M.P./ President of Pot-to Municipality - Eng. Nuno Cardoso
Representante da EAR ** da UNESCO / UNESCO’s Architecture for Education
Unit representant, arq. Rodolfo Almeida
Professor Anton Schweighoffer representing the Director of the UIA Working
Programme for Educational and Cultural Spaces
I.“fila/Front
row:
Reitor da U.P. / Porto University Headmaster, Prof. Doutor Jose Novais
Presidente da Porto 200 1/President of Porto 200 1 organization, Dr.a Teresa
Lag0
Arq. Fernando Travassos, pelo Presidente da A.N.M.P./ on behalf of National
Association of Portuguese Municipalities
Presidente do CDRN OA / President of North Regional Order of Architects
Board, arch Carlos Guimaraes
Comissao Organizadora International / International Organizing Commitee
9:00- 1O:OO Intervencdes/ Interventions :
Arq.t Antonio Reis Cabrita, Vice Presidente da O.A. /O A Vice President : Boas
vindas, objectives do Semindrio, declara o Semindrio aberto/ Welcome, objectives
qf the seminar, declares the seminar open
Director da FAUP I FAUP Director, Prof. Arq. Domingos Tavares: Boas vindas. a
UP, a FAUP / Welcome, the UP, the FAUP Presidente da C.M.P./ President of Porto Municipality/ Eng. Nuno Cardoso - Boas
vindas /Welcome
Professor Anton Schweighoffer, representing the Director of the UIA Working
Programme for Educational and Cultural Spaces / em representacao do Director do
Programa da UIA para OSEspaqos Educativos e Culturais - 0 Programa de
Trabalho da UIA/ The WUIA Woking Programme
Representante da Unidade para a Arquitectura para a Educaqao da UNESCO /
UNESCO’s Architecture for Education Sector represented by Rodolfo Almeida OSprogramas da UNESCO / UNESCO Programmes
lO:OO-10:15
Eng. Nuno Sarmento e Cunha, Porto 2001: Renova@o Urbana e Equipamentos
Culturais/ Port0 2001: Urban Renewal and Cultural Facilities
10:15
Intervalo para cafb / Coffe Break
* FAUP - Faculdade de Arquitectura da Universidade do Porte/ Faculty of Architecture of Port0 University
** EAR- Unidade para a Arquitectura para a EducafBo da UNESCO/ UNESCO’s Architecture for Education
Unit
14
SEMINAR10 INTERNACIONAL DA UWUNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E
CULTURAIS
E ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
Opening Session greetings
“Educational and Cultural Spaces”
Ant6nio Reis Cabrita, Order of Architects Vice President
Translated from the Portuguese communication
Mr. President of the Municipality of OPorto
Dear colleagues
Ladies and gentlemen
It is with great pleasure that I greet and welcome, on behalf of the Ptortuguese
Architects Order, all the participants in this 151hSeminar of the Working Group
(WG) of the Architects International Union (UIA), on “Educational and Cultural
Spaces”. The Working Group (WG) started its work in 1970, meaning that at least
a Seminar was held every two years, apart from other intermediate events. This is
meritorious, and it is also important as it also includes the production of mflections
and texts useful for the professional activity practice. 20/25 years ago I participated
in a more active way in the relations of the Portuguese architecture with the UIA
and in the enlivening of the Portuguese architects’ participation in UIA work
groups. Even then I verified that the WG of the “Educational and Cultural Spaces”
was one of the most dynamics and effective, and even the most distinguished and,
apart from that, it was the only one capable of mobilising some activity and
participation in Portugal. I verified with pleasure, but without surprise, that this
dynamism still lasts, that the Portuguese participation was maintained and
intensified, assuring its presence in almost every seminar with communications,
having organised the 91hSeminar in Lisbon and organising now a new Seminar, a
fact that is only followed by our Greek colleagues.
It also contributes to the importance of the “Educational and Cultural Spaces” WG,
its acceptance by the UIA, to which belongs, and the UNESCO (receiving support
from here), with a significant world expression by having the participation of 30
countries from Europe, Africa, America and Asia/Pacific.
Throughout the 20th century the educational and cultural spaces h,ave been
developed as main achievements for the nations assertion of identification, as a
support of its integrated, integral and sustainable development, namely in the
developing countries. In the countries from the North, these spaces are already
used, and will continue to be used, in order to give support to the industrial
economies transaction into those of services and from these into those of
information and knowledge in harmony with what we foresee for these economies
in the 21”’ century. In the educational and cultural spaces the architecture has a
more determinant role, as it must have a high level of didactic functionality,
15
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SEMINAR10 INTERNACIONAL DA UWUNESCO, “APRENDER
EM LUGARES PLjBLICOS”, PROGRAMA DE TRABALHO PARA OS
DOS
EDUCATIVOS
E
CULTURAIS
E
ORDEM
ARQUITECTOS.
PORTO. 10 A 14 DE SETEMBRO DE 2001
economic efficacy, pedagogic humanisation and aesthetic message, as spaces that
must be a cultural reference.
The healthy ambition associated to the thematic amplitude of the educational and
cultural spaces is a correct challenge, more and more justifiable in view of the new
modernity enrichment where the teaching and studies take place in the museum
space, where liven territories are turned into museums and where the knowledge
cultural and identification dimension are valued.
However, the planetary dimension of the participants contribution in the WG and
the thematic amplitude are also a risk frequently originating very generic, generous
and with little efficacy texts, a phenomenon in which the world organisations are
fertile. Due to the merit of the “Educational and Cultural Spaces” WG members,
this WG didn’t follow this kind of abstract and doctrinal behaviour, but we
consider important to warn against that temptation and against the innocuousness
of its results within the professional field, even though they may not have them
within the political field.
These type of spaces, that would be called equipments in other contexts, are the
meeting point between a social project, meaning, from and to the society, and a
technico-functional project, meaning, aimed to satisfy a group of purposes defined
by socio-technical structures. In the middle, in the joint, or in the articulation, is (or
must be) the architect. We are no longer in an “enlightened” society, nor in a
utopian society where the architect must be on one of above mentioned sides. If we
accept an optimistic vision we are in the transition of a society with different
rationalities, some more valid than others, into a society with an interactive
complexity between the official agents and the civil society, where the architect
responsible for the educational and cultural space project should have the
mentioned central articulation position, between the socio-technical program of the
first one and the social values and needs system of the second ones. This position
of the project architect agrees with the dignity of his independence and autonomy.
But it also intensifies the responsibility of the balances, of innovation, of the social
and cultural satisfaction. However, in the name of the architecture and its agents
role, the architects, which I’m representing here, I must say that the architecture
disciplinary intervention, namely the social equipments, is wider than that of the
project architect, it also encloses the socio-technical structure architect, in this case
that of the Education Ministry and of the Culture Ministry and that of the
community architect (of the Municipality, of the GNO’s, of the local communities),
one working in the architectonic parameters of the programs and the other working
in the local values and needs at the proposals and results and experience levels.
Another thematic amplitude enriching the contents, but risking to dilute the
contributions, results from the vast group of programs enclosed in the educational
and cultural spaces. Only the educational spaces can enclose almost all the
population, from those with 3 years old until the end of the active age, without
forgetting that, after that age, a mere individual enrich training is still foreseen. The
School is more and more open to the community joining teachers, students, parents,
16
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SEMINAR10 INTERNACIONAL DA UWUNESCO, “APRENDER
EM LUGARES PcjBLICOS”, PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E
CULTURAIS
E
ORDEM
DOS
ARQUITECTOS.
PORTO. 10 A 14 DE SETEMBRO DE 2OOli
and educational assistants, trainees that are professionals in post-training, in
recycling, in specialisation, a.s.o. The complementary equipments (like
gymnasiums and libraries) work in favour of the school and the society, the local
institutions and associations have to participate in the educational process and the
pedagogic and scientific community must participate more and more in the local
and endogenous development.
Within this scenery, we are facing a greater complexity of the architect role and the
positions of the architects have to assume, both belonging to the socio-technical
administration or the community, or even to the project as liberal professionals. On
one hand, the action field is wide and difficult and, on the other hand, the existing
and desired reality is interactive, dynamic and dialectic. In view of this complex
system of contents and relations where the architect is going to intervene more and
more, we see as fundamental the following understandings:
-
that the final result, meaning the educational or cultural spaces creation, must be
the fruit of an interdisciplinary, inter-institutional and socially participated work,
allowing the architect to have different professional intervention profiles, stressing
the project.
-
that the complexity inherent to the project line, demanding the inter-disciplinarity,
the program intensification and the local integration, do recommend the valuation
of the project as a research and innovation activity, both technical and pedagogic
and cultural.
-
that the productivity and efficacy of the social equipments system at the national
level, namely in weak economies and frail professional resources, regardless of the
effort of valuation and integration in the local realities, also requires the definition
of the general solutions, preferential or optimised, at the program level, both
architectonic and constructive, following support purposes in the broad sense of the
term.
Each of the three above mentioned professional intervention dimensions, the first
more methodological, the second more turned into the project and the third. more
technical, should require from the competent authorities, or responsibilities, a more
dynamic response at the study, technical proposals and theoretical-practical and
actions analysis/evaluation level, as well as a more significant initiative an’d
support than that given in the past. I’m referring to the Portuguese reality, but I’m
sure that many of my colleagues from other countries could make the same demand
in view of more responsible institutions of their countries in terms of educational
and cultural equipments concept, construction and educational and exploitation,
speaking with the education and culture ministries, the universities and the research
centres, without forgetting the professional practice itself.
The UIA and the UNESCO, through the WG, is already in the field and on the
good track, but it is mainly at the national and sub-regional level that the ceoncrete
proposals of the study, project, technical solutions, methodologies must arise. Then
17
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SEMlNiiRlO INTERNACIONAL DA UWUNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
the WG seminars will become richer as they will be the ideal platform at the
Regional/Continental and World level for the debate and experiences exchange.
With these appeals, I have no intention of denying values or rich contents that the
different participants are bringing into this 15’hSeminar, on the contrary, my
reflections are the result of the reading of texts produced or brought by the WK.
I must add that the somehow original organisation of this Seminar, for instance
with the possibility of intensification by means of specialised sessions, with the
participation of mass media moderators, used to link the technical world with the
needs felted, as well as the presence of the education and culture specialists, does
assure a good result in advance.
I greet once again the participants and now, in particular, the organisers for the
preparation tasks and methodological challenges. As director of the host
professional organisation of architects, I also wish that all the participants, in
general, and foreign colleagues, in particular, may take advantage of the nonoccupied times with the technical sessions in order to have a more profound
knowledge of the architecture and human and cultural landscape of the North of the
Country, that is so rich. Thank you very much.
18
SEMlNliRlO INTERNACIONAL DA UWUNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E CULTURAIS
E
ORDEM
DOS
ARQUITECTOS,
PORTO, IO A 14 DE SETEMBRO DE 2001
1st Working Session / SessGode trabalho n.’ 1
“Desafios aos educadores e Arquitectos : as inovac6es no ensino e na
aprendizagem e a Arquitectura para a Educacao” / “Demands made on
educators and architects:
innovation in teaching and learning and
architecture for education.”
Auditorio da FAUP/ FAUP Auditorium
Jo30 Barroso, Professor, Ciencias da Educa@o, Universidade de
Lisboa/Education Sciences, Lisbon University
Albert0 Serra, jornalista , TV journalist, Porto RTP
Local/Place:
Moderad(t)or :
Relator :
Convidado/Guest
:
Miguel Angel Santos Guerra * , Prof. da Universidade de Malaga /
Malaga University
10:30- 12:30 Interven@es/intewentions :
Jo20 Barroso, Universidade de Apresenta@o do Tema/Pesenting the
Lisboa
theme
Jerry Lawrence, Washington,
“The school within a school and beyond”
USA
John Castellana, Bloomfield
“Is Your High School Too Big?”
Hills, Michigan, USA
Jan Doleski, Bratislava,
“ Renovation in thinking, renovation in
Eslovaquia
architecture “
Zeev Druckman, Jerusalem
“ Is the Library
an option of
understanding being in the World?”
* Did not come due to travel dc$iculties
12:30
AlmoGo/lunch
19
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UIA/UNESCO
INTERNATIONAL
SEMINAR,
“LEARNING
IN
UIA WORKING
PROGRAMME
FOR
PUBLIC
PLACES”,
EDUCATIONAL
AND CULTURAL
SPACES AND ORDER OF
PORTUGUESE
ARCHITECTS,
PORTO, SEPTEMBER
lOT0 14
Abstract of the lSt Session
Albert0 Serra - RTP Porto
“Who was the architect that built this cafe’
so far away from nature
and with so many people standing up?
Mr. waiter, put this people outside
And open a hole in the ceiling
So that I may see the moon ”
This poem from Jose Gomes Ferreira may illustrate some of the challenges placed
yesterday in the several interventions that I listened here.
Professor Joao Barroso started by mentioning the critical issues. And in the typical
way of Lampedusa, Joao Barroso stated many other relevant cues for the reflection:
that many things have changed but everything remains the same. I kept his last
question as an important one in the context of answers that one may draw in the
process of designing schools.
Today, school is a political town, said the Professor and concluded: The school must
be opened to the diversity of its publics if we want it to recover citizenship. If, by any
chance, we could build a motto for the future, Jo50 Barroso concluded, even if built
with some lyricism, it goes right to the point: It is urgent to build schools, nice
schools, small schools, and library and poetry.
But, as we know, the panorama is not very encouraging in Portugal, within this field.
This, because it has grown the divorce between what may be done as architectonic
intervention and the need to have a quick answer to the unstoppable wave of schools
to be built. One insists in the massive traditional construction solutions. And here, let
me interfere: And if the Governments, the public administration, the technicians, the
planners, had in mind the old formula of arch. Raul Lino “ What matters is
proportion, not dimension”? I remember that the central conclusion of the “Inquerito
a Arquitectura Traditional Portuguesa” - Inquire to the Portuguese Traditional
Architecture - made in the fifties, pointed out to a formula that then was considered a
demystification:
There is not a Portuguese architecture, but several Portuguese architectures. And now
I ask: isn’t it urgent to plan different schools considering their different contexts?
Forgive me for pretension, but all this comes with Jerry Lawrence intervention when
he said that America woke up to the buildings problems after the Colorado tragedy
where a number of students were killed in a school.
Then, they realise, just as we here in Portugal, that they were building huge schools
that originate feelings of isolation in view of the community. Jerry Lawrence then
presented what an exemplary school is, surrounded by mountains in the middle of a
rural community. This school is used and shared by the community, from the library
to the theatre hall. A school that is the catalyst centre of the social dynamics of the
community.
To conclude, I took John Castellana intervention and I also made a challenge: Build
community schools, build schools to a maximum of 600 students.
Our children, teachers, and all the staff in the school need to feel that they belong to a
united family.
20
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UIA WORKING
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IFOR
EDUCATIONAL
AND CULTURAL
SPACES AND ORDER OF
PORTUGUESE
ARCHITECTS,
PORTO, SEPTEMBER
1OTO 14
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Introduction
to the session subject:
Innovation And Change In School:
Challenges To Teachers And Architects’
Moderator:
Jo50 Barroso
Lisbon University
jbarrosokfpce.
dpt
The interpretation of this subject as to do with three main points:
- Innovation and change in the school (and in education in general),
- Relation between architecture and education.
- Common Challenges.
I will present some brief topics to be used as a context, as, from what I know of the
different communications, they will develop some of the essential dimensions of this
question.
1. Innovation and change in school
Looking back in time, to what school was in the past and to its present, we would be
surprised with the overlaying of two antagonistic images:
- First, of continuity and permanence, in what concerns the missions, but also the
structures and pedagogic organisation that are still based, essentially, in the “class”
model which is the source of the collective pedagogy, and of a set o routines marking
the school calendar and the life of teachers and students.
- Second, it is made of multiple changes (some more profound and other less) in
spaces, people and their relationships (teachers and students), in study plans,
programs contents, evaluation devices, disciplinary control methods, management
entities.
There are different explanations to this fact:
School, in what concerns their “foundations”, structures and organisation methods, is
still the same, as the different deliberate attempts to radically change it (the reforms)
failed, since they didn’t view the essential but the accessory.
School is different now. But school didn’t change, the circumstances did (the
“world”). School (the board, the teachers) has preserved itself by adapting to those
circumstances and it only changed the minimum necessary so that everything would
stay as it was.
The big reforms made by the political power failed and so school looks the same, as it
still has the same problems. However, the multiple innovations made by the teachers,
introduced very small changes thus changing the reality of many schools, although,
’ The present text is a support version to the oral intervention made in the session.
21
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INTERNATIONAL
SEMINAR,
“LEARNING
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PUBLIC
PLACES”,
UIA WORKING
PROGRAMME
FOR
EDUCATIONAL
AND CULTURAL
SPACES AND ORDER OF
PORTUGUESE
ARCHITECTS.
PORTO. SEPTEMBER
10TO 14
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for its dispersed and frequently so contradictory character, they weren’t able to
change the system.
The first explanation results from the fact that changes only make improvements in
what already exists, becoming more efficient and effective, without questioning the
principles, reference models and fundamental characteristics of the organisation.
Therefore, as Tyack and Cuban (1995) point out in what concerns the analysis of
educational reforms of a century in the USA, instead of changing the schools, the
reforms were changed by the schools.
The second explanation concerns a more pragmatic vision of change, not as the result
of a political or professional determination, but as the result of multiple readjustments
to a set of mutations in the social system where schools belong. This is the position,
among others of Dubet (2000) when he says “We can make reforms in the school, but
this is a process made obliquely, nostalgically, and that can only be really imposed if
the reform is connected to the school sociological mutations. And this is what really
confers in a long term a great logic to this story, but a chaotic and determined
character in a short term to the reality. ” (page. 409).
In reality, Dubet considers that, despite the continuous changes suffered by the
school, it frequently seemsto subsist an eternity, conservative, immobility feeling,
thus understanding the changes as a long decadence and not as the result of a change
sustained project. According to this author, this is due “to the adjustments of the
teaching staflmore to the profession constraints than to a change lived as a rational
development of a project. Even if this formulation is a little radical, one can say that
the teachers are ideologically progressivists and professionally conservatives. ” (id.
page 409).
The main reason for this, results from the fact that the teachers, like any other
professional staff, may be able to receive quickly what they can loose with the
reforms, without being sure of what they can win with them. However, Dubet
stressesthe great adaptation capability that, despite of everything, has been shown by
the teachers, in a process almost of permanent adjustment to the directives or
demands from outside. Therefore, as he stresses: “In a short term, schools apparently
has no will to change, except in what concerns a minority group of pedagogic
militants, but in a medium term, it knows andfinally accepts the true revolutions. ”
(id. page 409).
The third explanation has to do with the distinction between reform and innovation.
In reality, in what concerns the initiative and leading of the change processes in
school, there seem to exist two kinds of strategies, rarely complementary and almost
always antagonistic (Barroso, 2001a):
- Innovations produced by the initiatives of “active minorities” of teachers anxious to
surpass the growing problems, both to perform a certain pedagogic or professional
project and as a simple measure for survival;
- Reforms, produced as an initiative of the political power and its central
administration, with the purpose of introducing structural changes or through the
22
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111
UIA/UNESCO
INTERNATIONAL
SEMINAR,
“LEARNING
IN
PUBLIC
PLACES”,
UIA WORKING
PROGRAMME
IFOR
EDUCATIONAL
AND CULTURAL
SPACES AND ORDER OF
PORTUGUESE
ARCHITECTS,
PORTO. SEPTEMBER
1OTO 14
pressure of criticism, or as the translation of pedagogic “fashions”, or as the simple
result of the ministers rotation and their desire to “undo” the previous reform, in
order to have the right to “their” reform.
The first (innovations) usually correspond to the local responses (at the classroom, or
school sectors level, rarely of the school, in its whole), to global problems,
determined by an uniform structure, centrally imposed.
The second (reforms) usually correspond to the global responses (centrally decided
without considering the diversity of the contexts), to local problems, those that
concern in every school and classroom, in different manners and for different
reasons, each school responsible, each teacher and each student.
This is the difference between the two change processes, explaining that, at the micro
level, “schools” are becoming more and more different, while at the macro level,
School (the system) continues to seem more and more equal. This is also the reason
why schools have often changed not in the reforms sense, but against the reforms or
“despite the reforms”.
2. Architecture and education
If we analyse the school architecture evolution it is possible to identify three phases,
in what concerns the relation between these two knowledge and professional exercise
domains:
a) The “method (teaching) makes the building”: functionalist vision of the architecture
controlled by the pedagogues and school board demands. The space organisa.tion and
the buildings’ plans showed management, pedagogic and public sanity criteria. The
symbolic character of the school as a resource for socialisation and children and
young people integration (the main instrument for the training and consolidation of
the State of the Nation controlled those criteria). The school had both a
homogenisation (of the principles and values to structure the society) and
distinguishing (from the social hierarchy point of view) functions. The pedagogic
organisation was based on the simultaneous teaching in class (to teach many as if
there was only one), with the consequent division of spaces, of times, of knowledge,
of groups, a.s.o... Among other things, this could be seen in the hieratic dimension of
the school buildings, in the classroom centrality as a space organisation module, in
the predominance of the type programs and pattern rules without any concern for the
local integration, in the city locking up, a.s.o. (Barroso, 1995).
h) “The building is the image of the method (teaching)“: mainly from the 70’s
onwards, the acknowledgement of the pedagogic dimension of the school space, lead
some architects, organised or not in more structured movements, into attempt to
transform the school (and its pedagogy), by adopting radically innovative architecture
projects. Here one is confronted with the primacy of a determined relationship
between architecture and education, based in a determinist concept of change, and as
examples of it we have the “open area” schools, the “multifunctional equipment of
the PEB program”, the “resources centre” schools, a.s.0.. Despite the audacity of
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UIA/UNESCO
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SEMINAR,
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UIA WORKING
PROGRAMME
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PUBLIC
PLACES”,
EDUCATIONAL
ANDCULTURAL
SPACESANDORDER
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10TO 14
UNESCO
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many proposals and the enthusiasm of many architects, those changes ended up as
inconsequent, being absorbed and recovered by the teachers’ and students’ routines.
c) “The space occupation determines its geometry”: The positive perspective emerging
in the social sciences at the end of the 20th century recognises the organisations as
social constructions and its members as strategic actors, with a characteristic
rationality, not always coincident with the rationality a priori of those who decide and
those responsible for the definition of rules that, supposedly, do structure the social
ways. Therefore, the school building is seen more as a field of possibilities than as of
obligations, turning the architecture into a mediator of different interests and logics,
showing, at the space level organisation, the compatibility of diverging action
principles.
3. Common challenges
Among the different challenges with which the teachers and architects are faced
today within this field, I would like to stress two:
- To adapt themselves to the change resulting from the inexistence of a “common
organising principle ” based on a national agreement concerning the value of
education and its performance modalities, and its substitution for the principles and
agreements multiplicity, locally structuring the school functioning ways.
- To reinforce the school image as public space where teachers, students and local
society members may remake the solidarity networks, that allows the life in common.
In the first case, we are faced with changes in the State and Civil Society roles, as
well as with the educational politics regulation ways, with the simultaneous
reinforcement of centralisation, re-centralisation and decentralisation procedures,
with the increase of the teaching establishments autonomy, the participation
modalities enlargement, and the development of local educational projects, a.s.o.
This situation leads into the establishment of “contractual” manners of educational
management, to the need of establishing local agreements and compromises, the
substitution of a “school system” for a “schools system”, based on a network
organisation establishing different connections between the teaching establishments
and other educational and cultural equipments, of the same territory (Barroso, 2000).
In the second case, one has to see the school (on the organisation and architectural
point of view) as a collective place of construction.
As an organisation, the school is a complex reality, divided for multiple social
activities, of which can be pointed out: the education, the instruction, the training, the
animation, the custody, the nourishment, the leisure, the social support, the intra and
inter-generation social contact, the community action, a.s.o. These activities are
developed in a formal or informal way, with different emphasis depending on the
performers and the schools, but in general, in an autonomous and, sometimes,
competitional way. Ever since the beginning of the public school, the “noble”
activities were “education” and “instruction” (and, even among these, the pedagogic
disputes were great), but with the democratisation of the access and the time
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UIA/UNESCO
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SEMINAR,
“LEARNING
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PUBLIC
PLACES”,
UIA WORKING
PROGRAMME
FOR
EDUCATIONAL
AND CULTURAL
SPACES AND ORDER OF
PORTUGUESE
ARCHITECTS.
PORTO. SEPTEMBER
1OTO 14
evolution, the other activities grew, more as the result of the need and demand than as
an explicit option and decision of the public powers or of the teachers.
Therefore, we presently have a situation of great functional and organisational
indefinition and confusion: the teachers are often, and simultaneously, educators,
trainers, relatives, partners, social and health technicians, leisure animators, and the
schools are the home, the canteen, the association, the civic centre, the amusing club,
the workshop, a.s.o.
If we want the school to recover its utility and local visibility and to contribute to
restore the social links between teachers, students and the community in general, it is
necessary to assume this multifunctional&y with an organisational expression.
The school must be seen, managed and built based on four important references,
concerning its mission and functioning: State local service; prcfessionals
organisation; public service of social solidarity; local association (Barroso., 2001b):
In the first case (State local service), the purpose is to be sure that each public school
accomplishes the educational mission, which must be assured by the State, within the
constitutional principles of democracy, equality of opportunities and compliance with
the collective interests.
In the second case (professional organisation), the purpose is to allow that the faceto-face pedagogic relation necessary to the learning process be based in a face-toface professional relation, where the educational service render (the teacher)
develops his action as an agent qf the second one interests {the student-citizen and
his family), due to the confidence placed in him and the knowledge and information
capital he has.
In the third case, (public service of social solidarity), the purpose is to guarantee
(particularly in the compulsory basic teaching) the adequate assistance to the family
and economic situations of the students and the satisfaction of their fundamental
social needs, not only by means of the agreed action qf the State services and
technicians with functions within the health, security and social action fields, but also
by means of the mobilisation, participation and solidarity of the organised local
community.
In the fourth case (local association), the purpose is to make possible the expression
of individual and collective interests of the children and young people, but also of
their families and other members of the local society, through multiple organisations
and associations, within the scope of a wide educational, cultural and recreational
function of the school and respecting the full personal and social development of the
students.
The use of these four functional and organisational references doesn’t imply the
school division nor, on the contrary, its unification by means of a hierarchy of
importances. The references must be seen as the faces of the same organisation and
dimensions of the same function, distinct and jointed and must be managed in a
flexible way, bearing in mind the performers diversity, as well as their attributions
and interests.
25
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PLACES”,
EDUCATIONAL
AND CULTURAL
SPACES AND ORDER OF
PORTUGUESE
ARCHITECTS,
PORTO, SEPTEMBER
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This can only be possible if school is open to the diversity of its public, intransigent
in the acknowledgement of their rights and showing solidarity in face of their needs,
interests and desires. And by public we mean the children and the young people, who
attend it in the first place, but also, the teachers and other school workers, the
student’s families and the community in general.
Therefore, the school becomes the expression of a “political society” with obligations
to fulfil, rights to guarantee and interests to regulate that are the purpose of collective
negotiations and decisions.
Bibliographic
references
BARROSO, Jolo (1995). OS Liceus: orga&a@o pea’ag&ica e administra@io (1836-1960). Lisbon:
Junta National de Investiga@o Cientifica and Fundaclo Calouste Gulbenkian. (2 volumes)
BARROSO, Jolo (2000). “Autonomie et modes de regulation locale dans Ie systeme educatif’. In:
RCvue FranGuise de Pedagogie, n. 130, January, February, March 2000, pages. 57-71
BARROSO, Joie (2001a). “0 s&u10 da escola: do mito da reforma a reforma de urn mito”. In:
TerrCn, Eduardo, Hameline, Daniel and Barroso, JoHo. 0 s&u10 da escola - entre a utopia e a
burocracia. OPorto: Edicoes ASA.
BARROSO, Joflo (2001b). “A escola coma espaco public0 local”. In: Antonio Teodoro, org.
Educar, promover, emancipar. OS contributes de Paul0 Freire e Rui Grdcio para uma pedagogia
emancipat6ria. Lisbon: Edicoes Universitarias Lusofonas. (pages. 201-222).
DUBET, Francois (2000). “Peut-on reformer I’Ccole ?” In: Van Zanten, Agnes (2000). L’e’cole:
P&at des savoirs. Paris: Editions la decouverte.
TYACK, David & CUBAN, Larry (1995). Tinkering Toward Utopia. A Century of Public School
Reform. Cambridge: Harvard University Press.
Jo50 Barroso
Diplome d’ Etudes Approfondies (DEA) in Sciences of Education by University of Bordeaux
(France) and doctor in Sciences of Education by Faculty of Psicology and Sciences of
Education of Lisbon University; Teaches the Educational Administration domain and has
been invited teacher to Universidade de Evora, Universidade Aberta, Universidade Estadual
de S. Pa&o - Brasil, Universidade Metodista de Piracicaba - Brasil, Universidades dos
Agores and as “maitre de conferences” in the Institut National de Recherche Pedagogique,
Paris; president of the Portuguese Forum on Educational Administration and member of the
Board Committee of European Forum on Educational Administration
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UIA/UNESCO
INTERNATIONAL
SEMINAR,
“LEARNING
IN
PUBLIC
PLACES”,
UIA WORKING
PROGRAMME
FOR
EDUCATIONAL
AND CULTURAL
SPACES AND ORDER OF
PORTUGUESE
ARCHITECTS,
PORTO, SEPTEMBER
1OTO 14
1st Session Presentations
ApresentaqGes durante a l.a Sess5o
Title:
Presenter:
The School Within a School and Beyond
Jerry Lawrence, FAIA
www. blrb.com
There are many demands placed on educators and architects for the need to develop
new innovations in teaching and learning and in the architecture’s response to
support and accommodate educational innovations and change.
When two students at Columbine High School in Littleton, Colorado, USA, went on
a savage rampage on April 20, 1999 - killing 12 of their classmates, a teacher and
then themselves - they forced our nation to take a hard look at our schools and what
we are designing. This tragic event asks the question “Are we desensitizing our
young people with mega size schools and complicated institutions which create a
sense of isolation from daily academic and community life?”
The Enumclaw School District in Enumclaw, Washington, Pacific Northwest,
U.S.A., has addressed these concerns by creating a new and innovative middle school
facility; a school with an uplifting, positive spirit; “a positive place for students to
learn and socially interact.” This is a neighbourhood school in rural America that
reaches out to its community by sharing library, classrooms, support facilities and
recreational facilities. The school is used from early morning to late evening for both
academic and community programs. It is a beehive of community/school interaction.
The keys to the successof Thunder Mountain Middle School are:
e
e
An educational strategy of connecting schools to our community.
It is a well-established fact that when the community, parents and local citizens are
involved and interact with the educational community, there is both financial support
and community support for innovative educational programs.
The school is a catalyst for redevelopment of the rural community.
Thunder Mountain Middle School has provided a quality community-use f.acility in a
rural area that has become a focal point in residential growth for the small town of
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UIA/UNESCO
INTERNATIONAL
SEMINAR,
“LEARNING
IN
UIA WORKING
PROGRAMME
FOR
CULTURAL
SPACES AND ORDER OF
ARCHITECTS,
PORTO, SEPTEMBER
10TO 14
A
:cE:2:::PUBLIC PLACES”,
UHESCO
Ef4 EDUCATIONAL
AND
PORTUGUESE
Enumclaw. New housing developments, small shops and city infrastructure are now
expanding to meet growth needs in the area.
The “school-within-a-school”
educational concept helps breaks down the
scale and size of a school into a more service orientated educational model
- as a teacher said, “we are now reaching our young people on a more
personalized basis”.
A master planning team consisting of business leaders from the community,
representatives of the arts community, parents, senior citizens, administrators,
teachers, staff and students worked together in the development of the new
educational model and teaching methodology to better serve our students. The
planning for this new, unique school was a sincere interaction between the school
district and community.
Thunder Mountain Middle School’s educational program is strongly focused on the
needs of middle school age students and their interaction with their community. Of
paramount importance is the requirement to personalize education for the students,
requiring the facility design to breakdown the scale of this large 650 - 800 student
middle school. Through sensitive design and creativity, with the use of color,
patterns, textures and historic community themes to create a local historical context,
the school provides an educational environment that is both welcoming and inspiring.
The design solution is driven by this challenge.
The building organization is based on the “school-within-a-school” concept. Three
educational “neighborhoods” were created, each consisting of six general classrooms
as well as a science classroom, shared project room, staff support spaces and a
counseling center. Each neighborhood serves approximately 200 to 250 students.
The three neighborhoods are clustered around the library, which serves as the
“educational hub” of the school. These spaces are then linked via interior corridors
or “streets’ to the central core spacesor “town center” in the facility.
The commons/stage, gymnasiums, and administration areas are all centrally located
and immediately accessible to the main visitor entry. The commons is truly the
“heart of the school”. It is a vibrant, active space that functions as a large meeting
room, lunchroom, auditorium and extracurricular support space after school hours.
Community access to these facilities was an important priority in planning these
spaces.
The architect’s approach to the interior design, through the use of color, historic
themes and unique residential details greatly enhances the character of this unique
school as well as reinforcing the “neighborhood” concept. Playful streetscapes and
storefronts are implemented at both the “neighborhoods” (classroom clusters) and
“town center” (commons) as a surrounding architectural context. The new middle
school has broken the image of a large institutional facility. It is an exciting place for
young people to learn.
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INTERNATIONAL
SEMINAR,
“LEARNING
IN
yc#Dc~xv
PUBLIC
PLACES”,
UIA WORKING
PROGRAMME
FOR
EDUCATIONAL
AND CULTURAL
SPACES AND ORDER OF
PORTUGUESE
ARCHITECTS.
PORTO. SEPTEMBER
1OTO 14
UNESCO
q
Thunder Mountain Middle School
Enumclaw School District
Enumclaw, Washington, USA
PROJECT DATA:
Grades........................................................................... 6,7, and 8
Ages .............................................................................. 11 - 13
Size................................................................................. 80,000 SF
7,432 SM
Students. ........................................................................ 600 Students
(Core elements to support 800 students in future.)
Cost-............................................................................... $11,400,000
Cost/SF*......................................................................... $142.50&F
Cost&M* ........................................................................ $1,534&M
Completed*.................................................................... September, 2000
Jerry Lawrence, FAIA
President/CEO
Burr Lawrence Rising + Bates Architects, p.s.
Architecture, Planning and Interiors
Tacoma, Washington 98402-3519
U.S.A.
www.blrb.com
Title:
Presenter:
Is Your High School Too Big?
John J. Castellana, FAIA
Much attention has been focused on American high school design in terms of
physical size related to student outcomes, safety and social interaction. Research
suggests that schools should be organized into smaller learning communities housing
a maximum of 600 students. (In the United States, it is very common to build large
schools with populations greater than 1600 students).
29
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UWESCU pjg
UIA/UNESCO
INTERNATIONAL
SEMINAR,
“LEARNING
IN
UIA WORKING
PROGRAMME
FOR
PUBLIC
PLACES”,
EDUCATIONAL
AND CULTURAL
SPACES AND ORDER OF
PORTUGUESE
ARCHITECTS,
PORTO, SEPTEMBER
10TO 14
There are obvious advantages to the creation of “small” schools for the benefit of
students feeling totally part of the learning community. Economic pressures usually
are at odds with this and the tendency is to create larger schools that help reduce
overall operational expenses. So, what can be done to still satisfy the “small”
environment in a larger setting? What are the implications for curriculum delivery,
staffing and overall layout?
This session will examine current research on this subject and describe numerous
examples of new and remodelled large high schools that have been organized into
smaller learning communities.
John J. Castellana, FAIA
Architect - TMP Architecture
Bloomfield Hills Michigan USA
Council of Educational Facility Planners International (CEFPI) and National AIA Committee
on Architecture for Education where he served as Chairman. Presently is an active member of
the International Union of Architects Working Group on Educational Facilities. He has been
a featured speaker in Breda (The Netherlands), Konstanz (Germany), Buenos Aires
(Argentina), Newcastle (England), Jerusalem (Israel) and hosted and organised the July,
1998 meeting of the International Working Group at Cranbrook Michigan USA.
Title:
Presenter:
Is the Library an option of understanding being in the World?
Zeev Druckman, Israel
Is the library a component in understanding the idea of “the home “?
--The library as parable
I would like to try to discuss in this lecture the essenceof the question whether an
architect creates something in the world. I hope to convince you in this lecture that
architecture, unlike planning, is non-functional. Architecture is a discipline that looks
for poetic space within an authentic concept. Architecture uses planning tools to pass
on abstract ideas. These ideas result from investigation of concrete knowledge.
I will first speak about the authentic concept, and then on the idea of the “home”.
After this, perhaps we will be able to understand something on architecture of the
“library”.
On the concept of authenticitv
Authenticity means that man, guided by truth, relates to himself sincerely.
Authenticity cannot be judged by other people. Authenticity is private, and is not
transferred to the public. Privacy repulses all other generalities. The relationship
between privacy and generality is one of the central kinds in western philosophy and
30
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i
UIA/UNESCO
INTERNATIONAL
SEMINAR,
“LEARNING
IN
PUBLIC
PLACES”,
UIA WORKING
PROGRAMME
FOR
EDUCATIONAL
AND CULTURAL
SPACES AND ORDER OF
PORTUGUESE
ARCHITECTS,
PORTO, SEPTEMBER
10TO 14
it is called “truth”. In architecture the question of the public and private is a major
issue. The meaning of the authentic is the putting the subject as a metaphysic centre
and as recognized in western culture. Being in the world is a condition for all human
action and therefore free man’s creations affect all the rest of “beings”. The
individual is not only responsible for himself, but also to the whole universe.
Recognition of the world and man’s own understanding of identity within it is the
same. This is the essenceof existentialist philosophy, which seesall reality through
the view of private man. When we come to creating and the realization of things in
the world, the question of authenticity comes up: Are we able to create places or
situations in which the truth is of and by itself?
Song of Paul Celan
At Brancusi’s the Two of Us
If one of these stones
Were able to hint at
What silences
It would open up
Here, nearby,
Next to the walking stick of this old man,
As a wound,
That I must dive in it,
Alone,
Far from my cries, already planed
Even it is white
In his visit with the modem sculptor Brankusi, Celan acknowledges the gap or the
tension between the stone and what silences it. That is, whatever did not get to the
sculpture but is found within it. The transformation from stone as a general state to a
sculpture with a “private name” is art.
On the idea of the “home”
We can suppose that the home is a place that allows man to release sincerely to
himself with his truth. Moreover, he is located near his most important things. This
sincerity allows him to act in the world as a private individual while everything is
motivated from truth itself. Even the true private nature exists only when it has a
relationship with the public. In other words, one can say the idea of the home
includes within the situation of a gap or what is called by the existentialist philosophy
“open field (open being)“. According to Paul Celan, this “open field’ allows the
whole gamut of “what silences it”. As the subject of our work, when we say that
architecture is examined either by its publicness or by its boundaries, we refer to the
relationship between privacy and generality. The subject is responsible not only to
itself but to its whole surroundings. On the other hand, for example, if we would like
to build a house in the city, we mean not only to plan a house for its inhabitants, but
also to interpret the city. And here I can borrow from Blaise Pascal who said: “the
city is not a house and the house is not a city but the house is not non-city”. On the
other hand, if we would like to build a house in a field is our job also to interpret the
idea of field. Both city and field represent generality. This kind of generality is what
31
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UIA/UNESCO
INTERNATIONAL
SEMINAR,
“LEARNING
IN
UIA WORKING
PRdGRAMME
FOR
PUBLIC
PLACES”,
EDUCATIONAL
AND CULTURAL
SPACES AND ORDER OF
PORTUGUESE
ARCHITECTS,
PORTO, SEPTEMBER
10TO 14
UNESCO
q
the private - in this case the house - ought to include within it. Not to be at home
means to be missing relationships. Therefore the “to be at home” is an existential
phenomenon and not only points out of a physical fact.
After speaking about the idea of the home and we understand that this is an
expression of place which allows man’s authenticity, the question can be asked if we
are able to define the “home” through specific public and society contexts. Last year,
students at Bezalel were asked to define as private individuals the concept of “home”
in any way they see it. And it turns out that most defined the concept of the “home”
through the concept of the “library”. They also added to it special physical
conditions, such as town square, fruit garden, or a cliff. When I asked these students
if the library is a place which provokes them to associative thinking, the result was
most interesting. Here are a number of examples of how they understood the
“library”:
1. A niche in a wide wall
2. A hole cut in a cliff
3. Being inside a “light well” in the city square
4. A transparent personal cell in the shuck
5. The secret of the entrance door
6. A page of writing of Shai Agnon
7. In the irrigation channels of the fruit orchard
8. Every place and all places
All these examples have nothing to do with the function of a library. Not a single one
speaks of shelves in a library, about computers, or study rooms. The students know
that these are the essenceof the functional library. But they needed to point out and
give a private name to poetic spacesin order to be based on some kind of authentic
ideal in relation to architecture of the library.
According to the examples which I presented before you the possibility is brought
which homeness as an authentic place of private man. Private man expands and
includes in him the “library”. This library, on the basis of its subjection to the
activities of the individual is formulated and gets a particular name. Architectural
assetscannot be the mathematically calculated ahead of time. The “open field” exists
in the private home and permits the specific meaning of all the components in this
mental exercise. It is a general saying which points to some sort of thematic and
functional meaning. When man thinks about the idea of his home it is almost always
based on particular place within the world. From all that has been said above, I
conjecture that it is difficult to derive the “library situation” cut off from the
discussion of the idea of home. That is to say we ought to newly define “the home
pattern” that exists in the public domain as authentic places. We should arrive at a
situation in which the library generates an architectural space of the urban experience
witch surrounds it. This situation holds within it the special uniqueness of the whole
place. To answer the question “What is the library?” I suggest it to be a part of man’s
being in the world (habitation)
32
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SEMlNhlO
INTERNACIONAL
DA UWUNESCO, “APRENDER
EM LUGARES PLjBLICOS”, PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
2nd Working Session / Sessgode trabalho n.’ 2 / *
“As novas tecnologias, a sociedade contemporanea e a globalizacao: 0
dimensionamento, o caracter, o destino e o desenbo dos edificios
educativos e culturais” / “New technologies, contemporary society, and
globalisation: size, character, destiny and design of educational and
cultural buildings.”
Local/Place: Auditdrio da FAUP/FAUP Auditorium
Moderad(t)or : Betty Politi, Educational Planner, Israel
Relator : Alexandra Abreu Loureiro, SIC Noticias
Convidado/Guest:
Erik Schotte, OMA**,
Holand
14:00- 15:45 Intewen~o’es/Intewentions:
Betty Politi, Israel
Apresenta@io do TemalPresenting the Theme
Erik Schotte, OMA,
Holand
Mariza Weber Alves
Gavriella Nussbaum
Integration of (new) technical concepts in
OMA architecture
Percep@io da Arquitectura e do Urbanlismo uma aproxima@o c/ 0 ensino nas classes
populares
Creating a Global School for Business ,for the
21”’ Century
Public Buildings, Educational Areas
William Ainswoth
Urban dereliction to cultural regeneration
Jeff Floyd, USA
15:45
Interval0 para caf&/Coffe break
+ This session was split in two due to the 11 September events. The
Seminar started again on 12 continuing with the presentations after the
interruption.
**OMA - Offke for Metropolitan
Architecture
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SEMINAR10 INTERNACIONAL
DA UWUNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
E
ORDEM
DOS
EDUCATIVOS
E CULTURAIS
ARQUITECTOS.
PORTO. 10 A 14 DE SETEMBRO DE 2001
2nd Session Presentations
ApresentaqGes da Sessgo2
An Integrated Campus
Secondary School for Autistic and “Regular”
Jerusalem
Presenter:
Betty Politi, MA, Educational Administration,
Students in
Educational Planner2
In the last ten years we have seen a dramatic change in the theories and the practice
that deal with autistic students.
A new trend of integrating autistic students with regular pupils is gradually
becoming more accepted by teachers and parents. In Israel, an increasing numbers
of primary schools have joined this movement. The implementation of the
integration principles is easier in primary schools. Their small size (400 - 500
students), the characteristics of the learning process and the school organization all
make it possible for both the number of students and the nature of the activities to
be adapted to this integration. This is not the case for secondary schools, where the
size of the schools (approximately 900 - 2000 students) creates a difficult
environment for autistic children who need a calm and stable environment.
Nevertheless, autistic adolescents need not only a setting adapted to their special
needs, but also one that allows new experiences in a normative environment. Only
in this way can they be prepared to take part in a normal social life in the future.
The Jerusalem Municipality
with the help of The Association for
Planning&Development Services for Children and Youth at Risk, established by
Joint Israel, took up the challenge of creating an integrated secondary school
campus where autistic students will share activities and school facilities with
“regular” students.
This project is a pioneer project in Israel. Its success will turn it into a model for
the integration of large numbers of special high schools students. The project is
planned as a natural continuation of the primary school integration. Therefore,
only students who attended integrated primary schools will be accepted in the new,
integrated high schools.
2
Betty Politi was moderutor to the 2”” Session with she introduced doing this presentation.
34
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SEMlNhlO
INTERNACIONAL
DA UWUNESCO,
“APRENDER
EM LUGARES
PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E CULTURAIS
E
ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
To ensure success, the plan needed a high school willing to take part in this pioneer
project. Such a school was found, Beit Hinuch, a well-established and well-known
secondary school, located in a very good neighborhood.
The idea of an integrated campus is based on principles of flexibility that allow
autonomy for each component and the possibility of interaction between thlem. The
educational program developed by the two schools together stipulates the quality
and the frequency of the integrated activities.
The creation of an integrated campus will allow the common use of the facilities
and it will enhance the interaction among the various students. Such facilities as
sports, library and workshops will be used by both groups. At the autistic school,
special activities including music, television and radio, will be developed ,with the
intention of having “regular” students participate in them, as well.
Another component of the campus is the creation of an autistic,family center for the
Jerusalem area. The activities at the center will be held mainly in the afternoon,
providing counseling, lectures and activities for parents and siblings.
The physical program and the design of the school were based mainly on the
special physical needs of autistic students. “The need of a stable physical
environment that does not call for changes, where routine can be established, is a
prior condition for securing an efficient teaching environment for autistic students
and is a sine qua ~CVZ
when designing the educational space.” (Glen Dunlap & Lise
Fox,1999).
The physical areas must provide the feelings of security and identification that can
be associated with expressions such as “my class” and “my school.” The design of
spaces for autistic students must take into consideration the levels of their tactile,
visual and auditory senses. The rapid identification of individual problems and
finding environmental solutions can help in treating behavior disturbances. To
strenghten the self-confidence of the autistic student, it is essential to Icreate a
physical supporting space surrounding him/her which will prevent harm - a space
which serves both his physical and mental well-being. Some environmental factors
that must be observed are: class temperature, illumination (no fluorescent lighting),
crowding (people or objects), accoustics, smells, objects’ texture (curtains,
furniture) and movement (people, cars). Thua, a constant appraisal of the Iphysical
environment is essential and should be included in the school schedule.
The following are a few important parameters for designing schools for autistic
students:
1. The building’s location in a integrated campus
It must be near the other schools but not a part of them. A significant link must be
planned, although the entrance and the playground must be for the exclusive use of
the autistic students.
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SEMINAR10 INTERNACIONAL
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001
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
DOS
EDUCATIVOS
E CULTURAIS
E
ORDEM
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
2.
The playground
The playground is important, not only for its obvious use (physical activities), but
also as an aesthetic element of the environment. Well kept playgrounds, with lots
of greenery, give a positive look to the school within the community.
Having a separate playground for the school will serve the students’ needs for a
secure and familiar place for their activities, and their mobility within it. Those
characteristics are of the utmost importance for the autistic student (E. Lappin,
2000). It helps to lower tension, violence, destruction and self-inflicted bruises.
3. The learning areas
In an autistic secondary school, the main activity is to prepare a framework where
proper behavior is emphazied. Everything around the autistic youngster must be
clearly understood by him, where visual messagesare carefully employed, taking
into consideration that autistic students suffer from a lack of communication, great
sensitivity to noise, both vocal and visual and from orientation problems. The
physical surroundings should offer strong visual communication to support the
student in his movements and tasks. In planning, strong emphasis should be placed
on pathways within the school building, using color and graphics in showing the
way to the various areas of the school.
The holistic educational concept was the basis of school’s various functions and
planning. Its translation is expressed in the proposed structure presented below.
This structure gives space for small, autonomous units that enable separation by
age groups. The needs and behavior patterns of the students aged 13 to 21 are
different, and therefore it is essential to adapt the building to those special needs
according to the various age groups. Physical separation among them will prevent
conflict. It also answers the demands of the holistic concept, which provides all the
services the autistic student requires in a “life unit.” These include: learning,
creative activities, therapy, eating habits and leisure time. It is advisable to group
classes according to ages: young students (13, 14, IS), older students (16, 17, 18)
and adults (18, 19, 21). This will help in creating small units where the students
will be able to identify with their physical surroundings, as well as with the staff.
This identification will give the student his much needed self-assurance.
Most activities should be concentraded within the “life unit” not only to avoid
unnecessary student dislocation, but mostly to stregthen his sense of security and
his self esteem.
Alongside the “grouped-classes,” there will be therapy activities, such as
communication therapy, counselling, music and art therapy, etc.
The special needs presented above do not contradict the huge contribuition that the
integrated campus can make to all concerned: students, parents, teachers and the
community.
36
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Title:
SEMlN/iRlO
INTERNACIONAL
DA UIAAJNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
Architectural concepts
through rethinking basic questions @ oma
Presenter:
Erik Schotte - OMA
Topics lecture:
1. Reinforcement underneath ceiling - Educatorium
2. Working outside - Universal HQ-office
3. Diplomacy throughout the building - Dutch Embassy Berlin
4. Dutch traditional house inside-out - Y2WPorto
5. Building as shortcut - Cordoba Conference Center
Topics following text:
1. Working outside - universal HQ-office
2. Diplomacy throughout the building - Dutch Embassy Berlin
Introduction
The Office for Metropolitan Architecture is often selected because of its approach
of architecture and urban planning. In order to be able to develop an interesting
architectural concept-design it can be important to rephrase the basic question and
reinvent the conceptual answer to that question.
Some clients allow architects to make a customized building, where experimenting
with the architectures’ ingredients is possible. These clients are hard to find and it
is not always easy to get the project realized as intended.
Universal’s HQ
In the project for the new Universal Studio’s Headquarters in Los Angeles, CA,
OMA was asked to design a building that had to be highly flexible to fit to an
organization that was commercial, and to a certain extend very hierarchical.
Part of the brief included the working climate. The work environment had to be
inspiring and creative, since creativity is part of the core business of Universal.
38
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E ==a
==c
=
a
SEMINAR10 INTERNACIONAL
DA UWUNESCO, “APRENDER
xv
DOI
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E
CULTURAIS
E
ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 200-l
The climate in southern California is moderate, and actually allows people to spend
a significant part of the day to stay outside in and around their homes. Sitting in the
shadow was defined as a good workspace, and we continued developing this idea
as literal as possible by creating full operability for the north facade.
American design practice demands fully air-conditioned building with winldows
almost inoperable. Still the notion of an office building where one could work
outside with non-obstructed view over the city and hinterland was very appealing.
When we first proposed this idea to the client he was enthusiastic. During the
meetings later that phase there was more hesitance, and even rejection. This was
not without reason: in our first idea’s the faqade would flip down and become a
glass balcony. Finally we agreed with the client that when we could give sufficient
answers to their questions the client would agree to an operable faqade.
First of all we could show that during 50% of office hours it would be possible to
work outside, given temperature and humidity factors. Wind and bugs where dealt
with by introducing a screen that would come down in case of a bug invasion.
(Bugs tend to fly below 20 m, the operable facades started higher)
The final design shows a faqade that allows for a maximum opening where: the
glass pivots around a horizontal bar at the level of the ceiling. Question regarding
topics such as vertigo, draft, insects were sufficiently answered and a supplier was
found.
Unfortunately the project is on hold due to the take-over of Universal Studio’s by
Vivendi international entertainment.
Netherlands Embassy Berlin
In the wake of the reunification the German government decided to relocate the
capital to Berlin ‘Mitte’ (Center). The Netherlands, having sold their former
embassy site after the War, where free to choose a new and preferred Roland Ufer
in Mitte, the oldest Berlin settlement, next to the (new) government district of their
main trade partner.
The client demanded a solitary building, integrating requirements of conventional
civil service security with Dutch openness.
While the design of the embassy was on display in an exhibition in Berlin, the
owners (then still owners-to-be) of the adjacent plot, ‘Haus urn die Schenkung’,
invited us to participate in a competition, which we eventually won.
Traditional (former West Berlin) city planning guidelines demanded the new
building to complete the city block in 19’hcentury fashion, the (former East Berlin)
city planning officials had an open mind towards our proposal for a freestanding
cube on a - block completing - podium.
39
E
zE=-i
---= --==
=z=
IE a==
xv
SEMINAR10 INTERNACIONAL
DA UWUNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
Since we now are in charge of the design of the entire site we can further explore a
combination of obedience on the site of Haus urn die Schenkung (fulfilling the
block’s perimeter) and disobedience on the site of the embassy (building a solitary
cube).
When OMA received the commission we started with doing interviews with the
diplomats in order to find out what ‘diplomacy’ was about and what kind of special
quality would be needed to allow the embassy building to fulfil1 the required
functions with a maximized spatial quality. We found out that deskwork was not the
essential part of the work but that diplomacy was all about lobbying. We thought
that with a reinvented ‘formal’ entry/staircase we could activate the entire building
and everybody would be allowed to roam through an informally shaped corridor.
This was called the ‘trajectory’, similar to the name of the kind of diplomatic
processesthat take place between countries.
The trajectory reaches all eight stories of the embassy and so shapesthe building’s
internal communication. The workspaces are the ‘leftover areas’ after the trajectory
is ‘carved’ out of the cube and are situated along the facade.
Reception spacesare activated inside the cube. Other semi-public spacesare located
closer to the facade, and at one point cantilever out over the drop-off area. From the
entry, the trajectory leads on via the library, meeting rooms, fitness area and
restaurant to the roof terrace.
The trajectory exploits the relationship with the context, river Spree, Television
Tower (‘Femsehturm’), park and wall of embassy residences; Part of it is a
‘diagonal void’ through the building that allows one to see the TV Tower from the
park.
The (slightly over pressurized) trajectory works as a main air duct from which fresh
air percolates to the offices to be drawn off via the double (plenum) facade. This
ventilation concept is part of a strategy to integrate more functions into one element.
This integration strategy is also used with the structural concept. The internal walls
adjacent to the trajectory are load-bearing beams that cross over each other enough
to bring loads down. Hereby-big open spacesare created on the lower floors of the
building. Load baring - glass - mullions, allowed to fall out in case-of a fire while
still leaving the superstructure in tact, support the floor slabs where the trajectory
meets the facade.
The accessroad between ‘cube’ and ‘residential wall’ acts as courtyard open to one
side to allow a panoramic view over the Spree and the park. In order to emphasize
the difference with the surrounding buildings, which are clad with traditional grey
stucco and stone, the sockle and the wall with the residences will be clad with
aluminum.
40
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-===Li=
- 1 xv
0-s
SEMlNIiRlO
INTERNACIONAL
DA UIAAJNESCO, “APRENDER
EM LUGARES
PLjBLICOS”, PROGRAMA DE TRABALHO PARA OS
ORDEM
DOS
E
CULTURAIS
E
EDUCATIVOS
ARQUITECTOS,
PORTO, IO A 14 DE SETEMBRO DE 2001
Erick Schotte
Technical University De& dept. Architecture, 1991
Berlage Istitute, Masterclass 199.5
Erik Schotte is one of 5 PD’s who are in charge of all projects within OMA and manages
as project architect a varity of projects among which Cordoba Congress Centre and the
design and construction of the new Dutch embassy and Haus urn die Schenkung in
Berlin
41
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DIOE”
DOI
Title:
Presenter :
XV
SEMlNkiRlO INTERNACIONAL
DA UWUNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
DOS
E ORDEM
EDUCATIVOS
E CULTURAIS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
Perception of Architecture and Urbanism - An Approach to
Teaching among popular classes
Marisa Weber Alves
Introduction
3
This paper is a synthetic report of a work that set out to demonstrate the
rapprochement of the contents of architecture and urbanism with primary school
education.
For this purpose I present an experience undertaken between 1987 and 1990, with a
group of children and youths living in an invasion area known as the Morro do
Preventorio, Niteroi-Rio de Janeiro/Brazil. The reflections presented here refer to
the themes of participation and perception, and the possibility of understanding the
environment constructed as a language.
The findings generated in the experience reported here were possible in view of a
characteristic common to the vast majority of Brazilian children: from an early age
they witness and participate in the building of their environment. Living on the
hillsides and peripheries, in the doing-it-themselves type of construction they have
their unique form of dwelling. The rapprochement between the architect/urbanist
and this child may arise in two ways: through the,
which for us is
instrumental, is, for the child, a form of fairly accessible expression, and the city,
our object of study, is for the child a fertile source of living experiences and
learning.
Following my first contacts with the children of the Morro do Preventorio, I
realised the possibility of structuring a study whose range of reflections arising
from the previous experience could be even greater. As opposed to the adults, who
were more unresponsive to the drawings and disillusioned as regards their
possibility of performing, the children demonstrated considerable ability in terms
of spatial apprenticeship and their graphic representations. For one who had already
been dealing with participative processes and had become aware of the strong
relationship they have with communication and education, working with children
brought a new dimension. It enabled this triple relationship to be practised in a
fuller way than with adults.
The article that was published in the book “Perception of Architecture and
Urbanism - An Approach to Teaching among popular classes” refers to a synthesis
of an activity carried out by me since 1987 up to 1991 along with a group of
children and adolescents living in a clandestine area in Rio de Janeiro - Brazil.
3 Only the introduction to this paper is translated into English. The description of the work, as well as
the conclusion is in Portuguese
42
xv
SEMINAR10 INTERNACIONAL
DA UWUNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E
CULTURAIS
E
ORDEM
DOS
ESPACOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
This work is focused on a period of time characterised by the emergence of certain
movements. They basically aimed at promoting a better adjustment of the
architectonical proposals, specially those concerning areas with a lower rent, to the
reality of its target users. The drawing enables both architect and user to participate
and dialogue - and these are the premises on which this work is based.
Once the processes of participation are based on the presuppositions of the
Education field, the following step was the work with children, which came as a
result of these experiences.
This project intended to create a model of work in the area of Environmental
Perception, bringing together Architects, Urbanists and education in Compulsory
Schooling. It is based on a common characteristic among a large number of
Brazilian children: the do-it-yourself type of construction is the only form of
dwelling construction they are familiar with and they have been witnessing the
construction processesin their own area and participating in it.
Given the sharpened practical knowledge of these children and their familiarity
with the built area we tried to strengthen a certain type of work using the drawing
and the city as mediators.
The work of freedom of expression through cognitive maps, the exercisles of city
perception highlighting its organisation, the process of mapping the studied areas,
the use of models, the understanding of the history behind these places alnd finally
the project exercises were not only experiences and synonyms of working potential
to professionals who deal with urban environments, but also powerful tools capable
of producing knowledge that might be useful in other areas of work.
43
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z=
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==;e
=a=
=
Title:
Presenter:
SEMINAR10 INTERNACIONAL
DA UWUNESCO, “APRENDER
xv
EM LUGARES PLjBLICOS”, PROGRAMA DE TRABALHO PARA OS
DOS
EDUCATIVOS
E
CULTURAIS
E ORDEM
ARQUITECTOS.
PORTO. 10 A 14 DE SETEMBRO DE 2001
Creating a Global School for Business for the 21st Century
W. Jeff Floyd, Jr., FAIA
[email protected]
The Indian School of Business is a new organization creating a new model for
learning business. Responding to the global-oriented economy based on the
advancements in communications, ISB was organized to provide the finest in
academic teaching and learning through worldwide faculty, students and
curriculum. The School was envisioned to help solve Asia’s need for a trained
workforce, based on international business models instead of the traditional
national, or family, model. ISB also recognized the western nations’ desires to
collaborate in education- the 24-huor concept.
The Mission of the Indian School of Business is to become the premier business
management institution for developing Asian leaders. Its goals are to graduate
leaders in transitional economies and rapidly evolving business environments; to
apply state of the art management techniques to an Asian context; to build facilities
to international standards; and to use a judicious mix of Indian and imported
materials.
The ISB was organized through the vision and seed capital of CEO’s of many of
the world’s largest and most global companies. Among these are McKinsey & Co.,
Reliance Industries, Royal Philips Electronics, Deutsche Bank AG, Daimler
Chrysler, Royal Dutch Shell, Credit Suisse, Citibank, and others. Coupled with
these business giants were the major business schools, particularly from the US,
including Kellogg, Wharton, Harvard, Chicago, Michigan, Stanford and
Minnesota, which set the curriculum and academic initiatives and standards. Given
the high-tech nature of the participants and of the economies for which the students
would be trained, the School was located in India’s high-tech center of Hyderabad,
home to Microsoft and the Indian Institute for Information Technology.
The logistics of designing the campus were significant. The campus would total
more than 780,000 square feet of space. Programming, master planning, design and
construction were scheduled almost parallel. The first students were to begin
classes within 18 months! Final construction would be achieved within another 6
months. To plan, design and construct a new campus for a new organization, that
time frame was an immense challenge. It has been accomplished!
From a facilities’ standpoint, the ISB realized that it would have to compete via a
world-class environment, not just a national standard. Three major elements framed
the design: Community, Environment and Indigenous Design.
The first challenge was to create a community unto itself, providing support
services and amenities to both students and faculty, as there were no adjacent
services to the campus. The campus’ target population was to accommodate up to
520 students with 50 faculty, 100 staff, plus an Executive Education Center for 100
44
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DO,
SEMlNhlO
INTERNACIONAL
DA UIAAJNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E
CULTURAIS
E
ORDEM
DOS
ARQUITECTOS.
PORTO. 10 A 14 DE SETEMBRO DE 200’1
executives coming for weekend, short courses. Major facility components included
all student and faculty housing, academic and administration centers, food services,
cultural and recreation facilities, plus retail support such as post office, banking,
sundry shops and the like. This would be the students’ home for the next 18 months
and the faculty’s permanent home.
A sense of place was critical, as there was nothing existing at or near the site. The
designers looked to the past for clues and references. From Cambridge the:y
considered the layout of open space and recreational fields as they connected to the
community, and its sequence of quadrangles about which its colleges were
organized. The Indian Institute of Management, Louis Kahn’s important work in
Ahmadabad, was considered for its strong rhythm of grouped pods of open space
with academic and housing units.
The organizational concept was analyzed and developed based on two major
divergences. The first was the Traditional Organization of a campus, with open
space as the center with separate library and student centers. Units were clustered
about their respective functions with quadrangles of open space providing the
organizing devise. The second model was the 2 1” Century Organization fca a
campus. In this model, the Information Center (i.e., library) forms the center, fused
with a student center. Technology is an organizing guide providing radial, equal
accessto all elements. Ultimately, a Hybrid Organization model emerged. The
Information Center and Student Center form the core, with a traditional spatial
organization for the other functional units. The academic area was formed into
pods, reflecting the “cohort” teaching concept of 60-70 students along with their
faculty operating as a closed unit for its academic calendar.
The environment presented interesting challenges. A pastoral setting, the campus
provided unusual geological landforms. Low scrub and trees were interspersed with
major rock outcroppings. Boulders, larger than automobiles were prevalent. As
well, its semi-arid tropical climate presented a very diverse landscape from season
to season.
Considerable research and discussion was done regarding the style of the facilities.
ISB did not want to be seen as part of a single religion or culture. To be accepted as
a truly international school, it had to reflect professional and non-sectarian values.
Yet, ISB should be distinct with its location and focus. Therefore, the design team
looked at references from both Muslim and Hindu traditional building forms. The
traditional Hindu 9-sqaure grid was prevalent throughout the region from temple
plans to cities such as Jaipur. From the north, Muslim influences included the
prominence of courtyards as a major organizing device. Important functions were
laid out around courtyards, while the most important structures, such as temples or
shrines, were placed in the middle of the courtyards. Gardens, water channels,
reflecting pools and plazas were key planning elements as well. Arcades,
sunscreens and the play of light and shadow, along with air movement inducements
were important building design features. The Palace at Fatehpur Sikri was an
45
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===
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==ix
x=
xv
SEMINAR10 INTERNACIONAL
DA UWUNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E CULTURAIS
E
ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
important reference for these elements. Additionally, portals and the sense of entry
are important symbols throughout Indian architecture and culture.
Therefore the plan for the Indian School of Business sought to reference these
important indigenous design elements. A strong ceremonial entry drive offers an
arrival sequence that outlines the basic campus organization and presents ISB as a
strong, established institution. The plan is organized about a 9-square grid, with the
Information Center and Student Center forming the campus core-- knowledge and
service. Four academic pods are surrounding this core providing the 8 MBA
cohorts with identification for each. Students are clustered into four housing areas
providing identity through small scale and number of living units. This helps foster
friendships and a senseof belonging, as many are traveling away from home for
the first time. Alternating open space and built areas provide a variety of spaces
and scales for reflection, group interaction, formal and informal learning. The
major building forms use courtyards and vertical elements for identificationlandmark- purposes and also to induce ventilation. Maximizing the use of sun and
shadow produces strong building forms in this rather barren site, responding to the
intense climate. However, with the proper shading the buildings provide significant
open-air assembly spacesfor students, faculty and staff to congregate. The images
attached demonstrate many more of the design features.
To respond to the technological advances in teaching and learning, ISB is a stateof-the-art 21”’ century campus. All classrooms are connected for international
distance learning. Faculty may be on campus or originating from several of the
collaborating business schools from America. Real-time learning is handled
through modern, multi-media “case study” type classroom configurations; breakout
rooms for small group exercises and study are adjacent. Learning on-demand
through on-line, taped and informal scheduling provides a variety of environments
for students to learn when and how they do best.
Through creating a strong sense of community, using the environment as a major
form giver and taking clues from the cultural reference points has produced a
campus that is ready and well suited to accomplish its mission. The Indian School
of Business is a global learning village.
46
IS a 1
E
s=g
E ‘xm%.%.
=
DOI
xv
SEMlN/iRlO
INTERNACIONAL
DA UWUNESCO, “APRIENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PAIRA OS
EDUCATIVOS
E
CULTURAIS
E
ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
School upgrading
Title:
Architect Gavriela Nussbaum
Presenter:
In 1999 the Israeli Ministry of Education initiated a program to upgrade ex;lsting
schools all over the country. It arouse as an answer to the request of the
municipalities.
At the beginning of the preocess the Ministry had to phraze standards and criterias
for eligibility.
The main standards of eligibility :
Schools older then 15 years
Low standards of construction , such as class space etc.
Community schools got priority
Schools in need for acoustic treatment in noisy areas, like near an airport.
Schools with advanced pedagogic systems.
Schools with toilets outside the main buildings
Schools with safety problems or construction problems
Schools with sociological problems, as result of new immigration or a gap between
new and old schools in the same area.
Until1 1999 no system was devolped to deal with existing school buildings and no
special budgdes were given for it. The municipalities had to deal with it alone and
could not finance such high costs.
The first phaze of the program was to to inform the Israeli municipalities of it and
ask for applications. Special forms were prepared to fill the relevant information on
each school.
1460 applications were accepted (one for each school)
570 were approved after precise examination of plans and costs.
130 were realzed and renovated.
(10% of the applications, or 23% of the approved schools).
The program continues according to release of funds by the Ministry of Finance.
The process of approving is complicated. Unlike modern construction, which has a
“key cost” per square meter, the unexpected element in renovations is high and
costs have to be calculated according to detailed plans.
l
l
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The elements taken into consideration are:
A survey of the existing buldings including visits by the Ministry committee
In the schools.
The school needs as phrazed by the school staff and municipality
Demographic changes in the area
47
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010s100,
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pjq
SEMINAR10
INTERNACIONAL
DA UIAAJNESCO, “APRENDER
EM LUGARES
EsPACos
PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
DOS
E
ORDEM
EDUCATIVOS
E
CULTURAIS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
New pedagogic systems in the school.
l
Every school had to be approved by a committee of architects and engineers.
The process is rather slow, but once the project is approved the money is
transferred to the municipality and a contract with a builder can be signed.
Costs and Timetable
The averedge cost to upgrade one school is about 400000$
(per 2000 square meters, 12- 18 classes)
Renovations take place during the summer vacation, an intense two months
schedule.
Examples
Ginsburg high school in Yavne
Yavne is a small town of 33000 citizens.
The big Ginsburg High school was split into two high schools in order to reduce
violence. From a total of 83 classes 42 + 36 schools were created.
The two schools share a common resource center - laboratories, workshops and
library.
The total area of the schools is 14000 sqm
The project was renovated during the last three summers.
1999 - Renovations in Alon school - creating a new entrance wing
2000 - Enlarging Alon school to 36 classes
- Renovations in the main library
- Renovations in part of Oren school
workshops
2001 - Renovations of the resource center - laboratories and
- Continuation of Oren school renovations - creating a covered main street to
unite all pavillions, into one campus.
2002 - Landscaping
Ben Zvi school in Ramle
Ramle is an ancient town in the middle of the country with mixed population about
65000 citizens.
Ben Zvi school includes several buildings of different heights on an area of 2000
sqm. With 12 classes.
l
.
l
l
The pedagogic approach:
New teaching systems - small groups, multi ageed
Emphsis on science studies
Computer integrated in all subjects
Community involvement in school life
48
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SEMlNiiRlO
INTERNACIONAL
DA UWUNESCO, “APREiNDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E
CULTURAIS
E
ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
.
.
.
.
.
.
Physical application:
Creating “houses” accordig to ages
Designing common areas out side classes
Designing subjects centers - art, math, computers
New library in the center of the school
New administration and staff room
Landscaping an dout door classes for the younger grades.
Maanit School Ramle
Maanit School is an L shpe building two stories high with a very long corridor and
classes on one side. The schoool had no real entrance and the latest addition was
built on an old shelter leaving an open ground floor.
0
.
.
.
.
.
.
.
.
.
.
The pedagogic approach
New teaching systems - group work multi aged
New technoloical aids
Integrating parents unto school life
Developing aarenessto sociological problems
Aftemon commuity activities
Environmental studies
Physical application:
New main entrance with exhibition hall openning to an existing out door theater
New administration area with parents meeting rooms in the open ground floor.
Common study areas for each twin classes.
Central library
Landscaping - outdoor study areas, attached to the classes on the ground floor.
In Conclusion
The project continues stage by stage, slowly but is already noticable in over then
100 schools.
Renovated schools create better study atmosphere, develop identity of the students
with the school and reduces violence.
Renovated schools attract parents involvement in school life.
Studets, Teachers and Parents enjoy the changes and love it
Gavriella Nussbaum
1970 - Graduated in Architecture and Town Planning
Technion - Israel Institute of Technology, Haifa
Faculty of Architecture and Town Planning
2000 - Nobility award by the Finnish Government
Order of the white rose
[email protected]
49
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Title:
Presenter:
SEMlNh?lO
INTERNACIONAL
DA UWUNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
Urban Dereliction
To Cultural Regeneration
W.R. Ainsworth OBE B.Arch. FRIBA.MCSD.FRSA
Examining the remarkable progress in the regeneration of a UK regional capital,
Newcastle upon Tyne, and its visual, cultural metamorphism since the UIA
seminar in the UK in 1997.
The opening of the new ‘Millennium’ bridge over the River Tyne, whilst beautiful
in itself, marks the transformation of the Tyne’s southern shore into the ‘buzziest’
hub of cultural activity outside London. ‘Art in the Riverside’ is the country’s
largest public art programme and is close to completion.
Newcastle upon Tyne is bidding to become the European Capital of Culture for
2008.
Frank Gehrys Guggenheim Museum in Bilbao, Spain is an outstanding exemplar of
how a single building with supporting infrastructure can transform neglected urban
space and with it the public confidence and identity of a City.
In the short time at my disposal and to encapsulate the essenceof this seminar, I
will show a short video, which is a part of my hometown’s bid for European City
of Culture in 2008, presently held by this fine City alongside Rotterdam.
Past perceptions of Newcastle upon Tyne and the North East, UK have been of
deprivation and an industrial inhospitable environment. This has changed
dramatically and its bid, whether successful or not, for ‘Capital of Culture’ will
help to promote long term cultural, social, economic and environmental goals in
improving the quality of life, expanding understanding, responsibility and
aspirations. There is a focus on education, learning, innovation and maximum
participation in every character of cultural activity - from science to music and
dance, from engineering to literature, from heritage to film, from visual and
performing arts to horticulture and sport, from manufacturing to architecture and
design, as well as exchanges of people and cultures across Europe.
There is an important connection between learning and social regeneration. While
the economic benefits of learning are clear in terms of skills, it also helps to
promote active citizenship, to strengthen the family and the neighbourhood.
This initiative is a public/private partnership, a powerful combination in linking
both sides of the River Tyne in a physically dynamic way.
50
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XV
SEMINAR10 INTERNACIONAL
DA UWUNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
ES,,ACOS
EDUCATIVOS
E CULTURAIS
E
ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
Many major developments that were just beginning during the UIA meeting in
Newcastle in 1997 have now been delivered. They include the ‘Angel of the
North’ a towering sculpture by Anthony Gormley which has placed the once
derided arts at the heart of civic pride and strengthened the political will to invest
heavily in infrastructure, the stunning ‘Millennium Bridge’, ‘Art in the Riverside’,
the country’s largest public art programme costing in excess of &6m, ‘Centre for
Life’ an Institute of Human genetics, massive restoration projects in the Georgian
central area of the city reinvesting inner city living. The ‘Baltic Centre for
Contemporary Art’, the conversion of a disused grain warehouse is almost
complete and the Sir Norman Foster icon building for the ‘Music Centre’ is taking
form. The music centre has an outreaching educational programme into schools
and the community.
Whilst the video is essentially a marketing tool, it expresses the metamorphism that
is happening to the image and the actuality of living in the North East of the UK.
The ambitions are to use culture not only as a regeneration tool but as a strategic
vehicle to overcome widespread social and economic disadvantage.
William Ainsworth, OBE B.Arch. FRIBA.MCSD.FRSA
Private practice Ainsworth Spark Associates established in 1963 and about to complete the
3,300th project since that date. Worked throughout the UK and modestly in Europe, in the
fill spectrum of building types. Whilst the work has been immensely various, educational
and cultural buildings have been a cortstant source of particular interest.
Practice received many architectural awards and winner of several major competitions.
Member of the UIA Working Group for 15 years
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PROGRAMA DE TRABALHO PARA OS
DOS
E CULTURAIS
E
ORDEM
EDUCATIVOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
3rd Working Session / Sess5ode trabalho n.’ 3
“OS edificios educativos e culturais
enquanto organismos vivos. A
capacidade da sua Arquitectura
para serem renovadamente OS
equipamentos educativos e culturais de que precisamos”/“Educational
and cultural facilities as live organisations and their architectural
capacity to he renovated and reused by all generations”
Auditorio da FAUP/FAUP Auditorium
Local/Place:
Moderad(t)or : Rodolfo Almeida
Relator : Pedro Barreto, Jornal “Publico”, Port0 / “Pdblico” daily newspaper, Porto
Convidado/Guest:
16:00-
18:00
Rita Vaz, arch., Brasil, UIA WP
IntervenCoes :
Rodolfo Almeida, arch,
UNESCO, UIAWP
Rita Vaz, arch., Brasil,
UIA WP
Lajos Jeney, Budapeste,
Hungria, UIA WP
Randall Fielding, AIA,
Minneapolis, Minnesota
Helena Barranha,
Universidade do Algarve
Lino Ferreira, DREN,
Port0
Fried Buehler, arch,
Munich, UIA WP
Apresenta@o do Tema/Presenting the Theme
A arquitectura dos edificios publicos no centre
e na periferia - S. Paul0 - alguns exemplos /
Some examples of public buildings in the city
centre and suburbs - S. Paula
Learning in educational and cultural spaces.
The Hungarian Scenefrom 1990 to our day
School Construction News and Design Share
Awards 2001
0 Museu de Arte Contemporanea - espaEo
dinamico e interactive
*
The new role of educational and cultural
buildings in a transformed city structure
* Dr. Lino Ferreira made his presentation later when visiting the Secondary School at
S.Pedro da Cova
19:oo
Recep@o pela C.M.P. antecedida de visita ci Biblioteca Almeida Garret-19:00 - e sarau
musical. /Reception by municipality, visit to Almeida Garret Library and musical
audition / Concentra@o &is1X-45 no hotel do seminririo para transporte / Concentration
at IS:45 at Hotel Tuela for transportation
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PROGRAMA DE TRABALHO PARIA OS
EDUCATIVOS
E
CULTURAIS
E
ORDEM
DOS
ARQUITECTOS.
PORTO. 10 A 14 DE SETEMBRO DE 2001
3rd Session Presentations
Apresenta@es durante a l.a Sessgo
Some examples of public buildings in the city center and
suburbs - S. Paulo. / A arquitetura dos edifkios ptiblicos no
centre e na periferia - Stio Paul0 - alguns exemplos
Title:
Presenter:
Rita de Cassia Alves Vaz, arquitecta
Summary
Over the last 50 years in developing countries, such as Brazil, there were intense
migratory movements. First, from the countryside to metropolitan areas, second,
within the metropolitan areas from the centers to the suburbs, creating empty and
abandoned areas. As a result, there is enormous unplanned growth in the suburbs.
Sao Paulo is a strong example of these phenomena.
Facing this migratory movement, public investments occurred in three major
fronts:
1. Construction of schools in the countryside to help avoid the exodus from the
countryside.
2. Construction of schools in the suburbs
3. Recovery of buildings in central areas
Within this context, I will present some of the work from my and others offices,
that fits into these trends caused by migratory movements.
Rita de Cassia Alves Vaz, arquitecta
Graduatedfrom the school of Architecture at Universidade de Sdo Paul, 1972
Has developed innumerous projects - over 70 schools, cultural and recreational buildings.,
Restoration of the Sdo Pedro Theatre - awarded gold medal at the 9th Theatre Quadrennial
in Prague: The Orquestra Maluca - “Crazy Orchestra” - awarded in the II International
Biennial in Sao Paula, Brazil.
In the yeur 2000 designed a plan to adapt the public school system in the state of Sao Paulo
to handicapped students; from 1988 to 1991 retained several key roles on the Brazilian
Institute of Architects -Presidency and membership on the National Direction.
Works as a consultant to the Education Ministry and Cultural Ministry, assisted in the
development of schools building through the PNUD and UNESCO
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Title:
Presenter:
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SEMlNiiRlO
INTERNACIONAL
DA UIAAJNESCO, “APRENDER
EM LUGARES PLjBLICOS”, PROGRAMA DE TRABALHO PARA OS
DOS
EDUCATIVOS
E CULTURAIS
E
ORDEM
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
Learning in educational and cultural spaces
The Hungarian Scene from 1990 to our day
Lajos Jeney, Budapest, Hungria, UIA WP
The quality of the learning process basically depends on two main factors:
- on the quality of the learning process itself, and
- on the quality of the built space, the learning environment
In presenting the Hungarian situation my contribution deals only with the quality of
the educational space and the learning environment.
Decision preparation, decision making process
After 1990, as a result of fundamental changes in the political, social and economic
systems in Hungary, all essential elements of public education institutions have
been shaped by decisions of local authorities.
The quality of educational facilities built since the change in political regimes
proves, that in the new social and economic system an appropriate decision making
process that would establish an equilibrium between guidance from the central
government and the independence of local authorities in the operation of
educational facilities has not yet developed.
At present, quality depends to a high degree on the local decision-makers’
education level and subject-matter familiarity.
In this situation, since the country’s political, social and economic systems rest on
local authority and the self-reliance of local communities, it is of paramount
importance that the responsible central government provide professional guidance
and help to these local authorities.
Consequently, even if the human and political will is present, the system functions
well only by accident, and the slogan that issues should be resolved where they
originate is meaningless, if information and professional knowlegde are lacking.
So, for the majority of local authorities independence equates to having been left in
abandoned.
To sum up, good decisions based on real local demands of a community requires
professional backing of the central government, and the lack of this can be
observed in the quality of facilities, and has consequences.
A survey of public educational facilities built in the last decade prove
unambiguously that in the long term the nation suffers considerable financial
burden as a result of facilities being built without basic technical regulations and
controls.
As a matter of fact, nationwide regulations issued by the central government,
establish the appropriate building codes and the basic requirements of regional
development and town planning, but a well-functioning public building cannot be
either designed or built on this basis alone.
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EM LUGARES PtiBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E
CULTURAIS
E
ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
Several controlling authorities have recognised this social demand, and have taken
the necessary steps to develop technical and ‘economic regulations of the
institutions under their control.
If the decision-makers make their decisions in accordance with real - local - social
requirements, on the basis of modern professional concepts and regulations, then
quality of educational, communal and cultural facilities will certainly improve.
Design brief, design
Good design briefs can be developed only on the basis of sound design codes.
In the process of establishing a design brief, interdisciplinary cooperation is
necessary between representatives of the various (education, social, civic)
disciplines, the future users of the facility, and the architect.
Design briefs established in this way reflect the real local demand, and basic
requirements of quality control will prevail in planning and design
The result of a good design brief can produce considerable utility, architectural and
social value, on the other hand, a bad design brief can cause damages which never
can be undone.
On the basis of the design brief, in the period of actual design the Architect should
continue to work with the team of professionals who participated in preparation of
the design brief.
From the aspect of quality high priority role should be assigned to the well-trained
user in the process of design.
The user’s demand rarely appears in well-worded professional language of
architecture.
The user’s demand system should be formulated by the architect in the process of
an efficient dialogue. The architect should create spacesfor dreams of the user.
The user discusses his requirements in terms of methodology, education theory and
philosophy, and these aspects should be let reflected by the architect in his
graphically rendered drawings.
This process often takes shape with great difficulty because the users cannot
formulate unambiguously their requirements which could be expressed in technical
terms.
The question arises many times: “Who is actually the user in such a dialogue?”
Theoretically the answer is rather unambiguous: students, teachers parents,
competent officials of authorities and leaders of the local community. Just
theoretically! In reality participation of all the enumerated partners in the dialogue
can hardly ever be organized.
The architect should by all means be open to the requirements of pedagogly, culture
and community. He should arrive at a good public building design by developing a
correct and personal contact with the users.
Use of the functional units
The Educational and Community Centre, this modern facility is especially sensitive
to interrelation between teaching tools and the spatial system.
By analysing the tight interaction of the teching tools and the spatial system the
question of flexibility arises.
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EM LUGARES
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The interaction results in several alternatives in the teaching tools to space
relationship.
Thus, we can discuss flexibility that is the result of rigidly bounded space provided
with many-faceted equipment, in which case the same space can serve various
functions.
The same many faceted equipment can be associated with variable spatial frames
and in this case a rich treasure chest of potential usage opens up that in the
preceeding case would have been impossible to be realized due to the fixed spatial
frames.
Finally, one type of flexibility of space use can be achieved by mobile storage
cabinets for teaching aids and tools. In this case special attention should be given
to careful design of the circulation area between rooms, to practical design of
doors, storage cabinets providing simple and easy operation (doors without
thresholds, appropriate floor finish, etc.).
Of course, a flexible use of spaces is not just a technical problem but at least in the
same degree it is a question of usage, because e.g. in rooms separated by movable
partitions the limited sound control should be taken into account in classes.
Usage characteristics of some tools and equipment in functional units show how
and to what extent can be influenced the functional value by harmonization of
tools, furnishing, outfitting and architectural design.
In the general academic units (class-rooms) it can be very effective to use sound
and visual material controlled from a central studio, as well as audio-visual and
demonstration materials stored in their own compartments.
Layout of the special subject units will basically be determined by locations of
,,fixed points” (for water, gas, power connection-ups).
An up-to-date design solution for storing didactic aids is the common store room
where didactic aids and tools of all the subjets of instruction can be stored in a
single storage room, and where the aids are at hand, the specialist teachers have
individual workplaces for their preparation and research work.
The availability of the centrally stored audio-visual aids as well as their feed-back
system is a requirement also here.
The Library - storing books and being data base simultaneously - contains also the
location scanning tools and equipment (microfilm reader, audio-visual aids, etc.).
The appropriate dimensioning and arrangement of the Information Centre, Reading
Room and other workplaces, the excellent design of acoustics and illumination, all
are important requirements of good usage of tools and aids.
Construction design of floor, side wall and ceiling is mainly defined by acoustic
requirements.
The basic concept of the Workshop Unit design is that a general purpose workshop
should be designed which can be made suitable for working with the various
materials (wood, metal, synthetic material, paper, etc.) furnished with up-to-date
multipurpose equipment (work bench, tools) for use of the young and the adult.
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SEMINAR10 INTERNACIONAL
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EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PAIRA OS
ES,,A(-0s
EDUCATIVOS
E
CULTURAIS
E ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 20011
For carrying out highly dangereous work operations (welding, cutting, etc.)
separate small booths should be provided where work can be done only under
permanent professional supervision.
Construction and finish of flooring, sidewall and ceiling should be impact and wear
resistant and easily cleanable.
Analysis of workshops from the viewpoint of acoustics and environmental
protection is a neglected issue, so in this field much work should still be dcme.
The Studio Centre beyond a certain size should be a selfcontained unit in the
complex.
The central video- and audio-supply requires less, the programmes produced
eventually for own use raise more serious problems of acoustics and artificial
lighting. Design of flooring, sidewall and ceiling lining is a special professional
design task corresponding to the requirements.
In design of a Sport Unit use of furnishing, apparatuses and equipment is governed
by serious regulations of technology.
The flooring construction - due to the fact that it is here a main sport apparatus should be designed with special care.
A competiton-size gymnasium (from badminton to handball) can be divided into
three portions by two curtains extending from sidewall to sidewall and from floor
to ceiling, providing three smaller gymnasia for school classes. Opening up the
three portions a competition size pitch can be produced.
In a Multipurpose Large Hall equipment and usage options determining the quality
of the facility can be outlined only on the basis of careful analysis. Two extreme
limits of the function scheme should be identified and the space should be equipped
for the functions falling between the two extremes. In the functional analysis the
starting point should always be the ,,rougher” function requiring physically more
robust constructions. For example when the extreme values of the functional
scheme extend from sport to catering with cultural, communal, leisure time
activities in between, then, it is evident that in designing the floor, side wall, ceiling
and outfitting the starting point should be the rquirements of sport.
Of course, the multifunctionality requires a lot of equipment, so the importance of
mobile containers increases.
In furnishing a special attention should be given to the assemblable, easily
movable, stackable platform units and seats.
Of course, due to the multifunctionality high quality standards of a large sports hall
or an elegant theatre cannot be demanded. The main advantage of a multipurpose
facility lies in the fact that by providing a minimum of extra expenses for outfitting
great many users’s demand can be met at appropriate level in a single space.
The quality of every functional unit is determined by its furniture, in addition to its
equipment besides its outfitting with tools and devices.
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SEMINAR10 INTERNACIONAL
DA UWUNESCO, “APRENDER
EM LUGARES PLjBLICOS”, PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E
CULTURAIS
E ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
The information system occupies an undeserved neglected place in the resources of
educational institutions. The information task even of a medium size institution
cannot be managed by a porter’s lodge and a porter.
The basic elements of the system are: colour, numerals and letters.
At the entrances information boards should be emplaced which give an overview of
the whole facility in a simplified and easily perceivable form and at the same time
define the location of the observer in relation to the whole institution.
The open air facilities offer room for different activities of teching, education, rest,
leisure and sport both for the young and the adult, outside the covered functional
units, requiring not to many resource of means and tools.
The common green area of a housing estate and the Educational and Community
Centre provides open-air area and equipment for the different age groups enabling
them to play, rest and make sport.
To sum up: it can be said that in these modem public institutions teaching,
educational, cultural and leisure activities of both the young and the adult can be
implemented efficiently, economically on a rather high level in form of an
integrated operation.
Lajos Jeney, Budapest, Hungary
M.Sc.Arch.Eng. Architect, Executive Director, TTI-Eurovia Co. Ltd., author of numerous
publications on educational and communal centres in professional magazines in Hungary
and abroad, including u case study on educational buildings in Hungary, u major
contribution to international professionul literature, commissioned and distributed by
UNESCO, successful participation in architectural competitions, Chairman, Commission
for Sports and Educational Facilities, Hungariun Association of Architects, recipient of the
Ybl Prize, member of the Hungarian Association of Architects [k&SZ] and the
International Union of Architects UIA WP.
Title:
Presenter:
Award-winning Learning Environments Crossing Boundaries
Randall Fielding, AIA
Top award winning learning environments have a quality in common - they all
cross boundaries that define the building, becoming part of a system that is more
than bricks and mortar. Three projects from the School Construction News and
Design Share Awards 2001 each cross different boundaries. The Peel Education
and Tafe Campus, in Mandurah, Australia, blurs the lines between high school,
adult education and the university. The Education and Cultural Center in
Alcobendas, Spain, crosses the line between school, library and urban community
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SEMINAR10 INTERNACIONAL
DA UIAAJNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PA,RA OS
EDUCATIVOS
E CULTURAIS
E
ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
center. Cragmont Elementary School in Berkeley, California, softens the line
between building and landscape.
Peel Education and TAFE Campus, Mundurah, Australia
Spewers Architects and Jones Coulter Young Architects
This project, built on the site of an existing Tertiary and Further
Education (TAFE) campus, is unique for its master plan that combines
senior school students, TAFE, and university students on a single
campus. The facility allows adult education and vocational training to
occur within one facility, therefore helping to boost student retention
rates and promote the concept of lifelong learning.
A lengthy planning process brought together three, traditionally
separate education providers-the education department, TAFE, and the
university-to plan a flexible, coherent, and united campus. Six studentcentered principles were established before beginning the design
process, which included workshops, value management sessions, and a
series of public consultation meetings. An environmental engineer
helped with a series of passive environmental strategies that
moderate climate, acoustics, natural lighting, and ventilation.
A “learning street” consolidates display, exhibition, gathering, and learning spaceswithin
one large covered but unenclosed area, offering high visibility and easy accessto learning
and specialist facilities. Group discussion rooms are scattered throughout the campus in an
effort to limit the “ownership” of individual curriculum areas. A “ubiquitous technology”
approach to general, flexible, and group learning areas is designed to address short and
long-term needs as well as the future sharing of facilities, which is likely to occur as a
result of the evolving relationship between the different educational providers.
The facility’s layout and design, with its internal community focus and egalitarian
access for all, is key to enhancing comfort, safety, and respect for others.
An indigenous center within the TAFE facilities promotes cross-cultural
interaction. The grounds include tracts of natural vegetation as part of an
Indigenous Natural Heritage Zone within the horticultural studies area. Connection
to the outside community also is part of the campus’s master plan. Zones are set
aside for development by businesses that want to partner with the school and create
ties to the vocational study and workshop facilities.
P. Iglesias Educational and Cultural Center, Alcobendas, Spain
BN Asociados
In the words of this project’s designers: “education and
culture cannot be kept inside a shell, as something for
the privileged ones. Nowadays they are a sign of
freedom and progress, which can and must be
communicated by architecture.” This line of thinking
illustrates the idea that education is not an undefined
concept but rather the result of community
development.
Located in a lower middle-class district, the project
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SEMINAR10 INTERNACIONAL
DA UWUNESCO, “APRENDER
EM LUGARES PtiBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
ESPASOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
works as an educational institution and a civic center. Not only does the facility
offer cultural activities for both students and the community, it compensates for the
shortcomings of an urban plan and is situated in an area where no provisions for
educational structures where made.
The facility originally was planned to symbolize the “pulsating heart of the new
generations,” fully equipped with the latest communication technology. It evolved
into an efficient contemporary building, suitable for the requirements of a
heterogeneous public, as well as a work of architecture integrated into its context
within the local architectural tradition. The large, glass, north-facing facade is a
powerful, symbolic force and a striking contemporary landmark. Visible behind it,
the main spine of the building serves as a student center and social space, as well as
a path to the rest of the building that streamlines control and security.
Since the building serves a variety of education, training, and cultural requirements,
public authorities received some private donations, including the building’s
electronic equipment, which was donated by mass media and telecommunication
companies. Use of the building for musical and theater events contributes to the
building’s maintenance funds.
Cragmont Elementary, Berkeley, CalijI
ELS Architecture and Urban Design
An urban setting did not prevent designers from emphasizing the
importance of the environment on education. Landscaping, which
includes student plantings, native plants, a community garden, and a
large plaza is used as a teaching device. Play areas are organized on
different terraces, following the hillside. Large windows and balconies
are used to connect the classrooms, which are perched high on a hill, to
the surrounding community. Special education teachers report that the
calming effects of views and light have dramatically increased the
attention span of students afflicted with ADD. The student body’s
standardized test scores also have increased by 38 percentile points one
year after move-in.
Both the program and design of the school were developed in an intensive series of
workshops with an active group of parents, teachers, administrators, neighbors, and
students. Meetings took place every month through the design process and, less
frequently, through the construction process.
As a result, the school was designed to serve as a community center, a
neighborhood gathering place, and an emergency relief shelter. Outdoor common
spaces,playgrounds, and plaza are used by the community.
An encouraged neighbor remarked how “the courtyard is functioning as a
community square for the neighborhood.” Even the building’s design aesthetic
creates a focal point but fits the scale of the neighborhood through the use of
massing, materials, finishes, and colors.
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SEMINAR10 INTERNACIONAL
DA UWUNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
E
CULTURAIS
E
ORDEM
DOS
EDUCATIVOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
Interior spaceswere designed for maximum flexibility. Rooms on the upper level
have the option of adding loft mezzanines that create spatial relationships not
provided by standard classroom design. Ground-level classrooms have outdoor
patios and a trellis for small, peer-teaching groups. Free-form corridors, following
the hillside contours, have nodes for break-out spaces.
For more details, including program statements, floor and plans, and photographs
of these and over 100 other innovative learning environments, see
www.designshare.com; you will also find a commentary on the UIA Porte seminar
entitled “The City of Learning,” by Randall Fielding.
Randall Fielding, AIA
Editor of Design Share as well as educational facility planner and architect
Web Site: http://www.designshare.com
[email protected]
Title:
Presenter:
The Contemporary Art Museum - the dynamic and
interactive space
Helena Silva Barranha
The last two decades have marked a determinant period in the art museums
evolution. The cultural tourism and leisure industries development has contributed
for a growing evaluation of the museums, as a preponderant element in the cultural
patrimony management. This phenomenon lead the existing institution into
greeting the new visitors’ crowds and many cities built new museums, Itending to
be presented as symbols of the urban and cultural vitality.
Together with the exponential growth of the number of museums institutions and
of a progressive thematic diversification, there is also a redefinition of the concept
of museum in itself. In this process, the contemporary art museums assume a
fundamental role, as they confer visibility to the aesthetics and conceptual
researchesof the present, pointing out the new ways of art and culture.
The contemporary art museum is a privileged space for a meeting between
nowadays’ art and architecture, pointing out new affinities and creating mutual
61
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challenges. Apart from giving an answer to the functional demands associated to
the conservation and exhibition of works of art, the architecture qualifies the
museum space, thus proposing new fruition forms of the exhibition contents and it
also intervenes in the urban space, redesigning the city image.
In the museums dedicated to past periods’ art, the collections are organised
according to well-defined principles that, although they may be cyclically reinterpreted, present a consensual basis, while in the contemporary art museum the
criteria are much more dynamic. This trend has mainly to do with the fact that the
contemporary art collections are in permanent formation, thus implying a reappreciation of the works of art and, consequently, a successive re-thinking of the
contents and exhibition strategies.
At the same time, the museum is an entertainment and experimental space, where
the public contacts with the contemporary art in a more informal way and also with
more participation than in the museums dedicated to the art of the past. Diversified
entertainment and cultural events, such as music shows, conferences, workshops,
cinema cycles, a.s.o frequently accompany the art exhibitions. In reality, the
contemporary museum results from the meeting of complementation and, in that
sense, it transcends the traditional museum functions thus constituting not only a
place dedicated to the preservation and contemplation, but also a dynamic and
interactive dynamic centre. Therefore, it is essential to have a set of equipment in
the museum, such as: auditoriums, libraries, audiovisuals and multimedia rooms,
photography laboratories, a.s.o.
In the last decades, there has been a substantial increase in the public attending the
museums, thus determining new premises in the concept and organisation of the
architectonic space, that tends to become more flexible and to integrate a
diversified set of services such as cafeterias, restaurants, stores and libraries.
Although sharing different pragmatic aspects with the art museums in general, in
what concerns the exhibition areas, the contemporary art museums present some
peculiar demands, directly deriving from the nature of the works exhibited. In
effect, the diversity of the plastic expression ways inherent to the 20th century art
places some specific problems, both at the preservation and exhibition level. The
scale, the themes, the materials and the technologies have significant differences,
depending on the different aesthetic trends and on the work of each artist.
Therefore, the contemporary art museum is unable to define homogeneous
exhibition conditions. On the contrary, the museum space must present distinct
environments, depending on the different types of works of art integrating the
collections or thematic exhibitions. At the same time, there is a great need to have a
space versatility, since the exhibition contents are constantly being updated. The
open character of the contemporary art collections and the preponderant role of the
temporary exhibitions require the existence of buildings capable of being adjusted
to new situations and with a division that may allow the existence of different scale
demands.
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PORTO, 10 A 14 DE SETEMBRO DE 2001
The different factors mentioned point out to the concept need of a moldern and
contemporary art museum in an evolutionary building, liable to be re-thought and
adequate to different forms throughout the years.
Helena Silva Barranha
Architect, teacher in History and Archaeology Department of Humun and Social Sciences,
Algarve University
Title:
Presenter:
The New Role of Educational and Cultural Buildings irma
Transformed City Structure
Frid Buehler
The irreversible process of structural change in the cities as a
consequence of globalisation forces to redefine the role of cultural and
educational facilities anew:
1.
Because of their permanence public buildings are anchor-points for
townscape and feeling home within the rapidly changing fabric of the
cities. In general lifecycles of public buildings are much longer than
that of business premises. The everage length of a childs stay at
school, approximately 10 years, can be longer as the expiry date of an
investors programme.
2.
The modernisation and conversion of cities goes hand in hand with the
privatisation of public space. Cultural and educational facilities and
the urban spacesbelonging to them have to take the place of these. They
become islands in the town that represent cultural and local
characteristics. By this the outdoor spacesbecome as important as the
usable floor space.
3.
Cities under the influence of the global market can no more be planned
as a work of art as a whole. Townscape quality in a pluralistic urban
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society must be seen in a pre-esthetic way as a matter of legibility ,
where landmarks, paths, edges etc. play an important role. ( see Kevin
Lynch: The Image of the City ) Cultural and especially educational
buildings must be the pearls in the orientation system of towns and
focal points of its itinerary.
4.
Cultural and educational facilities are counterpoles to commercial
centers, who arise in line with market requirements beyond the goals of
public planning. They are the workshops, where public spirit and urban
culture are generated. These places have to be distinctive and
emotionally meaningful. They are important tools to create a human
environment.
If schools and other cultural buildings will be focal points of urban
life, they must come up to the sociologists call for the simultaneity
of different interactions in a place. By this schools and cultural
buildings will be no more functionalistic but become hybrid and serve
different needs and are open to various groups of population.
6
Segregation of social groups in special territories is characteristic of
the future of urban societies. Cultural and especially educational
buildings can be links between these groups and help to provide equal
opportunities for all. To fulfil1 this task, they have to open their
programmes and provide adequate facilities.
7.
In the mobile society individuals break up their close ties with the
place quite early in their youth. The response to this is to create
distinctive places with strong patterns, that enable pupils to establish
a stable relation. These patterns must be easily to remember for pupils
and to remain open to individual interpretation at the same time.
Frid Buehler
ProJ: Dipl.-Ing. Architect BDA
Partnership Biihler & Biihler, Miinchen
Professor for Design and Urban Design
University of Applied Sciences Konstanz
Member of UIA/UNESCO Working Programme
“Charterfor Architectural Education”
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PROGRAMA DE TRABALHO PARA OS
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ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
4th Working session / Sess%ode trabalho n.O4
“Ediffcios culturais e educativos novos e diferentes para uma
aprendizagem ao longo da vida e envolvimento da Comunidade:
Repensar a natureza dos edificios e dos recursos educativos e culturais”
/ “New and different cultural and educational spaces for life long
learning, the community context: Rethinking the nature of buildings
and educational facilities”
Local/Place:
Moderad(t)or:
Relator:
Convidado/Guest:
9:00- 10:45
Auditorio da FAUP/ FAUP Auditorium
Rita Veiga da Cunha
Francisco Sena Santos, RDP/ broadcasting “RDP” journalist
Bruce Jilk, arch, USA
In terven@es/ln ten/en tions :
Rita Veiga da Cunha,
Portugal
Bruce Jilk, arch,
Minnesota, Wisconsin,
USA
Jadille Baza, Rodolfo
Almeida -Chile/UNESCO
Lourdes Melendez e
Eduardo Milan, Venezuela
Janus Wodarczyk, Polonia
Anton Schweighoffer,
Viena
10:45
Apresenta@o do Tema/Presenting the Theme
A Framework for Life long Learning and the
Community Context
New Educational Spaces for the Chilean
Educational Reform
Cost efliciency in the construction of public
school facilities. Results.
The synergy of Existing School Spac’e with
Various Public Spaces for
Permanent
Learnin p
Return to the Future - Back to Public Spaces
lntervalo Dara caf&/ Coffee break
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PljBLICOS”,
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Introduction
to the 4th session subject:
“New and different cultural and educational spaces for life
long learning, the community context: Rethinking the nature
of buildings and educational facilities”
Moderator:
Rita Veiga da Cunha
I thought it would be convenient to circumscribe the introduction of this session
theme to aspects that may contribute to have the debate focused in the challenges
that the institutions and systems face in view of the concept and practice of longlife learning.
1 mean in particular the teaching and training systems and the institutions
responsible, at the different levels, for its management.
These systems have been solidly structured throughout the years, at the rhythm of
the evolution of each society, closely connected to culture and History of each
people, and it is natural that resistances may arise in order to make it more difficult
the making of decisions concerning the implementation of structural reforms thus
allowing the adjustment to a rhythm of change always speeding up. It is the
intention of this debate to re-think the nature of the buildings as well as that of the
educational and cultural resources through the exchange of experiences allowing to
equate new answers, different and adjusted to the demand of different clients who
must be satisfied, case per case.
Context where the “Long-life Learning” concept appears as element contributing to
elevate the level of economic growth
The world and the modern societies are in a particular moment of their evolution,
subjected to pressures and decisions that can not be managed according to the
idleness of the past or the motivations of the present but according to the visions
and choices about the future.
The long-life learning is a concept born in the beginning of the 70’s within a
context where the educational systems were deeply questioned during the events of
May of 68.
In the beginning of the 70’s a report made by the UNESCO stressesthe right and
the need of each individual to learn throughout his life, through the training quality
improvement, regardless of reforms to be introduced in the type of system where
the student is trained.
Later, in 73, the OCDE began to mention the “recurrent education”, with a debate
based on the economy and competition demands, stressing the importance of
learning within the professional activity and individual learning perspectives.
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From 1975 onwards, with the recession and the economic crisis, the rlecurrent
education concept was no longer a priority for the governments mainly concerned
with the high unemployment rates of the young people and with the restrictions
imposed at the public expense level.
In the 90’s the concept of recurrent education mainly falling upon the postcompulsory education and training, gives place to the “learning along life” concept.
In 1995 the European Committee published the White Book “Teaching and
Learning - into the cognitive society”, constituting until today the main reference
of the communautaire policy within this domain.
Assuming that the Long-Life Learning is no longer a diffuse and somehow abstract
concept and that it is now an option within the management perspective scope, in
view of the new visions and choices about the future, there are no doubts that this
option will have a strong impact on the educational and training systems
characterised on their turn by profound differences and diversified evolution trends.
The long-life learning creates an added level of personal responsibility for each
individual by means of his educational and training course. On one hand, as a
consumer, he becomes responsible for the options he makes in view of his needs
and, one the other hand, he is confronted with the reality that the educational and
training market will have to offer him.
In view of the educational and training systems and of all its levels, appears a new
group of young clients and a decreased number of young people with very different
expectations and needs.
As a starting point to re-think the nature of the school building and of the
educational and cultural resources, we will try to equate, in view of the context
presented, a set of trends common to the systems evolution.
The need to adjust the system to this “new world”
The learning throughout live implies the redefinition of the departments mission
and of the educational institutions (formal and non formal), so that these may be
assumed as learning centres and may contribute for the construction of ,the well
known knowledge society, “learning society”.
We are in face of a society that can be characterised by the change in the active life
cycle, by the diversification of the activities and by the permanent change in the
work content.
This change cycle appears as a lasting trend, living in a period where the demand
economy based on the trilogy Work - Equipment - Production is replaced by a
new emerging and much more complex model and that tends now to be based on
the trilogy Organisation - System - Value.
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PORTO. 10 A 14 DE SETEMBRO DE 2001
The redefinition of the institutions mission has, in a first plan, to go through a
responsibilities sharing at the level of the very Governments, as in most part of the
countries remains the division between education ministries and work and
employment ministries, with a duplication of functions, different budgets and,
above all, great gaps in the common definition of purposes related to the long-life
learning.
However, although slowly, important measures have been taken, at the European
Union level, in order to grant to the education and training an important role in the
improvement of the European development strategy, in order to respond to the
challenges passing by the globalisation, the technological change and the
population ageing.
Since 1998, under the United Kingdom Presidency, the European Union Ministers
responsible for the Education and Training have been meeting in the European
Council headquarters to debate together the role of education and training in the
economic and social renewal agenda in Europe.
Important decisions have been taken in what concerns an open co-ordination
foreseeing the establishment of quantifiable and concrete purposes and also an
evaluation process with performance indicators allowing the comparison with
countries belonging or not to the European space.
Will the solution pass by a new organisational structure, such as the one existing in
the United Kingdom, where the Education, Training and Employment
responsibility depends on only one ministry?
Diversification and demand increase
The diversification and demand increase constitute a purpose closely connected to
the concern in increasing the employment degree both of the young people entering
the working world and those already active that, in order to have access to a new
employment, have to turn to training periods, some longer than others.
The teaching and training institutions are confronted with new needs to which they
have to respond at the training contents level. Therefore, it can be said that this
diversification will have impact at all levels, from the pre-school education up to the
university, demanding both the creation of new services and the extinction of
others, at the national or local levels.
On the other hand, the Learning Throughout Live must not be limited to the
progress in the active life and to the increase in the employment field, and it has to
be viewed as more ambitious way to achieve a personal growth that can be reached
by any human being.
Within this context, the educational and training guidance acquires a new
dimension, and it must begin to contribute actively for the construction of training
projects or even live projects of each individual.
What is its impact on the existing buildings stock, on the schools network and on
the building concept that this diversification and increase in demand, leading to the
appearance of new publics, will cause?
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To combat failure and the premature abandon of the system
This combat against failure and against the abandon of the system must st.art with
the reinforcement of the pre-school education and basic education. The
reinforcement of the basic knowledge acquired is an essential element for the longlife learning success, as those involved in these learning action are those who
already had a first positive experience in this domain.
School deserves to be re-thought right from the pre-school education until the
compulsory school period, due to the role it can have in the combat against
exclusion, in order to interlink all the domains and constitute the key for the global
coherence of the systems.
What kind of buildings for the basic school, what are the needs that must be
satisfied in the urban centres, in the sub-urban surroundings and in the small rural
communities?
To validate the competencies that are not formally acknowledge
The confirmation of these competencies must imply the articulation between the
educational formal and non-formal systems, with the training system.
Within this domain, Portugal has taken an important step with the creation of the
National Agency for Education and Training of Adults (ANEFA), under the charge
of the Education Ministry and the Work Ministry. This Agency has as its main
mission to launch an acknowledgement and confirmation system of the informal
learning of adults, in view of the school and professional verification.
How can we create buildings that, in different contexts, may also be able to assist
simultaneously these new publics and those attending the formal school?
To develop the co-operation and the partnerships
For the development of the Long-Life Learning it is indispensable the association
and the involvement of multiple sectors, from municipalities, to social Ipartners,
school networks at the national level and at the European Union level. The Socrates
and Leonardo da Vinci Programs allow a co-operation, promote partnerships in the
presentation of the educational and training projects, allow study periods and
training probation in all member States of the Union to students of the secondary
school and university an to teachers at all levels of teaching.
How to plan resources taking the most advantage of these partnerships within a
budget retention context and investments reduction in these sectors?
It wasn’t my intention to be exhaustive, Z didn’t even mention problems a,s
important as the school autonomy, the stability of the teaching staff, the
flexibility of the teaching career status, hoping to see some of the questions
clarified throughout the debates that will take place during this Seminar.
Rita Veiga da Cunha
Assistant in the Education Administration State Department of Education Ministry.
Biological Sciences by the University of Lisbon, Pedagogical Sciences by the University of
Coimbra, Intensified Studies in Education Sciences, Education Political Option by the
University of Paris VIII, European Studies- Independent University of Brussels
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EsPACos
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PROGRAMA DE TRABALHO PARA OS
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E ORDEM
DOS
ARQUITECTOS.
PORTO. 10 A 14 DE SETEMBRO DE 2001
Abstract of the 4th Session
Pedro Barreto , “Ptiblico”
newspaper
The main theme of this session implies the public assimilation of two previous
notions: the notion of “life-long learning” and the notion that there must be a close
relation between education and the educational systems and the communities
served by them.
Two other notions lie under these two notions: “freedom” and “responsibilities
delegation”.
In order to carry out soon the summary of the works presented in the 4’h Session of
this AIU / UNESCO International Seminar it is fundamental to assimilate first this
quadrilateral of concepts.
Rita Veiga da Cunha
The moderator of this 4th session was Dr. Rita Vaz da Cunha that, after pointing out
some curricular data of her activity, tried to circumscribe and centre the debate
“around the challenges facing the teaching and training systems in view of the
“long-life learning” practice and the institutions responsible for its management”.
These challenges seem to derive from two fundamental causes: a change rhythm
that, in our contemporary condition, is permanently speeding up; and the natural
social, cultural and historical resistances, that are always more important than any
structural reforms.
Then, the challenges inherent to the implementation of the “long-life learning” will
be:
1”’ - The educational and training systems must be able to adjust to the
Organisation - System - Value trilogy - this implies the redefinition of the
departments and educational and training institutions mission.
2 ’ - In order to increase the employment degree of young people looking for their
first job, and of those already working going through the training and professional
recycling procedures, it is necessary to increase the training and educational offer
and to evaluate its impact on the conceptual, material and instructive concept of the
educational and training institutions.
31d- It is necessary to combat the failure and the premature abandon of the
educational and training system, mainly by means of the pre-school and basic
school reinforcement. What kind of buildings, programs and realities should follow
the projects for new equipments resulting from this?
4’h - To launch recognition and validation systems of the informal learning in view
of the school and professional certification. What kind of buildings/programs may
contribute to this purpose?
5’h For the LLL it is compulsory to take educational and professional advantage of
the inter-institutional partnerships and co-operation systems.
On the “long-life learning” perspective, these are some of the challenges implied in
the adoption and implementation of educational systems.
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Bruce Jilk, architect
Minnesota, Wisconsin
USA
In order to conceive and implement educational systems within the L,ong-life
learning perspective it is necessary to identify and systematise concepts in order to
create an operative conceptual surrounding capable of preparing us for the
implementation of our “long-life learning” societies.
The project of these new permanent learning environments” makes it compulsory
to go “beyond the limits of the traditional educational and training institutions.”
That is why these are problems concerning all of us, thus involving in its
development, study and planning the communities where they wish to be enclosed.
Community Schools
To increase the inter-relation between “school” and “community” by adjusting the
educational equipment to the reception and supply of social function and services,
of the students and to the students.
Community of Learners
This means to surpass the schools and the “Community Schools of the
Neighbourhood” and to focus the efforts in the definition and implementation of
the communities with “long-life learning” teaching and learning attributes for all, at
any moment, everywhere. The most known examples would certainly be the
“virtual” teaching communities.
Learning Community
This is the key concept to where everyone else is flowing into and it can be
resumed in the idea of imagining and planning a Community, that is in itself the
target of a constant learning and that also evaluates that learning, progressing in
itself and by itself. - Almost just like it happens in the “Learning Organisations”.
These are communities where, by definition, everyone is in a constant learning
process, mutually committed, and where is really “done what it is said to be done”
thus necessarily obtaining a general improvement for all the community.
In view of real models absence, let us centre in similar models, and here we suggest
the example of Louvain-la-Neuve.
However, all these development models (of communities and equipments),
necessary to have a real “Life-long learning”, need to study and make objective for
each community not the “abstract rules”, imposed “from top to bottom” but its
flexible surrounding of “social mutual commitments” or “injunctions”, as each
community will be sufficiently grown, strong and self-responsible to create them.
Jadille Baza and Rodolfo Almeida
Joint Project Ministry of Education of Chile and Unesco
Since the 90’s that the new “Educational Reform” and the present work group have
been changing the educational buildings form and program in Chile. First any
educational equipment should follow principles, programs and projects all alike in
all the territory, but now a process of progressive decentralisation of responses is
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being tried, adjusted to the realities, curriculums and program demands both
specific and local. The purpose is to have the educational equipment as part of the
public space, with full rights, thus having a permanent educational process and
involving all the community: students, parents, teachers, architects, a.s.o. The
communities determine their priorities, the architects and the teachers work
together in the development of more just architecture or architectures, reducing the
geographic, cultural and social asymmetries. The most important purpose is to have
the effects of this kind of training and education interactive in the community
falling directly back in the community itself.
Architect Eduard Millan / Architect Lourdez Menendez
In a country with very limited resources, the public program for the educational
equipments building has been faced with the need to determine the cost per student
of a quality teaching establishment in order to be possible to optimise the binomial
cost/quality of use and architectonic, thought without giving up the space quality
and functional commodity characteristics. Then it was possible to determine an
average construction value per square meter but, and above all, it was possible to
analyse in more than 40 teaching establishments, the different variables
determining the final price for those equipments. The most important conclusion
concerns the construction value of the structure, representing for itself 59% of the
final cost. Therefore, the optimisation of the cost/quality of use and architectonic
binomial in the educational establishments is directly connected to the reduction of
the structure cost (percentual).
Janusz Wlodarczyk
Synergies between educational buildings and its spaceswith the public space
After a process of progressive change of space-functional and conceptual patterns
concerning what the equipments aimed for the education should be like, nowadays
it became more evident and desirable to have a school-building more opened to the
public and social space where it is fitted. After years constructing buildings based
on the professor-student hierarchic relation, like the actor and his public, and after
centring later on the project of these establishments in the child, today we must
face the city as it is, the external space as a strong scenario assisting the educational
activity. The building continues to be necessary but it must be a building more and
more turned into the reality where it operates, a wise-box.
Anton Schweighofer
Is it the building that solves the problem of education?
In order to understand this question, one must ask the public to look into the work
of the architects Aldo Van Eyck and Adolf Loos, as first mentors of the line of
thoughts presented here. But let us resume the long story of the educational
establishments architecture starting by the end: It is time to learn not only in the
public spaces but also from the public spaces. This means “to open the school to
the street”. But it also means to multiply the knowledge and training access, by
making these spaces available in a multiple way and distributed by the urban site:
as if they were gas stations (just as a metaphor).
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4th Session Presentations
ApresentaqGes durante a Sess5o4
Title:
Presenter:
A Framework for Life Long Learning and the Community
Context
Bruce A. Jilk, AIA
The planning and design of learning environments for life long learning can best be
approached by thinking about a world where our best ideas of today are
implemented. This is in the spirit of realising that we create our future, it is not
something which waits to be discovered. The real challenge lies in understanding
how our “best ideas” come together as a whole and in a manner which will serve
our communities. Rather then contemplating the impact such things as changes in
technology, classroom design, new building materials or alternative project
delivery systems we will have, the approach taken here is to start with the “big
picture.” Once this framework is in place, these particular issues will fall into
alignment.
For understanding what form our learning environments will take to best serve
society, we will start with identifying the major issues communities face. At an
OECD Program for Educational Building held in Crete in 1996, common to all
participating countries were the following four issues: 1) Financial constraints were
requiring institutions to reconsider their fundamental role; 2) Technology was
changing the methods of delivery; 3) Legal issues were increasing; a.nd 4) All
members of society required continuous education. What is common to all four of
these issues is that they go beyond the confines of the traditional educational
institution. These are community issues and require a community response.
Community Schools
The relation between schools and communities is not new. For many years we have
attempted to bridge these components of society by designing community schools.
City planners developed these concepts about 100 years ago. In the 11960’sand
early 1970’s the concept was used to justify huge facilities. More recently the
pressure has been for these schools to deliver a wide range of community services.
These include such things as social, health and dental, employment, and family
services. This connection between the community and the educational institution is
an attempt to address some very social needs. However, the traditional concept of
school is being stretched in its effort to accommodate these functions.
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Community of Learners
Another approach to embracing this change has been to move from thinking of
community schools as central to their neighbourhoods (citadels) to creating a
community of learners. This is a community that is a good place to live, work, and
play and where everyone is engaged in lifelong learning. The attributes of such
communities of learners include learning for everyone, anytime, anyplace, and the
learning is appropriate. The attention is on both the audience and the learning
process. Because learning is distributed (through technology) the more familiar
examples include virtual learning organisations such as the Western Governors
University. Some existing communities are moving in this direction. These include
Ithica, NY and Portland, OR for example. This concept is also consistent with the
ideas of “New Urbanism” but to date the educational practice in these communities
has been very traditional.
Learning Community
An often stated (but little understood) goal in school design today is to create a
“learning community.” This is a community that is continually expanding its
capacity to create its future; the community its self is a learner; and it’s a
community that responds to needs much faster than others. The attributes include:
Developing personal mastery; Questioning mental models; Building shared vision;
Encouraging team learning; and Thinking in systems.
In other words, this is a community where the members know they are in this
together, they really care, they do what they say, and they know they will be better
off as a result. These are in addition to the attributes listed above for a community
of learners. The key distinction is that a learning community is its self a learner.
Designing learning communities is a significant challenge because there are no
models to follow. There are some key points to guide us. First, there needs to be
powerful purpose stories (a shared, compelling vision). Learning communities are
about relationships and connections between and among people and systems.
Stories are metaphors that describe these relationships. What is being shared is the
“similarity of difference” or the connections that underlie the stories. Second, there
are clear, tangible, visible, shared learning outcomes for the community. These are
the attributes listed in the paragraph above. Third, everyone is a learner. Learning is
lifelong and continuous.
The physical environment for a learning community has some very clear
characteristics. These include: 1) the understanding that learning will happen in
many places, not just a place called school; 2) we need to dissolve borders among
learning settings; 3) these various settings need a coherent network; 4) the settings
need to adapt quickly; 5) the design shall provide a sense of identity; 6) the setting
will enhance social connectivity in the community; 7) the environment responds to
differences in learners; 8) informal learning shall be enhanced; and 9) provision
shall be made for both general and specialized study.
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Although there are no models to guide us in the design of a true learning
community, there are some projects we can learn from. These include Louvain-la
Nuvoue and new learning cities in Australia.
Bruce A. Jilk, AIA
Council of Educational Facility Planners, International
AIA Architecture for Education Committee
Consultant and designer qf learning environments in over twenty states and in Austria,
Australia, Azerbaijan, Canada, Finland, Germany, Italy, The Netherlands, and Saudi
Arabia. Experiences include those of educator, author, research, planner and architect.
Title:
Presenters:
“The Educational Reform in Chile and its impact on the
design and use of educational buildings”
Jadille Baza and Rodolfo Almeida,
As we have already informed you in the last Seminar in Jerusalem, we are working
together on the above-mentioned project. This time we will focus our presentation
on the impact that the educational reform together with our joint project are having
not only on the design of educational buildings, but on their architectural
programming which involves the participation of the community and the use of the
educational buildings by the community itself and the use of the community
facilities by the students, i.e. Learning in Public Places, topic of this Seminar.
Up to previous years, educational establishments designed in Chile were based on a
typified building system, similar all over the country: the problem was to satisfy
the increasing demand. Since the 1990’s, with the educational reform and its
decentralization process, architecture tries to respond to innovations in curricula, to
the specific educational projects of the community, as well as to adapt and respond
to local social, economical and cultural situations, with the aim of the educational
establishment becoming part of the public space, and to consider education and
culture in a permanent process that involves all the community: students, parents,
architects, etc.
Communities are now participating in the definition and priorization of their needs,
be it educational, social and cultural; educators and architects are working together
for an architecture (or architectures) which facilitate the educational process,
diminishing inequities between regions and localities, urban and rural, with the
objective to provide all children and young people with access to an education of
quality and to make this education available to the community where the
educational establishment will be inserted.
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PORTO, 10 A 14 DE SETEMBRO DE 2001
The changes that are happening now in the relationship education-architectureculture in Chile are multiple, complex and unprecedented.
These changes can be exemplified by: the meaning that an educational
establishment has for its community, and how the community influences the
architecture; educational buildings painted in the same colour searching for a
corporative image; the construction of new buildings which have stimulated the
community to modify their houses or the physical environment where the
educational building is located; educational buildings that function also as the local
radio; the use of the school patio by the community to play and gather for social
and cultural manifestations; the use of schools’ workshops, library, sports field by
the community; the use of existing workshops or shops in the community as
learning places for the students: the integration of public space with school space;
the influence of urban architectural elements or morphology on the design of
educational establishments; etc.
It is worth concluding that the decade of the 1990’s and the onset of the twentyfirst century marks a new beginning: architecture for education in Chile is well
launched on a challenging new path.
We will illustrate some of these changes with slides from various parts of Chile and
with some of the work we are doing with the Joint Project MINEDUCKJNESCO.
Jadille Baza and Rodolfo Almeida,
Technical Co-ordinators of the Joint Project Ministry of Education/UNESCO’s Regional
Ofice for Latin America and the Caribbean
Rodolfo Almeida
Architect, Faculty of Architecture, UNAM , Mexico; Theory of Architecture at the Ecole
des Beaux Arts, Paris, France. Training course on Earth Architecture, Grenoble,
Regional Consultant on Educational Spaces for UNESCO’s Regional Office for
Education for Latin America and the Caribbean; Member of the Colegio de Arquitectos
de Mexico; of the UIA Working Group ‘Educational and Cultural Spaces’; of the Scientific
and Research Council of CRATerre and of the School of Architecture, Grenoble, France.
Also international adviser to FEDE (Foundation of Educational Buildings) in Venezuela.
Title:
Presenters:
Cost Efficiency in the Construction of Public School Facilities
Arch. A. Eduardo Millan,
Arch. Lourdes Melendez
Venezuela, as a developing country, has great restrictions for supplying the public
school system with first quality conditions - at the physical, spatial and functional
level - and for meeting all the technological requirements of today’s education.
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EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E
CULTURAIS
E
ORDEM
DOS
ARQUITECTOS.
PORTO. 10 A 14 DE SETEMBRO DE 2001
These restrictions come mainly from the government’s budgeting and allocation of
funds that are a few years behind the real needs.
As a consequence, there is an urgent need to develop construction cost’s indicators
in order to have accurate budgeting foundations for the strategic plans that involve
the construction and furnishing of school buildings.
Last year, the “Venezuelan Foundation for the Construction and Furnishment of
Schools” (FEDE), engaged the professional services of Arch. A. Eduardo Millan
and Arch. Lourdes Melendez, whom, together with a multidisciplinarian staff,
carried out a research process to compare construction costs among different state
agencies responsible for the construction of schools facilities, and to devellop cost
indicators to be used for budgeting and public funds allocation purposes. The
research process involved the assessmentof actual school buildings to obtain data
on the following variables: original investment cost of the school building,
structural system, durability of constructive elements, and degree of
accomplishment of the school building’s functional, spatial and programmatic
official quality standards. The results obtained are summarised as follows:
1. - The Net Investment Cost of Construction for analogous structural systems do not
show any significant differences among the different construction agencies.
2. - The average percentage of cost of investment according to constructive
components, for every structural system assessed:
58,87%.
Structure
29,35%.
. Architecture
6,54 %.
. Sanitary System
5,50 %.
. Electrical System
3. - The Net Investment Cost of Construction for every school and every state
agency will be directly proportional to the compliance of the functional
requirements established by the time of the construction works. In another words,
better accomplishment of these requirements results in higher costs.
4. - The data’s lack of variability due to the sample’s size, did not allow
establishing a clear relationship between the degree of accomplishment of the
physical programmation and the investment costs.
5. - Regarding the sports and recreational areas, the data showed that more
investment improved the quality and quantity of these areas.
n
General conclusion
“Learning in Public Spaces” is a creative strategy that has showed its usefulness as
a learning aid, and as a tool to alleviate the lack of classrooms faced by most third
world countries; however this paper hopes to bring to this seminar’s attention, the
fact that the deficit of school facilities has become critical in third world clountries
through the last decade, and in our case “Learning in Public Spaces” should not be
an alternative to the use of regular classrooms.
Public Spaces are wonderful sources of all kinds of information, and as such,
complement the educational enterprise by enriching and providing variety to the
learning experience, but it cannot ever become a substitute for technologically
updated classrooms that will only be possible through sensible budget policies, that
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PORTO, 10 A 14 DE SETEMBRO DE 2001
in turn will guarantee enough funding to build more and better schools. Under this
rationale, it would be very interesting to compare these costs with those of other
developing countries, in order to assesother school construction’s procedures and
their ability to provide answers to the technological requirements of today’s
education.
Caracas, July 2001
Researchdonefor “The VenezuelanFoundationfor the Constructionand Furnishmentof Schools”
(FEDE) by
Arch. A. EduardoMillan, Arch. LourdesMelendez,Arch. Hector A. Cedresand B.Sc.Rina Romero
A. Millan: specialist in programs for the construction of school facilities, has been
Ministry of Education Staff member- coordinating Construction Standards for school
facilities and Design, Programming and Planning related to national programs of school’s
construction - Technical Secretary and President of theFEDE -FOUNDATION FOR THE
CONSTRUCTION AND FURNISHMENT OF SCHOOLS, Chief Manager of TECNICA
AFE C.A - technical assistance in the area of architecture for education - and founder of
APSIDE, A.C., association devoted to development of architectural and social projects for
construction, repair and maintenance of public service facilities with community
involvement
Lourdes Melendez: Expertise in Physical Planning, Development of Standards, Design of
Building Systems and Maintenance programs for public school facilities, staff member of
FOR THE CONSTRUCTION AND
FEDE - “VENEZUELAN FOUNDATION
FURNISHMENT OF SCHOOLS, Professor of Architectural Design at the Universidad
Central de Venezuela
Title:
Presenter:
Synergy of Education and the Existing School Space with
Various Public Spaces for Permanent Learning
Janusz A. Wlodarczyk
The school architecture we know from our life is the consequence of thinking in
the essenceof modernism, also of social ideas of socialism and liberalism. They
were strictly tided with the spirit of democracy and opening to the world. It was in
opposition to closed, hermetic school of XIX century with the schematic building
of symmetric plan and dark corridors, with class-rooms from the both sides of it.
The shape of class-rooms determined interactions: pupils were on the one side,
teachers on the other. The school was monumental, in character of the ancient
styles.
All those features were changed in modernism under the influence of new
philosophy. The new conceptions of education and learning methods were prepared
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by some wide and liberal educators and psychologists. Child became the mlost
important member of the society, youth became fashionable. The most important in
the school building was hygiene, good ventilation and lighting, also the perfect
communication among pupils and teachers. The easy manners and the liberty of
behaviour were the way of living in the new school society.
All those factors changed the school space during the XX century. This was better
and better. But can we say that these performances could make the school
excellent? Architecture cannot make people happy, we know it. Just it can help in
this a little.
In the second half of this age the post-modern ideas once more changed the world
and reached the high point in the seventies. This process lasts. It looked different
in the various spheres of the social life - in philosophy, economy, politics,
sociology, also in art and architecture and it can be seeing once as in opposition to
modernism, twice - as its continuation. Some people think the postmodernism is
out and the modernism returned in the new form. Too narrow seeing the problem
is not good for the right perception of the world, also for understanding the school
problems. The promises of modernism of the new order, reliability and security ,
also the saving world through art, literature and culture was failed.
The school must accept conditions of the post-modern world. It must not be no
longer univocal and not changeable, but divers and heterogeneous - both the
education and the school space. The principle of “no-crossing the borders” belongs
to history.
In spite of high functional values, technology and often good architectural form the
school space became at last self-sufficient, hermetic castle. The principle was that
the range of activity , the shape of school program was one and unchangeable . Of
course, we are not speaking about cosmetic changes and exceptions.
In the hundred years of existing the modern school there were trials of
performances, changing stereotypes. There were educating schools and specialised
schools, small and big (sometimes with 3000 thousand of pupils); the English the
Comprehensive School and the German die Gesamtschule, Environment Schools
. . Such activities looked rather as
(in Poland), also “Schools Preparing to Living “19
cosmetics in character, without the fundamental changes of the idea.
Yet, in history, we can notice some important efforts introducing new ideas, There
were two kinds of them. The first - “the live entering into the school”, the second “the entering with the school into the life”. First is the concentric type, second is
decentralising one.
The idea of the first tendency was to join problems and activities, both - school and
environment (people from outside the school) in school space. There were such
schools in Poland before and, occasionally, after the Second World War,
especially in villages and small towns. In case of lack of attractive cultural utilities
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the school building could be the centre of life of inhabitants. Also it could help
children to know much more about usual life. I have designed and realised some
such schools in the eighties, also I popularised that idea in my book “Architecture
of School”, 1992.
The efforts of second form of integration, “the entering with the school into the
life”, the going outside the school building, were doing by some excellent
educators like John Devey, Ellen Key or Celestin Freinet, in the beginning of XX
century. “Learning by doing” of Devey, suggestions of learning in printing offices
and slaughter-houses of Freinet, the enthusiasm of Key for the decentralising
school - there were the important trials of a better school. Much more later, in the
seventies Christopher Alexander in “A Pattern Language” teaches us how to learn
the life from outside the school; “Mosaic of subcultures”, “Network of learning “,
“Shop-front schools” - these are the patterns the good lessons of life.
The good example for school can be the phenomenon of theatre. The theatre of the
post-modem world is just the evident case of the ideas we are treating of. The fixed
principle of the scene and the house, the actor on the one side and the audience on
another became disused and had to be replaced for quite different, opposite forms
of life and space. The audience became the actor, always the same type of
repertoire - the various forms of show, the exclusivity - the equality, the
ceremonial way of activity - the ordinariness.
But what with the architecture of theatre? And with architecture of school?
Changes in the thinking of new architecture of the theatre grew much earlier, still
in modernism . Yet we can speak about real changes just from the sixties. The quite
new buildings rouse in the last decade of XX century. The specially important of
them are the theatre Chasse’ in Breda, Holland, 1995, and Centre Lowry in Salford,
Great Britain, 2000 - the combination of art, drama and recreation.
There is, without doubt, certain analogy in this context, between the theatre and the
school. Possibilities for the school of joining the different forms of activity - not
educational or educational but non conventional - with various social activities
exist. In these two cases the character of architecture can be rich in forms and often
difficult to expect. A lot of them are connected with the rebuilding and
revalorization, not always with the building from the very new. It is an agreement
with the spirit of times. I do not think about the crisis of the school space. It is
rather sure that the school institution and the school space cannot have the
exclusivity for education.
The building is the box. It may be the wise box or the stupid one. At last people
decide of it.
Janusz A. Wlodarczyk
Architect, Graduate by Architectural College, Techn. University of Cracow, 1958; D Tech
SC., 1987, D Habil, 1981, Professor, 2001
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Title:
Presenter:
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Return to the Future - Back to Public Spaces4
Prof. Anton Schweighofer
In the shadow of a tree in a market place, a young man listened to another man.
That was the place to learn. The content of learning was connected with his life
and interest. Imprinted by openness and self-determination, he took the
information he wanted to have.
1. That was learning in “public spaces.”
But the content of learning changed. It became ordered by power, without
openness, without self-determination. A house came instead of a place.
2. That was learning in “a building.”
A closed space, in the form of a monastery, or a military camp, and later a house
called “school” with classrooms.
The transformation of this “educational order” is still defined in architecture as the
“school building.”
Architects are trained to design buildings. That is their trade, and we need
buildings. But the respected qualifications of this type of building today have
different values. “Beauty” in Europe, “the highest standard” in the USA,
“economical” in poor countries, “safety” where terrorism and vandalism occur,
“type” where quantity is the problem.. . . And the school- building, equipment and
facilities are in the end determined only by politics, administrators and educators.
Therefore we should ask if it is always the building that solves the problem of
education.
Now is again a change in many of the things that we are used to doing. The
educators know this, and ask for new equipment, but they work in the same old
closed spaces. The new possibilities are seen as pragmatic, and the conservative
tools are still the lectures and the classical school-curriculum. And we don’t see
the chance to do this in a new space!
The question for the architect is, is there a better architectural answer to the new
situation? Is it still good to teach in an isolated house? Not reacting to the new
possibilities and necessities? Network-, global-, multicultural-, individual--, selfdetermined-, creative-thinking is as important as classical knowledge! The lifeconditions such as water, air, nature, the climate, and natural resources can be only
4 This subject was also the porposed subject for the Workshop that would follow the last session of
the seminar, to be coordinated by Prof. Anton
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PORTO, 10 A 14 DE SETEMBRO DE 2001
understood by most people if they are directly confronted with the problems-Not
only in the virtual, abstract, and in theory!
Also the physicists found solutions in the vision of our universe when they looked
back to Euclid and Aristotle! Why should we not respect the experience of the
past! Life is one of the most important educators. Where life can be studied is not
only in a public place, but also from a “public space.” It is time that architects
include this fact as an architectural element in their educational and cultural work.
Learning becomes dealing with the free, abstract, and changing environment in
which we live. One collects learning experiences similarly to how a car fills up at
gasoline stations. This results in adaptable spaces--objects that are adaptable to
their changing, free, abstract, and virtual environment--objects that are implanted in
the outside environment and react to and interact with it.
3. That is learning as with “gasoline stations” in “a public space.”
The city for children in Vienna, a project from the 70’s called the “Stadt des
Kindes,” has now to be re-used. I believe that this could be of interest, and
therefore I try to explain this project as an example for discussion.
Prof. Anton Schweighofer
Architecture at the Academy of Fine Arts, Vienna with Prof Holzmeister, diploma
1954, free-lance architect since 1959, professor of edifice-teaching and design at the
Technical University qf Vienna since 1977.
Dr. Theodor Korner Award 1961; Theoretical and practical works for cultural and
educational buildings; Advancement Award for Architecture by the Ministry of Education
and Art 1973; European Steel Construction Award 1976; Award of the City of Vienna
1977; Awards OfAcknowledgementfor exemplary buildings in Lower Austria 1973, 1979
and 1992; Adolf Loos Award - Prague 1988; Adolf Loos Award -Vienna 1992; Public
Award of Adolf Loos-Prize 1992; Dr. h.c. TU-Briinn 1994; Dr. h.c. TU Budapest 1995;
Golden honour medal of Vienna city 1995
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EM LUGARES PljBLICOS”,
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5th Working session / Sess5ode trabalho no 5,12 Sept
“A Cidade educadora: 0 territkio
natural ou edificado torna-se ele
pr6prio urn privilegiado meio didktico “ / “The educational city : The
city, with their spaces, becomes educational to its inhabitants “
Local/ Place: Auditorio da FAUP/ FAUP Auditorium
Moderad(t)or:
Convidado/Guest:
11:OO- 12:30
Nuno Portas, architect, FAUP Pofessor
Relator: Mario Bettencourt Resendes , Director Diario de Noticias / Daily
newspaper “Diario de Noticias” Director
Manuel Correia Fernandes, arq.to, urbanista
Interven@7es/Interventions :
do
TemafPresenting
the
New Educational Facilities In Bogota
Public Spaces For Life Long Learning
The City like Classroom
Jeff Floyd
Creating the spaces that create the city
Madalena Cunha Matos
As cidades e OS campi : contribute para o
estudo dos territories universita’rios em
Portugal
Cidade Educadora: perspectivas para a
accidn local
Prof. BelCn Caballo Villar,
Univ. Sant. Compostela
12:30
Apresentaqao
Theme
Nuno Portas, arquitecto, Prof.
Da FAUP
Manuel Correia Femandes,
arq.to
Nelson lzquierdo, Bogota
Colombia
Vladimir Damianov, Bulgaria
5
AlmoCo /Lunch
5 Arch. Munuel Correia Fernandes presentation abstract is not available
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Abstract of the Session
Gavriella Nussbaum, UIA WP - GN
Sena Santos, “Antena 1” broadcasting - SS
Prof. arch. Nuno Portas
SS: It is now important to pay attention to a proposal - presented by the moderator
Architect Nuno Portas
WHERE A STUDY AND A DEBATE SHOULD BE DEVELOPED ON THE
UNIVERSITY CAMPUS IN PORTUGAL
... Portugal (in proportion) is the country with more campus created in the past 25
years
... it is useful to develop a comparative study on the different experiences.
Arch. Manuel Correira Fernandes /Portugal
GN: The Street is the most important place for learning. Today the street is a
Functional space. The shopping center is the new model for the street. Theater and
culture halls replace the neighborhood.
SS: We have heard appeals to the street rediscovery that became, as the presenter
of the theme noted it, architect Manuel Correia Fernandes, more aggressive than
appealing. And we have heard reports of the influence/importance/interaction of
the educational space with the territory ... the city-village - village.
In the presentation of this session, the architect Manuel Correia Fernandes warned
us for the lack of policy for the new cities
... dehydrated
Arch. Nelson Irquierdo / Columbia
GN: The development of Bogota. Learning in Public spacesof three kinds communication, open spacesand schools. Three main libraries, transportation
system and open areas. New pedestrian walks, squares and parks, new school
buildings.
SS: we heard - the experiences of 2 cities
Bogota and Sofia:
The architect Nelson Izquierdo showed us how Bogota, during the last years
was able to transform the most adverse social circumstances
... by means of public spaces- essential ones
with the creation of pedestrian paths that are gifted spacesfor social contact
also by means of the “transmilenium” instalment
effective - transportation network
and it was all part of the development of the optimism - even the residents pride in
Bogota with its city
however - schools - the new schools are still to be integrated / in the city
... there are gaps in that connection - it is important to discover the adequate
alternatives to wealth and diversity of the multicultural society
Arch. Vladimir Daminov / Bulgaria
GN: The development of Sofia.
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Demographic changes in Bulgaria.
The big change of communist maozoleum to a flower garden.
“The biggest classroom is the city”
SS: (we heard - the experiences of 2 cities
Bogota and Sofia)
The architect Vladimit Damayanov
Showed us as the changes that took place in the last years, in the Bulgarian (capital
are spontaneously educational
.,. the creation of the city living room
with bookstalls that are libraries
... the city - can be a classroom
Arch. Jeff Floyd I USA
GN: Civic public spacesin Australia, San Francisco and Shanhai.
Investments in commerce and tourism create educational space for the citizens.
Private developments create public spaces which define the city center.
SS: the architect Jeff Floyd
presented us 4 interventions in 4 cities
private projects that became - magnets - public places
The Peachtree Centre - of Atlanta
The Embarcadero Centre - of San Francisco
The Shangai Centre
The Marina Sq. of Singapore
the creation of these centres restored and enlivened
some areas less used in this city
They became magnets.
Madalena Cunha Matos / Portugal
GN : History of Portuguese Universities.
Convents turning into Palaces
Pavilions turning into Campus.
“The university as a city”
SS: The architect Madalena Cunha Matos
presented us - a statement based on her doctorate thesis
... the relation of the universities with the city settlement
like in Coimbra - a street - main axis - that of Sofia street
it rises based on the university centred in a palace given away
by the King John the 3’d
Like in Lisbon - the Alley D. Afonso Henriques
and the surrounding area
grows from the IST campus
Prof. Belem Caballo Villar / Spain
GN: The influence of the space and the relationship between city and education.
The city educates and defines us. The identity with the city -Where we are?
Who we are?
Educational city demands a lot from the local authorities.
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SEMINAR10 INTERNACIONAL
DA UWUNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E
CULTURAIS
E
ORDEM
DOS
ESPACOS
ARQUITECTOS,
PORTO. 10 A 14 DE SETEMBRO DE 2001
SS: A non-architect - the teacher Belen Caballo (Santiago Compostela University)
developed the educational city concept
based on its letter (bill?)
with the established purpose of looking for the quality of life for everyone in the
city
she pointed out the importance of identification creation
affectionate identification with the city
She pointed out that the educational policies
also have to do with the decision making - in the town planning, architectonic,
sanitary
a “pp” - popular - processus. She pointed out the interesting experiences
involving children and young people in the definition of their city
Reminded us that all the territory is educational, but it does not always teach
Final
SS: In the presentation of this session, the architect Manuel Correia Fernandes
warned us for the lack of policy
for the new cities
... dehydrated
Contributes have resulted from this session - not to be forgotten for sure
Introduction
to the SthSession Subject
Prof. Architect Nuno Portas, from Architecture Faculty, Porto University,
made the introduction
Since his abstract is not available, we present here the notes from his intervention
collected by arch. Daniel Couto:
Notes from Prof. Nuno Portas’s introduction
1.
to the 5th and last session
School open to the public space. Organisation of the city around schools without
the excessive rigidity of the “neighbourhood units” of the old zoning plans.
The school must work in a network, without being isolated from the other
educational spaces, such as museums, exhibits, not to mention the showcases that
do constitute a way of communication, and they also must be educational.
1.1. The great concern of the project Public Space must be:
- liable to be structured, to form a collective space system, to form a
communication teaching city
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DA UIAAJNESCO, “APRENDER
EM LUGARES PLjBLICOS”, PROGRAMA DE TRABALHO PARA OS
ESPACOS
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
ARQUITECTOS.
PORTO. 10 A 14 DE SETEMBRO DE 2001
- the public space is a communication support
- the school equipment was the centre of the neighbourhood unit. It was the main
equipment for the providence state
1.2. The Public Space must be a system that includes other equipments, and it must
articulate the equipments starting at the public space.
- in the 70’s, in Rio de Janeiro, the model school became a collective memory and
it was the mark of the city
- The city is formed by different systems, different from the cellular city
- The current challenge, after the 50’s no public spaces were built..
- The models for the generic city have failed. The city without model is
deficient
- More money is spent in the Historical Centres
- Educational project?
2-
The public space (or collective) is not only mineral. The park systems, (the
Biological Park of Gaia is a good example), the green ways, the division into
streets of the past and of the present, the public transportation services, a.s.o are
also at the same time access,movement, relation and guidance spaces,but they are
also an image, a symbol and a support of symbols.
The collective Space is a space to be seen and where one can be seen.
3-
The Municipal Master Plan (PDM) must clarify the system and not its pieces. If it
doesn’t the private - urban will create the opportunities.
But the most difSicult challenge in not that of the existing city but that of tht
expanded city, born “without model” without “public space” at the top. We have
the fragmented city, with a territorial explosion
the city grows without rules after the reconstruction. Excess of rules,
different from the lack of rules
We have the other city problem with a network where to fit equipment and
everything else
Forms and coherence must be found
Two or three experiences where he has participated consist of:
- integrating the university campus in the equipment system? Still inside
- this campus failed its purpose, that of Asprela is being corrected and that of
Coimbra is following the same steps
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DA UWUNESCO,
“APRENDER
EM LUGARES
PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
DOS
E CULTURAIS
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EDUCATIVOS
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PORTO, 10 A 14 DE SETEMBRO DE 2001
5 th Session Presentions
ApresentaqGes durante a Sess5o5
Title:
Presenter:
New Educational Facilities in Bogota
Public spaces for life long learning
Nelson Izquierdo
Introduction
In the last seven years Bogota, the capital city of Colombia, has been engaged in a
massive scale development plan aimed to improve the quality of living of its
citizens and to make the city more competitive at the regional level.
Three strategies concerned with the built environment, which were adopted in
Bogota, can be pointed out as positive contributors to life long learning in the city.
They are intended to make improvements in communications, open public spaces
and the stock of school buildings. Examples from recently built projects are shown
and some conclusions are proposed.
Improvement of communications
It refers on one hand to storing and handling data, an essential activity in the
information age, which improves the non formal education offer in the city. It is
well represented by a new virtual network of public schools which gives accessto
internet, a new network of public libraries with high standard facilities and a close
cooperation scheme with private institutions as MALOKA, an interactive centre of
technology with high tech spherical cinema facilities.
On the other hand, to establishing a public transport system - a real must in a 6’5
million inhabitant city - which provides a unique informal education experience as
it let people discover the diverse spatial and social fragments from which the city is
made of. It is represented by “Transmilenio”, the new light surface transport
system composed by hundreds of high standard buses running on a purpose built
road provided with stops conveniently placed.
Improvement of open public spaces
Public spaces are essential to the city. They allow coexistence and participation,
two major assetsof any society and an imperative of contemporary education. Well
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planned open public spaces are like open classrooms where differences can be
lived and a sense of tolerance developed.
Bogota has paid especial attention to public spaces where people can stay for a
while. New pedestrian ways and alamedas in different area of the city, new civic
squares adorned with sculptures made by national artists and parks of different
sizes provided with public furniture, lighting and native plants and trees show the
interest of the city for getting all its citizens together.
Improvement of the school building stock
Periurban areas are growing rapidly in Bogota. In order to increase enrollment in
the basic formal education system - which will be 98% by the end of 2001 - the
city is building 52 new school buildings for 950 pupils each.
These buildings are aimed to provide not only new places but also good quality
environments in poor settlements, which are mainly inhabited by low income
families. Architects have followed carefully the briefs prepared by local authorities
and so, current issues as environmental accessibility, security, confort and
maintenance have been addressed. These new facilities exceed national norms and
standards.
Although entirely new, these new educational projects have a rather conventional
brief and plan layout. There is still much team work to do among school planners,
architects and communities in order schools to get the most of the autonomy
proposed by the new law of education. Spatial change is still to come.
Conclusion
The work accomplished by the city until now has had positive effect on its citizens.
Transmilenio is transporting 8’5 million people per month and open public spaces
have become extremely popular. Recent surveys have found people to be more
optimistic and pride about the city. However school buildings, where pupils spend
their most formative years, are still isolated by fences. A real contradiction for any
public space.
In the years to come it will be necessary to make emphasis on participation
processes as they may find alternatives to the school built environment and express
the real richness and diversity of our multicultural society.
Bogota. July 3 1, 200 1.
Nelson Izquierdo
Architect
Bogota Colombia
[email protected]
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SEMINAR10 INTERNACIONAL
DA UWUNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
E
CULTURAIS
E ORDEM
DOS
EDUCATIVOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
“The city as a classroom”
Title:
dipl.arch. Vladimir Damyanov
Presenter:
“. . .Classroom - room for student education.. .”
A dictionary of the Bulgarian language.
The City with its numerous and many-side space, walk ways, transport highways,
with the buildings with history petrified on layers, having their own memory which
acts upon us inexorably, actively and imperceptibly, from birth to death, learning
constantly its inhabitants and creators - human beings.
The Architect - one of them is vacated to shape, unite and orient this city activity,
indirectly, by his short presence during his constructive approach measured
towards the scale of time, during which is developed the town. In time much more
abiding and long-lasting are the architectural creations and ideas, creating stone
over stone the city environment.
It is pleasant to share with the auditory of the XV seminar of UIAKJNESCO, the
experience of the Bulgarian architects in creating the city environment of the
capital of Bulgaria - Sofia, realized during the last years of the difficult and
necessary and irreversible transition of the country towards democracy and
European worthies.
t is not easy for a non-rich country, which has lost for the last 10 years,
approximately 12 % of its active population, because of emigration and “brain
drain” to prospering countries, to apart funds for education and culture.
Though those regrettable facts, the European idea, that “. . .the only capital for a
poor of natural resources country is the high-graded system of education and
intellectual resources of its citizens”; is absolutely actual to us.
The examples, which I comment with you, are modest intervention in the existing
city tissue, bearing the elements of spontaneous education in it.
Those are:
-
The experience of the realization of pedestrian subway in front of the building of
the National assembly in the Capital, connecting the space in front of the
Presidency and this in front of the building of the Council of Ministers. A free
pedestrian space, full of authentic ancient history, exhibited successfully by its
authors - civil engineers and architects.
- Reconstruction of town forming square (since 1879), situated in the center of the
town, named on two great Bulgarian father and son - Petko and Pencho
Slaveikovs. The square is surrounded by 5-7 floored buildings, most of which have
educational and culture functions. A space called “city living-room”, favorite place
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of the inhabitants of the capital; with more than 150 street peddlers of books selling to the inhabitants and visitors -knowledge and culture. The square is
reconstructed by arch. Stanislav Constantinov and team- 1997- 1999, with means of
the Capital Municipality.
- An example for a disputable project, because of the achieved result -Competition
for urban planning of the Central part of Sofia - as competitions for ideas and fast
blow up of the ex-mausoleum og the communist leader Georgi Dimitrov. An
interesting and disputable but undeniably bright person in the history from 30thand
40th years of the XX century, whose body after his death in 1949 is mummified on
Stalin’s initiative and was lied in state at the Central City square till 1990. A
dispute for the mausoleum, built by the great Bulgarian architect Georfi Ovcharov
was held with different political emotions in the town. Ideas were changed;
competitions 199 l-92; the building passed the way from graffiti’s wall, cursing
communism through public toilet -to stage for pop and beer promotional concerts
and opera performances on open air. A peculiar complicated educational process of
catharsis of the society, completed with the blow up of the building in 199’9.Is it
terminated? During 200 1 over the foundations of the ex-mausoleum was arranged a
flower exhibition -“The Garden of the Nations”. Itself a kind initiative
unfortunately, the planted flowers over the concrete foundations of the ex-building,
could not grow well. There was more to learn -and the inhabitants and the town
authorities. In the big classroom of the Capital Center -the correct answer for the
faith of the memories for denied formations and persons is not received yet.
- And one more example -a strange and first (for most new time) exhibition on
open air, in a park surrounding -an open air study for plastic art and sculpture -an
open lesson for citizens and authors. With the participation of famous Bulgarian
sculptures as prof.Valentin Starchev, as prof.Christo Haralampiev -chairman of the
Union of Bulgarian Painters, sculptors as Ivan Russev, Emil Popov, Angel Stanev,
Tzanko Siromashki and others 42 men of art, famous in Bulgaria and abroad. All
they made an open lesson for composition in natural environment of the city park
“Oborishte”, leaving their creations as present for the inhabitants of Sofia. The
initiative was sponsorshiped from foundation “Meeting the 2 1”’ Century”, Ministry
of Culture, Capital Municipality. It was visited and officially inaugurated from the
Prime Minister on the 24’h of May 200 1 -the day of the founders of the Slavs
Alphabet and the holiday of the Bulgarian Culture.
Sofia,Aug.,200 1
Vladimir Damyanov
Master Oj’Architecture I973- UACEG-Sofa
Postgraduate studies- “France-1980” Stage Grouppe d’Urbanism; Structures And Building
for Education, Leisure and Sport for Children.
Faculty of Architecture-UACEG-Sofia-Part-time professor
Architectural Firm -Design&Consulting Studio “BARCH’Ltd.
[email protected]
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SEMINAR10
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DA UIAAJNESCO, “APRENDER
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Title:
Presenter:
Creating the Spaces that create the City
New City Centers: Defining the City for its Citizens and Visitors
W. Jeff Floyd, Jr., FAIA
Many people first define a city by its public spacesand cultural centers. However,
these did not create the city nor give it its reason for being. They came much later.
They add to a quality of life; however, the life was created by others. The city was
created by the merchant. His peddler’s cart became the store, usually at a
crossroads. Thus, cities historically have been defined by merchants and traders.
They created magnets for people to come together (and sometimes for common
defense). The modem city is no less defined by its trade- industry, services, and
entertainment. The rise of new “city centers”, major mixed-use developments, have
redefined the core of the city for many of its citizens and for its visitors. These
centers also rejuvenate the city cores by their development. They become the
magnets for creating the new center of the city.
How can private development educate people? People learn much more readily
through experience than through lecture or reading. Others at the conference stated
that the city street is the first and possibly most important classroom. So it goes,
then, that these new city centers can educate their citizens and visitors as to
defining the city for the future. These city centers often represent a microcosm of
its respective city-- its cultures, its priorities, its way of life. These urban centers
offer a glimpse of what its host city is and what it wants to be for both citizens and
visitors.
This paper presents four city centers and how each has helped redefine its city and
has rejuvenated its core for the citizens and visitors. Each is a magnet, bringing
new people into its city and providing an opportunity for people to learn about how
the city works. These new city centers are the creations of John Portman, a pioneer
architect deciding to become a developer also in order to connect the vision with
the power to create these important urban centers. His vision was to rejuvenate
cities and bring people together. Many had forgotten the reasons that cities existed,
thinking them past their usefulness, or just daytime workplaces, but not a “living”
place. Portman envisioned the re-birth of the city core by identifying the magnets
that created it originally.
Peachtree Center
Atlanta, Georgia
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INTERNACIONAL
DA UIAAJNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E
CULTURAIS
E
ORDEM
DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 200’1
In the 1960’s Atlanta’s downtown was dying. People were moving to the s,uburbs
to gain a better “quality of life” often brought about by racial tensions and
desegregation of the schools. Peachtree Center represented a major reversal of
fortunes for the city’s core. Instead of leaving the city, Peachtree Center gave
people reasons to stay or return.
The Magnet: to create a wholesale trade market center. Atlanta had always been a
major crossroads for trade. Its origins lay in fostering trade via railroads, then
highways, then airways. Therefore, the Merchandise Mart was created as a regional
and national center to bring wholesale and retail merchants together to trade.
Peachtree Center then expanded to provide the support functions needed for the
markets and merchants coming to Atlanta-- hotels to house them, retail anid
restaurants to feed and clothe them, offices to provide administrative support to
those vendors growing and needing a permanent presence. The Merchandise Mart
spawned a major new magnet for Atlanta as well as a major international
convention center.
Peachtree Center’s first hotel, the Hyatt Regency, also transformed an industry. As
the first modern atrium hotel, the Hyatt launched a new hotel chain to become an
international lodging leader. It also created a major tourist attraction in is own
right. People came from afar to see the marvel of the giant space. The hotel also
created a magnet for locals to return to see the spectacle.
Peachtree Center moved the center of Atlanta several blocks north of is original
center, creating a new, vibrant living downtown. From a single merchant trading
building, Peachtree Center now encompasses 13 city blocks, with over 20 million
square feet of buildings- 8 office towers, 3 convention hotels, 4 trade marts, and
major retail stores. It also created major spacesfor people to come, to shop, to
watch, and to experience city life. It re-taught Atlantans what a city is and can be.
Embarcadero Center
San Francisco , Califor -nia
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A thriving city, San Francisco still had a major part of its historic waterfront
abandoned and a detriment to city life. As the key part of the redevelopment of the
waterfront, Embarcadero Center was created. To allow the city to grow, new
offices, hotels and retail spaceswere needed. This blighted part of the city needed
to be re-born. The Magnet: waterfront reclamation and redevelopment to connect
the city to its roots. The result has been to create the new financial and business
core of the city.
Embarcadero Center has created major green spacesfor walking along the
waterfront as well as into the city, connecting with the retail and office sectors. On
9 city blocks, over 4 million square feet of office, hotel and retail space exists now.
Four office towers, 2 convention hotels and a major retail mall anchor the center.
Formerly a barren, undeveloped swath of waterfront, Embarcadero Center is
arguably the new city center for San Francisco. It is now a magnet for its citizens
and visitors alike.
Marina Square
Singapore
Singapore has always been land poor. Sitting at the “crossroads” of Asia, yet an
island, Singapore desperately needed more land to provide job opportunities for its
people. Seizing the innovative opportunity, part of the harbor was infilled to
provide “new” land for development. Marina Square was conceived as a major new
convention, business and retail center for international travelers.
The Magnet: International Tourism and Business Destination. Marina Square
houses over 2 million square feet of offices, hotels, retail and apartments. It
contains 2 apartment towers, a 1,OOO-seattheater, retail mall and a convention hotel
and exhibit hall. Marina Square is now one of the defining centers of Singapore.
Shanghai Centre
Shanghai, China
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In the 1970’s China was just beginning to open its borders to western
businesspeople. There was a total lack of support space for those pioneering
businesses. The major hotel in the city contained over 500 rooms, but by the late
70’s, most rooms were rented as offices for the business people who ventured to
China, as there was little conducive western office space available. There were
only indigenous Chinese restaurants for eating, local shops for clothing, and no
entertainment options. In short, Shanghai had little to attract western business for
any duration. The businessmen did not want to come.
The Magnet: to create a total support center for western businesspeople. The vision
for Shanghai Centre was to provide all the necessities and amenities that a
westerner could want, to be attractive enough to have businesses send their key
people for extended periods to create business and trade between China and the
West.
Shanghai Centre contains over 2 million square feet of offices, hotels, apartments,
retail, restaurants, convention/ exhibit halls, cultural theaters and the like. It became
the center for western commerce, and is still the largest western development in
China. It remains the symbol, the icon, of western business, living and
entertainment in Shanghai, and the reference point throughout China.
An offshoot of the success,though, was the attraction that Shanghai Centre had to
the local citizens. Long cut off from western culture, there was a pent-up demand
and curiosity for anything western. Shanghai Centre became the center for
exploring western culture for the citizenry. In fact within 5 years, the interior of the
centre had to be completely renovated as it had been worn out by the local Itraffic
coming to experience western culture. Shanghai Centre is a major focal point in
defining the city to its business visitors as well as its citizens. It opened many doors
for western business connections to thrive. Now, at 20 years old, Shanghai Centre
still is the preferred business address and standard for urban mixed-use
developments.
W. Jeff Floyd, Jr., FAIA
President and Chief Operating Officer of John Portman & Associates of Atlanta,
with offices also in Shanghai and Bombay;
Southeast Regional Director for the Society for College and University Planning
(SCUP)
American Institute of Architects’ International Representative to the Union
Internationale des Architectes for educational and cultural facilities. 1997. Chair of
the AIA ‘s National Committee on Architecture for Education. Board of Governors
of the Georgia Foundation for Independent Colleges.
College of Fellows of the American Institute of Architects for his “pioneering of energy and
architectural programming and planning systems.” He received the Bronze Medal from the
AM/Georgia in 1990,for his service to the profession.
[email protected]
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Title:
Presenter:
xv
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‘Architectures
Portugal’
and urban spaces built by the university in
Madalena Cunha Matos
Abstract
The presentation identified the paradigmatic cases of the fundamental relationship
between the University and the fabric of the city that are found in Portugal. It
placed these cases in an international perspective and tried to establish the direction
taken by the evolution of the material form of public Universities in Portugal. A
research that produced a PhD thesis - The Cities and the Campuses: A Contribution
to the Study of University Territories in Portugal - is in the origin of the data and its
organisation and discussion.
Introduction
The physical body of the University in Portugal is a subject that is conspicuous in
its present day building dynamics, but presents a vexing invisibility in the
knowledge that it should promote. A first step towards researching the role of its
premises in the city is an assessmentof the different patterns they have taken in the
past and in the present. This paper proposes a sketch of cycles and a register of
some influencing factors in their evolution.
Typological evolution: cycles
A concise genealogy of the built complexes and academic buildings points to three
great cycles in the conception of the university spacesin Portugal:
(1) The move from the convent to the palace;
(2) The advent of the pavilion structure.
Both the cycles relate to the singular building.
(3) The transition from the building to the campus concept and its developments.
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The university college, the first type of building that was specific and with a
vocation for the academic use, evolved from a conventual structure. It emerged
belatedly in Portugal.
In the ‘joanino’ and ‘pombalino’ periods, the preponderance of the program
motivated the construction from scratch of buildings with a distinguished and very
specific purpose. In the last period, a spatial conception appeared that distinguished
the served spacesand the spacesfor circulation. At the end of XIX century.. one
observes the assimilation of the academic building to the palace, through two main
factors: the internal organisation and the relationship with the city.
The second great cycle is characterised by the trivialization of the university
building and by the advent of the pavilion structure. This trivialization is effective
from the 20’s of the XX century onwards, but its beginning occurs during the XIX
century. Then, the process is set in March that conceives the university, no1 as a
reproductive structure anymore, but as a productive structure. The academic
building evolves from the paradigm of the palace to the paradigm of the plant.
The modular replication, the lowering of the cost of construction, the decline of the
decorative arts, all these factors come together in the process of fragmentation and
internal specialisation. The aspiration for functional and constructive rationality is
strengthened during the course of the XIX century. An increasing concern is
apparent for the methodical enunciation of the necessary functional spacesand of
their specific requirements.
Adaptations and transformations in existing buildings are gradually abandoned in
favour of altogether new constructions. The university building is made
autonomous and appears isolated in the urban context. It tends to banish from its
physical body the non-academic uses that until then had coexisted with the main
function of the building.
The great unitary envelope is abandoned. It was this envelope that was useIdto
equalise the contained functions. It submitted them to a rigid ordinance, which was
dominated by the respect towards the principles of composition and determined by
symmetries, axes and perspectival dispositions. The move away from this overall
outer shell is directed to the prominence of autonomous bodies. These are
determined by functional subdivisions - for courses and specific uses of the spaces.
The specialisation is also expressed in the internal partitioning, in the functional
and dimensional typification of repetitive spaces.In the first part of XX century,
new functions appear, such as the students’ unions.
The nineteenth century requirement of an architectural ‘character’ that the
institution should possessis dissolved in a first phase; later, this character is be
deliberately refused. The evidence of a method and the display of principles
override the requirement of a “character’ translated in formal terms.
The conception of the academic building will be contaminated by other typologies.
The palace is transformed by deriving contributions from other types of buildings.
The housing conception and production spreads out a general upgrade of comfort.
The academic building emerges in the cities of Oporto and Lisbon. A parallel
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development of this typology and that of the secondary school follow the
abandonment of the adaptational practice. This urban equipment is installed in the
main Portuguese cities, starting from the Reform of PassosManuel. Then succeeds
a fusing between the types ‘liceu’ and palace.
The secondary schools promote the first applicable tests of programmatical and
constructive systematisation to the academic building. They provide, to a lesser
scale, a field of experimentation for a number of functional new developments, for
the emergency of ‘territories’ organised by scientific disciplines and for the
creation of rationalised circulation systems.
Other influences are also detected in the typological evolution of the academic
building: different types of buildings, radically moved away from its intentions,
group the hospitals and the arrest-houses. These stand out in the functional scope.
In a less functional and more iconographic register, and also in the place attributed
in the city, there appears the group of the plants and offices. It is in the hospital that
the pavilion structure originated, and it is the hospital and its scope that compelled
the hygienic cleaning of the public places and buildings. The influence of the
arrest-house is perceptible by the requirement of monitoring and control. Since the
spreading of the panopticum took form, the university would have adhered, for
some authors, to a project of internment and the concept of ’ city in the city ‘,
increasingly extra-urban in its location. The walled enclave that is present in
academic complexes in Portugal would be its remote consequence.
As a last phase in the evolutionary process of the academic building, and while the
XX century was already well advanced, there appears a direct influence of the
Modem Movement: the identification between the pedagogical and research spaces
and the space meant for work. When it distinguishes only four essential functions
in the contemporary city - to inhabit, to work, to have leisure and to circulate - the
Athens Charter allows the assimilation of the university to the industrial and
tertiary areas. Such an assimilation is extended up to the present, due to the use of
the formal rhetoric of the plant and the office building,
However, it is the advent of the pavilion structure in itself that allows the entering
of a new cycle in the architecture and university urbanism: the organisation of the
academic buildings in campuses. The Instituto Superior Tecnico in Lisbon appears
as the outcome of an evolution operated in the body of the academic building; the
cycle of the pavilion making is completed.
The third cycle corresponds to the crossing from the building to the campus.
Initially this process appears in a diffuse form until it became an explicit
desideratum in Europe during the 60’s. In Portugal, the power of attraction of such
concept is still to be strongly felt. In the conception of the university premises, the
advent of the campus means a transit from the unique to the multiple. Since the
work of Thomas Jefferson in Virginia, the campus has ceased to be a by-product, or
a secondary product of the installation of a few autonomous buildings in a
generous plot of land, to become a voluntarily pursued desideratum, a new
component of the urban or territorial universe.
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EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
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ORDEM
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PORTO. 10 A 14 DE SETEMBRO DE 2001
In Portugal, the issue of the campus taken as a new entity in the urban landscape,
and endowed with a proper identity, has not for the time being gained an academic
recognition. It is faced as pertaining to the domain of the obvious and of the
implicit, of the resolvable through professional interventions, such ones that will
answer directly to a given institutional organisation.
The scarce diffusion being made of the physical layouts and plans of the
universities and the reduced participation in their discussion is symptomatic of the
social, pedagogical and political disinvestment in the issue of physical organisation
of space.
References
Matos, Madalena Cunha, (2000) -The Cities and the Campuses: A Contribution
the study of University Territories in Portugal, PhD thesis, IST-UTL.
to
Madalena Cunha Matos
Department of Civil Engineering and Architecture, Institute Superior Te’cnico, Lisboa Portugal
[email protected]
Title:
Presenter:
Educational City: perspectives for local action
Prof. BelCn Caballo Villar
Summary of the Intervention:
Educational City: for the local action
What are the challenges presented to the present globalised society in view of the
local realities? What are the alternatives?
The Educational City, within the social change and transformation scenery of the
contemporary societies, is drawn as a theoretical environment in the genesis of the
guided actions to the knowledge of the territory as an educational space, ,with the
need of a Relational Local Administration for its formation and consolidation.
As a reference, it now offers creative and innovative alternatives with ,a sociocultural action, as they imply a set of elements converging for the delimitation of
this educational territory, transcending the multiple meanings of the pedagogic and
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SEMINAR10 INTERNACIONAL
DA UWUNESCO, “APRENDER
EM LUGARES PLjBLICOS”, PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E CULTURAIS
E
ORDEM
DOS
ARQUITECTOS.
PORTO. 10 A 14 DE SETEMBRO DE 2001
social character: associateship, cultural development, socio-educational policies,
participation, access to spaces and resources, civil society, socio-cultural
entertainment, co-ordination, decentralisation, strategic planning, organisation and
community action, network work...
The concept of the Educational City shows the close relation between the natural
and build spaces and the educational, cultural possibilities and, definitely, the
citizens quality of live; demonstrating the responsibility of the different agents
present in the territory in view of its achievement.
Prof. BelCn Caballo Villar
University of Santiago de Compostela (Esparia)
Doctor in Philosofy and Sciences of Educacidn by Santiago de Compostela University
Investigation team member for several projects as : “Reformas educativas e procesos de
desenvolvemento nas zonas de montaria en Galicia” “Educacidn institutional e
desenvolvemento rural en Galicia”Avaliacidn do programa de ocio nocturne alternativo
“Noites Abertas” (Concello de Pontevedra); “A realidade da xestidn cultural, deportiva e
xuvenil nos Concellos da Provincia da Coruria
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SEMINAR10 INTERNACIONAL
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Workshops
Loca/Place:
Salus na FAUP e Audito’rio /Rooms in FAUP and Auditorium
In each group, the moderator does a presentation for the Worksop,followed by
debate. In the end, the moderators prepare conclusions to the final session. Groups
by previous lists in the Secretariat
Em cada grupo, o moderador faz uma apresenta@io do tema do Workshop e de
seguida da a palavra aos participantes para debate do tema. OSmoderador
preparam relato e concluso”esh sessaofinal. Grupos mediante inscriqoes pre’vias
no Secretariado
14:00- 16:OO:
Moderad(t)or
Tema/Theme
Sala/Room
AuditC;rio/
Auditorium
Audit&io/
Auditorium
Auditi;rio/
Auditorium
Anton
Schweighoffer
Patrimonio arquitectonico existente
/Existing heritage6
Inovacao e novas tecnologias / Innovation
and new technologies
Factores de qualidade na arquitectura dos
edificios educativos e culturais/ Quality
factors in architecture of educational and
cultural buildings
Aprender em lugares ptiblicos /Learning in
Public Places 5
William
Ainsworth
Participa@o das comunidades locaisl
Local community participation
Auditi;rio/
Auditorium
Moderadoresl
Moderators
Auditdrio/
Sumulas, conclusoes e encerramento dos
Workshops I Summing up, concluding and Auditol-ium
closing the Workshops
Frid Buehler
Dick Mooij
Jorge Farelo
Pinto
Audit&io/
Auditorium
16:OO
16 :45
Intewalo para cafe’ antes da Sessdo de Encerramento do Semina’rio/
Coffe break before the Seminar Closing Session
6 Fried Buehler and Anton Schweighffer workshops based on their presentations in the Semi;nar
sessions
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DE 2001
Moderators Abstracts
Resumos das interven@es dos moderadores
Learning in public spaces
Dick Mooij:
.
focussed on educ. cult. buildings
.
Unesco in Asia
l
For a Dutch University
.
Director Higher Educational Facilities Min. of Ed.
.
Director of a Consultancy firm
Present
various educational and cultural institutions such as a Conservatorium
projects:
the Rijksmuseum and Stedelijk Museum.
I was asked to chair this working
.
learning
.
new technologies,
.
size, character,
group and to introduce
/ Music School,
the theme:
in public spaces
contemporary
destiny
society and globalisation
and design of educational
and cultural
building.
That is rather much?
So may be it is good to talk first about some restrictions!
What is
l
acquire skills and knowledge
l
get to understands
learning
things
In fact we learn continuously,
May be it is better to
-
at any time and place?
the svstematic
transfer of knowledge
and skills.
focus on education:
So this supposes
102
a system: an educational
system.
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-
May be this is to limited!
to experience
-
Unless a skill is also
music, painting
and so on.
And also social skills are included
definition
in that
of education
Reaction
We talk about learning
or education
in educational
and cultural
spaces or
buildings
The question
is which buildings
and spaces do we consider?
-
school building,
buildings
for polytechnics,
-
musea, theatres,
music halls
-
libraries
-
community
-
churches,
universities
buildings
pubs
Reaction
The impact of new technologies
may be quite different
of various
categories!
New technologies
There are many, for example biotechnology,
nanotechnology.
I propose however to focus on ICT = the information and communication
The impact of ICT on globalisation,
technology.
the society and as a part of society education is
tremendous!
I will try to make this clear with education and educational buildinqs as an example.
EDUCATIONAL
*
*
*
*
FACILITITES
FOR THE FUTURE
Educational facilities for the future start with educational facilities in the past and the
present.
I will give you some impressions.
A primary school from the Netherlands in 1825.
A very small village school in fact with one classroom.
The so-called “open-air” school of Jan-Duiker built in 1930 and recently restored
by our office. This school has classrooms inside and outside.
*
In the past education had a very small scale, took place near the home or even
in the home or the craftsmen’s workshop. Some what later the scale increased,
education was centrally governed and functional disintegration took place: a
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EDUCATIVOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
separation of education from other sectors in society.
*
An open plan school from the sixties.
If one visits these schools today, many of them have partitions to form
classrooms again.
This school is particularly interesting. It has been painted by Jan Steen in the
17th Century and it looks in some ways like a very modern classroom, the
painting is full of symbolism. An example: the dimmed lantern, the glasses and
the owl, symbol of wisdom. The proverb related to this area could be translated
as follows. What use have candle or glasses when the owl does not want to
see.
*
*
We can conclude, that the basic principle in all these schools is universally
alike. It has been formed by the classroom. In fact the school mainly consisted
and still consists of a number of classrooms.
The classroom is meant for the transfer of knowledge or information from the
teacher to the student. And that is what is education about for centuries and all
over the world.
*
*
But rapid changes however begin!
And these changes certainly have tremendous effects on the spatial
organisation of school, the space types in the school, the relationships and so
on.
I will indicate some trends that might be extended to the future (trend
forecasting).
First of all I will have a look at the Dvnamics of Education, and especially with
regard to the methods of education. The new philosophies that develop can be
realised also because of the rapid Technoloaical Developments, especially with
regard to the Information and Communication Technology (ICT).
Various other developments influence the built environment; an important
development concerns Ecoloav and safety. After sketching these developments
I will try for forecast some influences on educational facilities.
CONTENTS OF EDUCATION
The contents of education change rapidly. Of course new subjects appear, for
example computer technology, information technology, education in social
intercourse, leisure education and so on.
But others disappear, fewer languages in education, less geography.
But many be even more important; in the past the curriculum was more or less
standard.
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Nowadays there is a great demand for diversity individual choice and flexibility
because of the differentiation in client groups, interests, backgrounds, goals and
so on.
Also the growth of knowledge calls for differentiation and specialisat:ion of the
learning organisation.
The school becomes more and more an educational supermarket. The client
does not have one programme, but in fact moves along the shelves and
composes this own specific learning package.
METHODS
*
The educational methods used to focus on the transfer of information,
knowledge and skills to a student. One-way traffic of information. The teacher
speaking and the student listening (or sleeping).
But knowledge and information are nowadays considered to be not static so
changing rapidly and almost infinite. Knowledge is ageing continuously
(Chicago Statement). So it is much more important to learn how to acquire
knowledge and information to learn how to learn in fact.
*
That can be done on an individual basis, promoting the required independence
of students. Or it can be done in smaller groups, developing the social skill of
students. Developing the social skill is often considered to be a very important
educational objective. (Research in Holland uncovered that many companies
criticised the young employers to know a lot but not being able to co-operate).
The emphasis on social skills is also a counter weight for individualisation and
even isolation that could result from the Information and Communication
Technology, that of course plays an important role in the educational
developments.
The role of the teacher is changing towards a coach or a tutor.
He is coaching an individual or a small group getting a problem solved in all
sorts of ways and using all sorts of instruments.
*
In nutshell these are the relevant aspects in the development of educational
methods. And as I will show you later, these are quite important for the school
building.
STRUCTURE
*
*
After a long period of functional disintegration, the boundaries between the
various sectors of society are fading. A functional integration takes place with
regard to working, learning recreation, culture, sports and so on.
The relation between the school and the community is becoming more
important again. In the Netherlands the so-called “brede” school is becoming
105
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more popular: in co-operation with other organisations the school activities are
extended. Community facilities are more and more integrated. The school
becomes more and more an extension of the home again and part of the
community, more a public building.
The school is centred in a “real world” learning environment. Community,
industry, recreation, culture and so on form part of this environment.
Another aspect of structure in fact is scale. It can be observed that after a long
period of growth of the scale of schools, there is a tendency towards smaller
schools again, because there is a lot of criticism on in human dimensions of
large-scale educational units; students and teachers get completely lost.
Scientist like Toffler, Schuhmacher and Landau agree.
Society has to re-establish living and working units to make them clearly and
comprehensive for the individual.
They also say: the increased scale in which companies and institutions operate,
leads to inefficiency and a lack of interest and involvement (the opposite
development however can be seen in for example the telecom branch.)
So these scientists say: The scale of organisation and communities should be
humanised.
So there is more emphasis on integration of smaller educational units in other
sectors of society activities.
How this is done depends on the local situation. Such decisions have to be
made at a local level; there is no room for standardisation.
Standardisation was normally centrally dictated without differentiation and there
were standard objectives, a standard curriculum, standard students, standard
classrooms and so on.
Nowadays there is a tendency for decentralisation of responsibilities with
diversity on all these aspects.
De-central responsibilities tend to motivate and stimulate participation interest,
involvement and so on.
CHANGING
STUDENT POPULATIONS
After the development “education for all” and the stimulation of women
participation, the rather old concept of life long education or “education
permanent” really gets shape now.
The developments in society and work are so rapid, and knowledge is so
quickly outdated, that one is never ready studying.
You see the old pattern and new pattern here, not to speak of studying by
seniors as a hobby!
These developments also fit in the concept of the educational supermarket!
Another development is the internationalisation of student groups. Society
develops in to a multicultural mixture. Students participate in international
exchange programmes. Students participate in international internet congresses
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or contact teachers abroad. So in a physical and digital way internationalisation
is developing rapidly.
TECHNOLOGICAL
DEVELOPMENTS
*
At the introduction of television some 50 years ago the scientist Marc Luhan
predicted the concept of the “global village”, say a world community with the
common bond of a high level of information.
*
An idealistic view, however reality turned out to be less ideal as various studies
show.
For example: The most important functions of the rural market place with regard
to social contacts and information exchange almost disappeared. A certain
isolation and individualisation resulted.
*
*
Today technological developments especially the information and
communication technology is explosive.
A tremendous volume of information and know-how is available almost
anywhere and at any time at the fingertips of people or say students. And again
the threats of isolation and individualisation are there. The lonely web surfer is
not rare, even marriages and friendships break up.
But as a tool in a modern educational system it offers many possibilities if used
properly.
Because this technology makes information gathering and communication
independent of place and time. And besides: Computers are child friendly. They
are patient, they are cheap, they are interactive and so on (Chicago).
When one looks at the various developments a certain paradox can be
discovered, comparable to the one of Marc Luhan noted 50 years ago.
It seems however one succeeds in emphasising and combining the strong
points on each side of the coin.
VARIOUS
OTHER DEVELOPEMENTS
*
Various other developments are of importance for educational facilities. I won’t
mention them all, but one important development is the care for OUI
environment.
An educational building should be a safe place as well in all aspects and in my
view it should also be an example of ecological care. Care for our present and
future physical environment.
*
On this slide the choices that have to be made are shown, on the left-hand side
the care for ecology and safety is emphasised. Aspect like small sc:ale, digital
communication, closeness to the community and so on are more air less
inherent to this list.
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TREND FORECASTING
-
Based on all these developments we can try to forecast the characteristics of
school buildings in the future, in fact this is extending some of the observed
trends. I call this trend forecasting.
I will have a brief look at two important school building aspects:
The functional space types in a school and
The spatial organisation of the school
*
If we look at traditional education the characteristics and space types are shown
here..
In fact the school has many rooms where larger student groups receive
information and knowledge from a teacher.
Besides classrooms of course there are workshops, sport facilities and so on.
*
In the future there will be much more variety in space types. Individual working
stations, small project rooms, a limited number of instruction rooms and much
emphasis on ICT and social activities.
Here again there are also workshops sport facilities, cultural facilities, and so
on. Several of those might well be combined with community facilities.
ICT will be much more integrated in Education. Instead of the dependency of
the school and the teacher for the information and knowledge these can be
obtained at any place and time. The school will be focused more on group work,
social activities, specific activities and so on.
Here you see a sketch of a so-called study house, with a differentiation and
space types.
*
*
*
The soatial organisation of the school might change as well.
I see a network of schoolfacilities at three levels, but forming one
schoolorganisation, decentrally organised in combination with other community
organisations. A network at three levels: one regional core, several satellites at
community level and many homes at student level.
The various levels and elements are interconnected by a digital network. And
the school of course is interconnected to other school and organisations.
This spatial organisation seems to harmonise with many of the trends I noticed,
especially the school satellite.
It is pan of the community and has an overseeable scale. It can be de-centrally
organised. It is close to the home and easy to reach.
It can be well combined with other community facilities and can be used
intensively.
The school core takes care of the specific functions that for some reason or
another cannot be housed de-centrally.
At the student level a good computer or notebook-working
108
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essential as well. Information retrieval and other activities are in this way less
independent of time, organisation and place. This gives a lot of freedom in
education.
*
l
In fact the educational facilities should be able to stimulate the educational
developments as part of society dynamics.
It is all a matter of hitting the target.
Workshop
Local Community Participation
W.R. Ainsworth OBE B.Arch. FRIBA.MCSD.FRSA
A building is one of the most powerful media for representing social values and
identities. The solidarity of architecture defines the built environment which can
effect a society for generations.
If a new socially aware architecture is to emerge then social engagement with
effective public consultation should be a priority.
A massive and intelligent resource exists within communities, outside of those in
public and private office who make the major decisions which form the built
environment. Many of those within the system are poorly qualified and yet use
their position and power to make ill-judged decisions. The past is littered with the
long term results from short term, quick fix, financially limited and politically
motivated considerations.
Effective community participation which can influence future solutions is difficult
to achieve and methods of communication which can be properly understood are
crucial to success. Motivation and overcoming public disinterest is one issue but
more importantly, are the systems used in presentation and communication which
everyone can comprehend.
There are a great many worthy voices, keen to contribute, and properly channelled
would be a major force in shaping a community and society of the future.
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As an example and only to generate discussion today, I use my city’s present
ambitions (Newcastle upon Tyne) in massive regeneration of a deprived area in the
West End. Public consultation is at the heart of the master plan and time will tell if
it is to prove successful.
A comparative city in size, where the core of a city-region has a population of
approximately 550,000 within a city-region of 2.7 million is Seattle in America.
The strategic plans for Newcastle upon Tyne are similar to Seattle, with a network
of human scale, walkable ‘urban village’ neighbourhoods and communities, linked
together, and to the city centre, by strategic public transport corridors.
The radical strategic vision, published in June 2000, prompted a high level of
public debate. This was expressed by 100 consultation events involving over 3,000
residents of the city. Since that time, the feedback given at these meetings has
been analysed and the key messageshave significantly adjusted proposals.
A city and its surroundings are made up of many diverse groups of people with
different lifestyles, behaviours, beliefs and aspirations. It is widely recognised that
our institutions, social systems, culture and individual views can exclude certain
social groups from involvement in self-determination and also from the benefits of
society that so many of us within the mainstream take for granted. The exclusion
of these groups and their viewpoints is likely to lead to incomplete and distorted
understandings and may result in unhelpful and uninformed practices and policies.
New ways to understand life within the city, learning together, to challenge as well
as support with a broader base of participation, a more balanced understanding that
can incorporate the diverse views, and aspirations of all groups of citizens are
required to act as a basis for positive progress and change.
Newcastle’s social inclusion commitment includes an experimental project
recuiting a special team of young people to work on regeneration issues which are
of key interest to that age group, particularly young people who are disaffected.
This team is made up of young people who are themselves from a background of
disaffection, without qualifications and recently from prison or probation. They
will be dealing with difficult issues including crime, drugs, teenage pregnancy,
asylum seeking and racism.
These are just a series of comments, not comprehensive, but hopefully helpful in
generating debate in the subject of this workshop ‘Local Community Participation’.
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Debate and Seminar Closing Session, 12 Sept
Debate e Sessgode Encerramento do Seminhrio
Local/ Place:
17:OO -17:45
Moderad(t)or:
Mesa / Table:
Re/ator(e)s:
Auditbrio da FAUP
Debate
Anton Schweighofer in place of Yannis Michael
Arq. Rodolfo Almeida, UNESCO EAR*
Arq. Antonio Reis Cabrita, Vice-Presidente da Ordem dos Arquitectos
/Order of Architects Vice-President
Carlos Magno, Director do Project0 NorteTV, TV Cabo/Tv Cable No’rth
Project Director, Alexandra Abreu Loureiro, SIC Noticias, Pedro Barreto,
Jomal “Publico”, Porto / “Publico” daily newspaper, Porto, Francisco Sena
Santos, RDP/ broadcasting “RDP” journalist, Mario Bettencourt Resendes ,
Director Diario de Noticias / Daily newspaper “Diario de Noticias” Director
17.45 -18.40 Closing / Encerramento
Mesa / Table : Secretario de Estado do Ensino Superior, em representa@o do Ministro da
Educa@o / High Education Secretary of State representing the Ministry of
Education - Prof. Dr. Pedro Manuel Goncalves Lourtie
Arq. Rodolfo de Almeida, UNESCO EAR
Arq. A. Reis Cabrita, Vice-Presidente da Ordem dos Arquitectos /Order of
Architects Vice-President
A sessiio de Debate pode eventualmente prolongar-se, podendo a hora
Nota :
prevista para o Encerramento ser atrasada.
/ Closing may be delayed depending on the progress of the debate session.
* EAR- Unidade para a Arquitectura para a Educac;Io da UNESCO/ UNESCO’s Architecmre for
Education Unit
111
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SEMINAR10 INTERNACIONAL
DA UWUNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E CULTURAIS
E
ORDEM
DOS
ESPACOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
Notes regarding the closing session
Since it was not possible, due to the 11 Septembre interruption, to have the
Workshops, their moderators were invited to make brief expositions about their
subjects. So, the table for this final session opened with the workshops moderators
in one side and the journalists in the other side. After the moderators have
presented the subjects prepared for the workshops, the journalists presented their
syntesis and comments about the Sessions - whose notes we include in this report
before the abstracts for each session - and the debate was open to the public.
Several participants presented short interventions and posed a few questions to the
table that originated moments of debate:
We mention arch. Vasco Croft Moura and the experience regarding the
communitary school, arch. Pedro Grilo, and some others, namely from Coimbra.
Some examples of what should not be done regarding educational buildings were
mentioned - one cannot make contact without opening a door, stepping up a
staircase, without turning around something - difficulties for disabled users were
reported, comments were made about the lack of openness to the community as
consequence of the design of buildings, as well as critics to university campuses
crossed by highways, or the Atlanta examples where the town is becoming
desertifyed along with the problems that came up after the Olympic games, and S.O.
The Seminar was declared closed by Arch. Antonio Reis Cabrita, representing the
Order of Architects - and by the Secretaire of State, Prof. Dr. Pedro Lourtie,
representing the Ministry of Education -who took the opportunity to present some
reflections about his experience - and with final words of thanks by Prof. Anton
Schweighofer, representing mr. Yannis Michael and. by Arch. Rodolfo de
Almeida, representing UNESCO.
In all the interventions was expressed the importance of this Seminar and the many
subjects that have been discussed as well as the opportunity to bring them to this
public debate with so many international participants and experts. Many
participants expressed the wish that more events of this kind may take place.
The session was digitaly recorded, as well as all the other sessions, but
unfortunately the records were lost and more accurate personal notes are not
available.
112
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DOS
xv
SEMlNhlO
INTERNACIONAL
DA UWUNESCO, “APRENDER
EM LUGARES PljBLICOS”,
PROGRAMA DE TRABALHO PARA OS
EDUCATIVOS
E
CULTURAIS
E
ORDEM
DOS
ARQUITECTOS.
PORTO, 10 A 14 DE SETEMBRO DE 2001
Guided tour in the city 10 Sept / Visita guiada na cidade
8:30
9:30
lo:oo
10:30
11:4.5
Concentracao na entrada da FAUPKoncentration at FAUP entrance
OSpercursos serco a pe’ e de autocarro/ Itineraires by bus and walking.
Descida de autocarro a Massarelos ao Museu do Electric0
Museu do electrico - Marginal/ Tramway Museum - Riverside Av.
Castelo do Queijo / Queijo Castle
Frente Maritima do Parque da Cidade / Sea Front of the City Park -SoZaMorales
Casa das Artes / House of Arts - Souto Moura - apres.Joaquim Portela
Passagempelo obra em construcao da Casa da Musica / House of Music
construction passing by - Rem Koolhas
12:30
Hotel Tuela - Dispersa”o para almoGo nos diversos locais disponiveis /Participants
may find a place to lunch around the place
13:45
Concentracao junto ao Edificio Peninsula / Peninsula Building nearby
concentration
Apresenta@o/ Presentation - Pot-to 2001
Partida de autocarro para Serralves/ Leaving by bus to Serralves
Serralves (arq. Marques da Silva, Alvaro Siza)
Partida para a Baixa da Cidade para concluir o o percurso de autocarro e inicio do
percurso a pe/ Leaving to downtown concluding the bus itineraire and start the
walking tour :
- Teatro Rivoli (Pedro Ramalho), Magestic-Coliseu (Cassiano Branco), Teatro S.
Joao (Marques da Silva) (a pC - walk)
- Av. dos Aliados/ Aliados Avenue (exposicao, ultimo dia / last day exhibition)
14:oo
14:45
15:oo
16:30
19:oo
Recep@o na sede da SRN 0. A.- Reception hosted by Architects Order local
branch
113
Visit to Miragaia Basic School and walk through historic city
centre, 12 Sept / Visita & Escola de Miragaia e passeio ‘Centre
Histbrico
Escola BBsica inserida no Centro Hiskrico do Pot-to. Foi implantada numa acentuada e
dificil escarpa voltada a poente do vale do Hot-to das Virtudes. Projecto arquitect6nico
especial, corn claras refer6ncias e inspira@o na moderna arquitectura d’esignada coma
“Escola do Porto”, soube ajustar o programa funcional, encontrar no jogo de volumes e
na topografia do terreno, OS ritmos de composi$o
e inserir-se harmoniosamente
no
context0 alcantilado do edificado pr&existente. Seleccionada pela OCDE coma escola
de refekncia.
Basic School in the Historical Centre of Porto. Built in a difficult slope facing the west side of
the “Horto das Virtudes”garden. This special project is clearly inspired in the modern trend of
Portuguese architecture named as “Port0 School” and was able to adjust its functional program,
to find in its shape and in the topography, the composition rhythms and insert its volumes in an
harmonious way within the sloppy context of the existin, 0 built environment. It is part of a
selection of schools by OECD as reference.
cedofelta
sto.
Ildefonso
18:30 Organiza@o do transporte junto da Faup ( trajecto na cidade congestionado) .
Transportation from FAUP depending on the closing session and traffic
conditions
19:OO ConcentraQo no /Concentration near Passeio das Virtudes- junto Cooperativa
Arvore
19: 15 Inicio da visita g escola guiada pelo autor do Project0 - Visit to school starts
guided by the author - Ary. J Miguel Regueiras
19:4.5 Pequeno lanche no refeit6rio da escola/ Refreshments in the canteen school
20.30 Fim da vista ri escola, saindo para a zona hist6rica de Miragaia-AlfBndega,
Visita livre B zona Hist6rica da Ribeira - Rio - travessia da Ponte D. Luis
(zona corn grande anima@o turistica: restaurantes, esplanadas, anima@io
nocturna) / Ending the visit to the school, and walking tour by historical riverside
area and crossing the D. Luis Bridge. (This is a good place for relaxing, dinner
and spending some time during the evening)
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SEMINAR10
INTERNACIONAL
DA UIAAINESCO,
“APRENDER
EM LUGARES PLjBLICOS”, PROGRAMA DE TRABALHO PARA OS
ESPACOS EDUCATIVOS E CULTURAIS E ORDEM DOS
ARQUITECTOS,
PORTO, 10 A 14 DE SETEMBRO DE 2001
Guided tour to Aveiro, 13 Sept / Visita guiada a Aveiro
Concentracao na entrada da FAUP/ Concentration at FAUP entrance - De acordo
corn as listas de inscri@es pre’vias fornecidas pelo Secretariado/According
9:00
to previous list
Partida de autocarrol Departure by bus
Universidade de Aveirol Aveiro University campus - Visit organized by the
University
Almoco no refeitorio da Universidadel Lunch at the University Canteen
Regress0 por / return by
Vila da Feira (Visionario, Europarque )
Ovar
Espinho (Pavilhao Multiusos) (Multifunction Hall)
Regress0 ao hotel Tuela passando pela FAUP/ Return to Tuela Hotel passing by
FAUP
116
Guided tour to Douro Valley, 13 Sept Nisita guiada ao Vale do
Douro
7:45
Concentraqao na entrada da FAUP/ Concentration at FAUP entrance
De acordo corn as listas de inscriq5es pre’vias /According
to previous list
8:05
Partida de autocarro/ Departure by bus
830
E.S.S. Pedro da Cova - Secondary School at S. Pedro da Cova (15 minutes stop)
10:00 Amarante -Museu/Museum Sousa Cardoso - Arq. Soutinho - Recepcao Camara
Municipal / Municipality Reception ( 1:OOhstop)
12:00 Passagem por Me&o Frio - passing by
12:30 E.S. do Rodo - Peso da Regua / Rodo Secondary School -Arq.s .Rosa Bela
Costa e Luis Cunha - visita e almoqo/ visit and lunch
14:00 Partida/Leaving Rodo School
14:30 Lamego - visita a cidade e escolas / visiting the city and schools .- Arq. Jorge
Farelo Pinto
16:00 Partida, direqao Regua-Baiao/ Leaving Lamego direction Regua-Baiao
17:00 Marco de Canavezes - Igreja/ Church S.ta Maria do Marco de Canavezes / Arq. Alvaro Siza (30 minutes)
18:OO Penafiel -1nfantario / Nursery - Arq. Alvaro Siza - Paragem na cidade para
eventual lanche a cargo dos participantes / Eventualy 30 minutes in the city for
self refreshments
20:00 Regress0 ao Porto passando pela/ return to Port0 passing by FAUP e/and Hotel
Tuela
Contact0 : Jorge Farelo Pinto
=e e =
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xv
SEMINAR10
EM LUGARES
OS ESPACOS
ARQUITECTOS,
INTERNACIONAL
DA UIAWNESCO,
“APRENDER
PROGRAMA
DE TRABALHO
PARA
PljBLICOS”,
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
PORTO,
10 A 14 DE SETEMBRO
DE 2001
UIA Working Programme sessions, 14 Sept /SessGesde
trabalho do Programa da UIA
Local/Place:
Auditorio da FA UP/ FA UP Auditorium
Moderator:
Programme Director ,Yannis Michail
9:00- 12:30
Interven@es/Interventions
13:oo
Conclusions and Closing the WP works / ConclusGes e
Encerramento dos Trabalhos do Programa
14:oo
Closing lunch /Almoqo de encerramento
118
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OS ESPACOS
ARQUITECTOS,
Individual
DA
UIAWNESCO,
“APRENDER
PROGRAMA
DE TRABALHO
PARA
PljBLICOS”,
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
PORTO,
10 A 14 DE SETEMBRO
DE 2001
presentations in the WP Sessions
The following delegates and a local member of the organizing
prepared presentations that were distributed:
committe
Antonio Rodriguez Subero, Venezuela
Reduccio’n de Vulneralidad en Edificaciones Educativas
Presentation abstract not available
Architecture
apart
of schools in Portugal since the 70’s: divorce and
JosC M.R. Freire da Silva, architect, Lisboa
This reflection is about non-superior education buildings, those with basic and secondary
education. Those where architect’s intervention has been kept apart most of the time in the
recent 30 years, as it is still in the present. Yes, in fact, it seems that they’ve been keeping
themselves away from this area as professional group, as if there’s a general nonconsciousness about this field in their practice.
And it is a field that regards a universe of 1000 to 1100 schools in all country. In fact,
from these, until a few years ago, only a few 7% were resulting from an architectural
project, fully made by an explicit architect. And in this number we may find a few recent
projects as result of a few and limited experiences but we find also those old lyceums, the
old technical and commercial schools from the fifties and sixties when, traditionally, each
project use to be fully accomplished by an architect.
Continuing with fingers, we find, in this universe, around 77% of new schools built since
the seventies, when a schooling explosion happened in Portugal and the unifying of the
educational system towards new models of schools took place.
To the need of schools, Public Administration and the governments responded first through
quick contracting and building programs, followed by the recent building industrialisation
appearing in the Country at that time. Several rationalised solutions that had been tried in
other countries were adopted along with local light and heavy systems responding to
rationalised solutions of project offered by architects working in the public administration.
With these programs, about 30% of today existing schools were built during the seventies.
For this experience, authentic catalogues were produced with solutions where the work of
architects was placed on the study and development of typified solutions that were
delivered as conception-construction contracts to entrepreneurs who, adopting several
building systems, with factory produced components, since light ones to heavy portable
walls, with assembly in situ and less skilled labour required, went ahead very fast with
119
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SEMlNiiRlO
EM LUGARES
OS ESPACOS
ARQUITECTOS,
INTERNACIONAL
DA
UIA/UNESCO,
“APRENDER
PROGRAMA
DE TRABALHO
PARA
PtiBLICOS”,
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
PORTO,
10 A 14 DE SETEMBRO
DE 2001
stereotyped solutions - the so called square blocks - where the site plans of the buildings
were commanded most by the needs of the contractors plant, its yard and workshop, by
its mechanical plant, its tower cranes, and the architectural project was only a piece of an
administrative process resulting from the management of the school construction process
and the conducting of civil engineering industry techniques, more than the result of a
design project.
There were a few exceptions to this process where industrialisation concepts allowed a
dialogue with the architectural design giving way to some well-achieved solutions,
adapted to the site and with form. But they didn’t succeeded, however, as a whole. They
went no further than an experimental stage and they were not allowed even the
opportunity to evolve.
But along with this process, a distinct break took place, between a possible architectural
intervention - or between an architectural culture informed about what was happening or,
at last, that was able to be inside the whole process and find appropriate answers - and
the need to react hastily to the overwhelming reality that was the unstoppable wave of
constructing schools in tighten deadlines. It was not possible, then, to make an
appropriation of the industrialised methodology to the architectural discipline, may be by
un-preparation of architects and to a certain prejudice, or even due to a very poor
experimentalism of this recent industry which un-success lead to its almost definitive
liquidation. In fact, it was the traditional construction process, in general terms that
succeeded in Portugal with a non-skilled labour and cheap competitive costs that put and
end to the existence of an entrepreneurs sector that could compete in the area of the
industrialised construction.
But all of this was not enough to answer to the need for new schools. After this
industrialisation experience that spread all over the country a large number of the so
called “square blocks”, many of them showing their heavy pre-fabricated look,
governments assumed the total control over the process and, in the eighties, we could see
put forward the large annual emergency programs, lead under thigh hand by the ministry
offices, under pressure of the public opinion. To those, the public engineers and
architects, handed just the same or identical typical solutions that had suit to the previous
experiences and that, handed by simple conception-construction contracts to public works
entrepreneurs, multiplied this time the square block solution through all the country, now
with traditional construction process, leaving the architects role definitely to a very weak
intervention, or even leaving them outside the process. This same weakness were seen in
the choice of the site for the school, much more depending on political agreements than
on urbanistic criteria that could be used. A meaningful 27% of the existent schools in all
country today were built in this way.
Meanwhile, some project activity other than the emergency programs, carried by public
architects, went on with some normality within the public administration. But it meant
not more than some 3% of the total built schools. And it was not, however, more than a
simple experimentalism, with rational solutions that could be adapted to different places
and needs and worked as individual projects to each situation, using and repeating simple
concepts of assembling parts of buildings with fragments of repeated space programs.
But this was already a late experience and there were no more conditions for its adoption
and generalisation as a solution for the great need of schools. It depended also of a small
team and finally extinguished itself with it, leaving the way to simple cosmetic
interventions of the remaining architects inside the public administration.
120
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DOI
SEMINAR10
EM LUGARES
OS ESPACOS
ARQUITECTOS,
INTERNACIONAL
DA
UIAWNESCO,
“APRENDER
PljBLICOS”,
PROGRAMA
DE TRABALHO
PARA
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
PORTO,
10 A 14 DE SETEMBRO
DE 2001
In the 90’s, the public administration that were responsible for school building, became
emptied of innovation and renovation capacity, along with a de-concentration
administrative process and went no further than the simple cosmetic of old solutions kept
on files and used on a case to case basis. At this time, we had reached a stable situation in
terms of quantity of school buildings and the large emergency programs had given place
to annual regional programs to fulfil localised needs in the territory, meaning some
dozens of annual interventions, since construction of whole new schools to the
enlargement and improvement of existing ones.
But if we ask ourselves about the role of architects in this phase, once agaiin we look with
perplexity to what has happened.
We have been facing, in Portugal, since we reached this phase of stabilising needs, several
changes, sometimes deep changes, as demographic modifications and population
movements that create the need for new schools in new places and closing those that
became useless, or changes in use by conversion of the teaching levels or even changes
dictated by improvements in the Education laws. New demands and concepts were
introduced and new relations between different age groups were created sometimes in
schools that were not made for that. New curricula, with new technologies and new
concepts and behaviours in learning and teaching, came up. We’ve been seeing also new
specialised areas taking place inside school, more intense and effective linking with
community and progressive autonomous managing of schools. And at the same time, the
school construction process became more and more decentralised and local authorities
became more important partners in it.
Looking to this, how has evolved the process of projecting the school? What are the
answers given by architecture for these new needs and concepts? How is the commission
of new architectural projects working?
As far as we know, the authorities continue to use the old projects, made for the old type
of schools, introducing small modifications as needed, tendering new schools with
projects from the eighties. Here and there, some local municipalities launch new basic
schools using new projects commissioned to local architects. But most of the times, the
regional authorities use projects that are identical to those that central administration used
to use and sometimes we can see with astonishment a repeated project in one place,
identical to one that had been made for another different place in the country.
It is still paradigmatic of the backwards situation that, in the nineties, a central
department of the Ministry of Education has launched national competitions with
previous qualification of teams of architecture and that through the whole process, the
AAP, the national body that represented the architects before the existing Ordem dos
Arquitectos, had ostensibly stood apart, ignoring the jury meetings of the prequalification phase and ignoring also each project jury meetings. It didn’t even kept itself
inside the process so that could question it later or question the validity of such
competitions - if it was a position of critic, of principles, what we still don’t know, until
today. The truth, the result, was thus the continuation of a total divorce and apart of such
an important area of the architect practice, which, and it seems very likely, is being kept
during the last 30 years.
This last experience, this last door that had been opened, again, was not well succeeded,
was not even overcome - though 50 architectural teams had been pre-qualified, available
121
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OS ESPACOS
ARQUITECTOS.
INTERNACIONAL
DA
UIAWNESCO,
“APRENDER
PROGRAMA
DE TRABALHO
PARA
PLjBLICOS”,
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
PORTO.
10 A 14 DE SETEMBRO
DE 2001
and accredited for producing school architectural projects. And there are no signs that
government or public administration or even local authorities, wish to continue the
experience of which one doesn’t know how it ended, not knowing about any evaluation
of their results, not having been monitored or having been explored the virtues of these
competitions that are, thus, to be demonstrated.
But it seems to me, after all, that it is possible - and desirable - to reverse this divorce
condition looking at the preoccupations of improving the existing school buildings and
correct their network that governments have been showing when they want to
correspond to the population’s feelings.
One sign of this possibility is also the welcoming of this initiative hosted by the Order of
Architects, in organising this seminar.
We must create the conditions for giving visibility to the work done by architects in
this area, to give visibility to the architecture of school building that, after all, has been
made in our country. We must promote an affirmative architectural culture, through the
dialogue with government, with central and regional administration, with local
authorities that may open and widen the work commend in this area to architects in
private practice. Finally, we must insist on the quality of the architectural project for
our schools, which must be, and ought to be, necessarily made by architects.
JMFS - Revue in 27-6-2001. Translation in Feb. 2002. Sources: DAPP/ME publications about schools
network in the Portuguese continental territory.
School building in Portugal, Local or Regional?
Daniel Couto, Porto
According to Joao Barroso (in - A Escola entre o Local e o Global, Perspectivas para o
Sec. XXI, Lisboa, 1999), we have seen in Portugal, between 1984 and 98 “small steps
towards the reinforcement of the local dimension, although without a firm political
coherence and sometimes with contradictory logic”.
The known pedagogue (Barroso, p. 138) affirms that “it is still limited the development
of a local management of education” so that it would be needed a “transfer of the
competency to the local authorities within a broad frame of territorial education
policies”.
Central Administration has been doing the transference of the competency to local
authorities, mainly after the 25 April of 1974 Democratic Revolution. In the Education
area, in 1984, competences in the social school domain were transferred as well as in
school transports and public investments in pre-school and in basic education.
Municipalities had to start doing public investments, namely in the construction of preschool education centres and in schools for basic education levels.
Soon, in 1999, a new law creates a new frame for the transfer of competences. And it
keeps the construction, furnish and equipment to municipalities as well as the
maintenance of pre-school and basic school facilities.
122
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INTERNACIONAL
DA
UIAWNESCO,
“APRENDER
PLjBLICOS”,
PROGRAMA.
DE TRABALHO
PARA
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
PORTO.
10 A 14 DE SETEMBRO
DE 2001
It happened, then, with the Education Law of 86, the enlargement of the basic education
in 3 periods, increasing the duration of compulsory school to 9 years. In this way, the
basic education has now 3 cycles. The first, 4 years long, takes place at the primary
school. The second, 2 years long, comprises the 2 years of the previous preparatory
education and takes place mainly in these type of the existing schools. The third
corresponds to the actual 7, 8 and 9 years and works in these previous preparatory
schools and in the secondary schools.
A 97 law necessarily updated the typology of schools. They are now generally
designated as Basic Schools plus the designation of the type of education they offer:
Basic School of the l.st Cycle, with or without kindergarten, Basic School of 2.d and
3.d Cycle and Basic Integrated School. This last type is an innovation allowing that all
basic education takes place in one unique school facility, namely the 3 cycles, and it
may or not have a kindergarten.
There isn’t yet much experience of building these new basic integrated schools. In this
domain, the situation is still uncertain. Municipalities believe that the new competences
were not followed with the necessary allocation of funds. In other hand, the need for
basic schools is regressing, except for the periphery of metropolitan areas. In general,
the offer exceeds the needs. The need for repair, remodelling and update school
buildings is, on the contrary, remaining.
In fact, many of the basic schools with the first cycle, due to decrease of school
population, become home for the pre-school education too. Many of these buildings are
more than 30 years old, many from the post-war years, built according to the so-called
“Centenary Plan”, launched by the old “Estado Novo”.
These Centenary’s schools consist of a single, very well known, building. They were
made according to architects RogCrio de Azevedo e Ra61 Lino’s project-type, and their
base is a cellular school with minimal equipment: classroom turned to Sun, lighted
through 3 large windows of high sill, with individual or double wooden sitting desks,
wooden platform and blackboard, teaching desk and board for a few trays with didactic
materials, maps, and frames with pictures of the Portuguese President and the Prime
Minister. hanging on the wall each side of a big Christian cross.
Since Salazar, the old “Estado Novo” prime minister, stood for a very long time in
power, also the image of these classrooms remained the same as an archetype of the
school concept through many generations.
These schools, of strong construction, had no more rooms than the main atrium and
toilets, these under the covered back yard. In all country, these buildings may
comprehend different numbers of aggregated classrooms, some regional types, some
evolution, but they can’t escape to the original project matrix, neither to thle popular
image that identifies it as a primary school.
On other hand, after the introduction of the preparatory education in the seventies,
construction, maintenance and furnishing of preparatory and secondary schools that
were in the competency of Central Administration - Public Works Ministry -become in
1987 the competency of five Regional Directorates for Education. This measure
becomes the first territorial and functional de-concentration of the Ministry of Education
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ARQUITECTOS,
INTERNACIONAL
DA
UIA/UNESCO,
“APRENDER
PLjBLICOS”,
PROGRAMA
DE TRABALHO
PARA
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
PORTO,
10 A 14 DE SETEMBRO
DE 2001
and these Regional Directorates were integrated, from the Public Works Ministry area,
into to the Ministry of Education sphere.
If Municipalities had already embodied the responsibility for the first cycle and preschool facilities, actually the construction and maintenance of second and third cycle
schools still depends on the Regional Directorates of the Ministry of Education,
although the law foresees its transference to the local authorities.
This is the “no way out” that we face nowadays.
Some people believes that municipalities are not prepared technically and politically to
receive such responsibilities, and that the rationality and economy of the school network
system will be better managed if it lies within the de-concentrated regional powers, over
the municipal power, over the local conflicts and interests.
In other hand, there are those who believe that the transfer of the competences of the
basic education facilities to the municipalities is an historical opportunity of being
finally closer to the communities. And it they may be even through the creation of
community centres, integrating and allowing other local activities, allowing better
management and the use of those spaces as resources within a network of municipal
integrated facilities.
And there’s also those who are afraid that the transfer of the project responsibility to the
municipalities may bring with it the repeating at a local scale, of the central mistakes, as
the repeating of projects out of context, with lack of sufficient studies of functional
adequacy to the education needs. Or that it might limit the local initiatives to build
according to prototypes made by central or regional administration.
May be now, otherwise, the opportunity of enlarging the experimental field of
architecture, opening to new architects, through open competitions, a debate about the
community facilities. To do that, it is needed, from the Ordem dos Arquitectos, some
action and clear definition about these problems.
This international seminar about learning spaces may open the way to new initiatives,
the beginning of a discussion that may involve politicians and those who are
fundamental, specialists in education and architects.
There’s a long way to walk. It was opened here a space for an interesting debate that is
necessary to the philosophy and complexity of educational spaces.
Daniel Couto, architect
Urban Heritage at Bordeaux Architecture and Landscape School, Municipal Project of Urban
Rehabilitation of Gaia Historical Centre. Teaches at Department of Architecture of Port0
Lusiada University
124
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4B=xv
0.DllDO,
SEMINAR10
EM LUGARES
OS ESPACOS
ARQUITECTOS.
INTERNACIONAL
DA
UIAWNESCO,
“APRENDER
PljBLICOS”,
PROGRAMA
DE TRABALHO
PARA
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
PORTO,
10 A 14 DE SETEMBRO
DE 2001
Participants general list
A. Eduardo Millan
Albert0 Serra, RTP, TV station
Anton Schweighofer
Antonio Eduardo Pires August0
Antonio Manuel Mira Martins
Antonio Rodriguez
Ariadne Cardoso
Barbara D. M.Bruno Marques
Bellen Caballo, Santiago University
Betty Politi, Israel
Blair Mansfield Wilson, Australia
Bruce Jilk, arch, USA
Carlos Jorge P. Sousa Machado
Carlos Magno, North TV
Carlos Miranda
Celia Maria Pampulha Milreu
Chan Kin Tchi, Macau
Daniel Couto, Porto, Portugal
David Young, Botswana
Dick Mooij, Netherland
Domingas Isabel R. de Vasconcelos
Domingos Tavares, Director FAUP
E.Pieters
Emilio Antonio Galguera
Erik Schotte, OMA, Holand
Ewa Gurney
Filipe Manuel Leite de Sousa
Francisco Sena Santos RDP broadc.
Frid Buehler
Gavriela Nussbaum
Gilbert0 Caamano
Helena Silva Barranha
Isabelle Etienne
Jadille Baza
Jan Dolesky
Janus A. Wodarczyk
Jeff Floyd
Jeney Lajos
Jerry Lawrence
Jo50 Barroso, UL
Jo50 Carlos Afonso
Jo50 Honorio de Mello
Joaquim Antonio de Moura Flores
John Castellana
Jorge Farelo Pinto
Jorge Manuel Gouveia Dias
Jose M. Freire da Silva
125
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z= ==E=
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SEMlNiiRlO
EM LUGARES
OS ESPACOS
ARQUITECTOS,
INTERNAClCbNAL
PljBLICOS”,
EDUCATIVOS
PORTO,
10
DA UIAWNESCO,
“APRENDER
PROGRAMA
DE TRABALHO
PARA
Jose Maria de Araujo Souza
Karla Mota Kiffer Moraes
Kees van der Zwet
Lino Ferreira, DREN Joint Director
Lourdes Melendez
Luis Benavides
Luis M. A. Bourbon Aguiar Branco
Luis Manuel Dias Cabral
Luut Rienks
M. Conceicao Braz de Oliveira
Madalena Cunha Matos
Manuel Correia Fernandes
Maria Alhertina L. C. Oliveira
Maria Anjos Stromp
Maria Coneicao Ferreira
Maria Felismina Topa
Maria Gabriela Rocha
Maria Isabel Mendes Teixeira
Maria Jo50 Figueiredo
Maria Margarida Baptista
Marisa Weber Alves
Marta Teresa
Nelson Izquierdo
Nuno Cardoso, CMP President
Nuno Portas, FAUP
Nuno Sarmento e Cunha
Octavia C. R. Teixeira Bastos
Paula Alexandra Barros Oliveira
Pedro Barreto “Publico”daily
nws
Pedro M. Goncalves Lourtie, SEES
Pedro Reis Cabrita, vice-president OA
Randall Fielding, USA
Rita Vaz, arch., Brasil, UIA WP
Rita Veiga da Cunha, Lisboa, Portugal
Roberto Valdepenas Cortazar
Rodolfo Almeida
Vladimir Damianov
William Ainsworth
Yael Kinsky
Yannis Michail, WP Director
Zeev Druckman
126
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A
CULTURAIS
E ORDEM
DOS
14 DE SETEMBRO
DE 2001
E
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=SE--O.D*Y
DOI
SEMINAR10
INTERNACIONAL
EM LUGARES
OS ESPACOS
ARQUITECTOS.
DA
UIA/UNESCO,
“APRENDER
PljBLICOS”,
PROGRAMA
DE TRABALHO
PARA
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
PORTO.
10 A 14 DE SETEMBRO
DE 2001
The Seminar in the News
i
Arquitectura
escolar
em
semifdrio
Profissionais de todo o mundo no Port0 para analisar parkularidades da sua interven@o
I NO \ bsnmano
tntemaclon~
“rmO
lnremacionaldos
ArauitectosiLlNESC0.a
realizar. teqa c quam-feiras,
no auditbno
da Faculdade de Arquitechua
da Universedade do Pono, a Ordem dos Arouitectos
pretende trazer para debate piibko
questaees que enrolvem o preaente nmmento da
arquitectora
escolar em Pormgal. Tendo
presente a mflu@nc~a que a concep$~o dos
edificvx
tern na vtda e exprri&cia
dos CIdad&z. serao focadas ireas corn0 a quaildade da mtervenglo
dos arquitectos nca desenho dos edlfkios culturais
E educativos.
L
3 lmportlncla
corn
que
marcam
as n”SSaS
adades e a capacidade da SUP arqutectura.
Comeste obiectivo. a Ordcm dos Arquitectos id pr&“ver
urn fbmm intema&onal
organizado
p-40 Programa de TraMho
da
Uniao lntemaoonal
de Aryruteawn
pan
OS Es~acos Educatrvos e Culturais.
Umdade de’ kquitectura
para a Educ&o
da
UNESCO c Ordem dos.4rquitectos.
A in)cntiva contari corn a presen(a do mimstro
da Educa@o. jtio
Pedrosa, do presidentr
da C&nara do Port” e profissionais
ligados
ao rmsino. educa@
e culture 2 r&l
inter.
n~ctonal. Este smmn6iio
4 tuna opommidade para reflectx e tomar conscikwa
da
importQncu
do ed~fic~o e eapaqos escolares
para a melhoria
da quahdade da viv6ncia.
formapo
P dptendizagrm
dos futures ci.
dadzos e ~KKWX solu@es para OS problemas da xqutechm
dos edlficios escolarr~
em Portugal. Como tern evoluido o p, aces
so de proiectar escdas Que rccpostas tern
sldo dadas em termos de arqu~trcturn
para
as rmvas necessldades P novw wr~~~ros?
Coma passou a ser a encomenda
ptiblicaJ
OS arqwtcrtos
thwna
Intcn~~~r~~Joniutto
rcduzida, prat~camentcrrulanos
procensos
de definqao. or,enta<:~o P programas (‘icetares. no projecto de edificios escolares e na
atnbuic2o da rncomenda
de orowctos. HP
que c&r condi@es pan dar~is~bilidade
B
arquitectura
dos cdifkios
escolares: promover
uma
cdhm
arquitect6tKa
.&ma-
tiva a vnbihzdr
pelo dIdlogo corn as InsGncias gorernamentais.
corn a admmwra@o
central e regmal
e corn as autarqluas.
127
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EM LUGARES
OS ESPACOS
ARQUITECTOS,
INTERNACIONAL
DA
UIAWNESCO,
“APRENDER
PROGRAMA
DE TRABALHO
PARA
P~BLICOS’,
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
PORTO,
10 A 14 DE SETEMBRO
DE 2001
0 PRIMEIIiODEJANEIRO
NunoCardoso
em s8mMrio
da UNESCO
0 prwidcnte
da C&ma-a do
Rxto seti hoje urn dos
quatm oradores da sestio
de aberhua da XV semin&
rio inremacional
do
programa de trabalho para
osespaEoscducativore
culturais da U&o
Internacional de Arqwectos
(WA) c da UNESCO.
JbdgUnS
a”OS
q”eaWI.4
Ha
C
a UNFSCOjuntam
esforsos para dexnvolver
cada vcz melhorrr salu@s
aquitectbnlcds
que
prrmitam
aos espa~m
culrurair e cducatrvos
desenvolvcr mais eticnzmrnfe as was mm5es. Art
xxra-feira,
o audit6rio da
Faculdade de Arquitectura
iri acolhcr o anual xminino mternacional
desre
grup de trabnlho, data vez
subordinado
ao frma
.Aprender
em I .u&xes
Pliblicos~.“~provritando
a
rralizagk
da Capital
Europcia da Culrura e da
umsequente da
de
1nterrcnsics
em espapc
cu!tLlms, csre sclnillirio
reunir;i arquitccroc ds todo
0 glob c agenres lb<
processes rducativos e
culturais.
L
128
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=
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SEMINiiRIO
EM LUGARES
OS ESPACOS
ARQUITECTOS,
INTERNACIONAL
P~BLICOS”,
EDUCATIVOS
PORTO,
10
DA UIAWNESCO,
“APRENDER
PROGRAMA
DE TRABALHO
PARA
E
A
CULTURAIS
E ORDEM
DOS
14 DE SETEMBRO
DE 2001
Arquitectos
querem altera@io
curricular
A Ordem
dos Arqwtectos
w
propor ao m~n~stro da Educa&
a mlrodu@
de no@es de arqultemxa “OS programas
escolares
dos ens,nos BBs~co e Secunddr,o. corn o obfectwo de alertar OS
]ovens para a qualidade do amblente urbane.
c necessBr~o que
‘OS fovens entendam
e salbarn
defender a qualldade
da cldade
em que vlvem’.
justlfnxl.
em
declarar$es
B ag6ncla
Lusa. o
vu-prwdente
da Ordem dos
Arqukxtos,
Rels Cabrlta
129
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===
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-;
=
=
xv
SEMINAR10
EM LUGARES
OS ESPACOS
ARQUITECTOS,
INTERNACIONAL
DA
UIAWNESCO,
“APRENDER
PLjBLICOS”,
PROGRAMA
DE TRABALHO
PARA
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
PORTO,
10 A 14 DE SETEMBRO
DE 2001
A CAPITAL
ARQUITECTURA
Ordem
gueralargardisciplina
tos relacionados corn a preserva@o da natureza, mas tambdm no
sentido de perceber que o habitat
AOrdem dos Arquitectosvaipropor
ao mini@0 da Educa@o a introdu- human0 6 cada vez mais e muito a
~$0 de no@es de arquitectura nos pr6pria cidade”, sublinhou.
pmglanw.escolaresdoensiMnsinoBasiEo Considerou, no entanto, que
3x30 se pode ensinar 0 que 6 uma
eWw&io,u3moobjediwdeak
boa arquitectura e urn born antarosjovensparaaqualidadedoambiente urbano. 6 tlecekdo que “OS biente construido numa escola
jovens entendam e saibam defender corn ambiente degradado”. Reis
Cab&a aludia, assim, zi“reduzida
aqualidadedacidadeemqueviwrri~
justiiicouoviwpreskkntedaO&m
interven@o” dos arquitectos na
dosArquitectos,ReisCabrita
constru@o escolar e i &sthcia de
“OSestudantes devem ser edu- cerca de um rnihu de instala@es
cados para a qualidade do am- educativas que Go se adaptam aos
biente urbano, nao sb nos aspec- novos cwriculos educativos.
LUSA
z =s=I=
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=z=
= ==x
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==
xv
SEMINAR10
INTERNACIONAL
EM LUGARES
OS ESPACOS
ARQUITECTOS,
DA
UIAWNESCO,
“APRENDER
PljBLICOS”,
PROGRAMA
DE TRABALHO
PARA
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
PORTO,
10 A 14 DE SETEMBRO
DE 2001
D1268290
SEMINAR10
Arquitectos querem intervir
na constru@o de escolas
Ordem defende que 6 essential
1
ANA DE SOUSA
Procurar divulgar o trabalho dos
arquitectos e a sua possivel interven~~o no projecto de escolas em
Portugal 6 o principal objective do
seminario aAprender em Lugares Pdblicosa, tema do XV Seminario Intemacional do Programa
de Trabalho para OSEspacos Educativos e Culturais da UIA/
UNESCO, a decorrer no Potto.
Questoes que envolvem o presente moment0 da arquitectura escolar em Portugal estao a ser debatidas pela Ordem dos Arquitectos.
Para Jose Freire da Siiva.
membro da comissao organizadora. este encontro e benefice
para OS participantes ganharem
consciencia de que podem con.
frontar as suas ideias corn as dos
colegas. bem coma ver OStrabalhos de arquitectos de outras partes do mundo. Assim. estes participantes podem discutir em conjunta problemas comuns e, neste
case, das varias profissoes que
contribuem para a criagao dos
ediflcios escolares.
uQueremos contribuir para
desenhar novas escoias, cujos
edificios se adaptem as novas formas de ensino, aos grupos etdrios
e a nova maneira da comumdade
utilizar estas escoiaw, disse ao
DN Jose Freire da Silva. Em Portugal, a participacao dos arquitectos nestes projectos tern sido reduzida e muno pontual. So raramente se tern verificado interven@es cuidadas e completas de ar.
essa participa@o
quitectos, bons profissionais.
Jose Freire da Sllva mostra o seu
descontentamento corn a situa$20:<qEstamosaqua,tambem queremos fazer qualquer c0isa.n
Ant6nio Reis Cabrita, vice-presidente da Ordem dos Arquitectos, fala das duas vertentes fundamentals para 0 ensino. Uma passa pela melhoria da qualidade do
ambiente urbane. A qualidade da
arquitectura dos projectos Poutra
vertente. Para Antonio Reis Cabrita uma nao podera funcionar
sem a outra, porque se 0 que se
pretende 6 mostrar a quahdade do
HA novas bairros e 6
precise substituir
radicalmente edificios
construidos para
atender a urghncias
ambiente arquitect6nico da cidade e, se a escola for urn conjunto
de edificios pre-fabricados, essa
tentativa pedag6gica esta de certo
modo prejudicada.
<<Ternde haver todo urn trabalho de reaproveitamento e reabilitac%odas escolas. Ha novas bairros e hi que substituir radicalmente edificios que foram construidos de forma deficiente para
atender a urgencias. OS cases
mais problemdhcos s%oOSpre-fabricadow Para todos OScidadaos
poderem usufruir de escolas corn
qualidade, <<OS
arquitectos SHOas
pessoasvocacionadas e mais indicadas para fazer esse trabalhoa.
131
-
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--
-.
=E
===-- =
ps---_sc=xv
SEMINAR10
EM LUGARES
OS ESPACOS
ARQUITECTOS,
INTERNACIONAL
DA
UIAWNESCO,
“APRENDER
PROGRAMA
DE TRABALHO
PARA
PljBLICOS”,
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
PORTO,
10 A 14 DE SETEMBRO
DE 2001
Ensino Ordem quer
maisarquitectura
A Or&m dos Arquitectos vai
ptopor ao minis&o da Educaciio a intmducao de noties de
arquitectura nos programas
escolares do ensino b&ico e
secundkrio, corn o objectrvo
de alertar OS jovens para a
qualidade do ambiente urbano. !A necesszirio que “0s jovens entendam e saibam Deb
fender a quaiidade da crdade
em que vivem”, justifica 0 vim
ce-presidente da Ordem dos
Arquitectos.
Reis Cabrita.
“OS estudantes devem ser
educadosparaaqualidadedo
ambiente urbane. nao s6 nos
aspectos relacionados corn a
preserva@o da natureza, mas
tamkn no sentido de perce
her que o habitat humane 6
cada vez rnnis e muuo a pr6~
pria ctdade”, sublmha. 0 VIce-presidente da Ordem dos
Arquitectosfalavaestasemana B margem de um seminario cujo tema era “Aprender
em lugares publicos”.
132
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---- === 4
se
xv
SEMINAR10
EM LUGARES
OS ESPACOS
ARQUITECTOS,
INTERNACIONAL
DA
UIA/UNESCO,
“JAPRENDER
PLjBLICOS”,
PROGRAMA
DE TRABALHO
PARA
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
PORTO,
10 A 14 DE SETEMBRO
DE 2001
DkiRlO DO MINHO
Arquitectura proposta
para Bisico e Secundhrio
A Ordem dos Arquitectos vai propor ao mfnistro
da Educa@o a introdu~$o de no@es de arquitectura
nos programas escolares do ensino R.%ico e Secundario, corn o objective de alertar os jovens para a
qualidade do ambiente urbano.
I? necessdrio que aos jovens entendam e saibarn defender a qualidade da cidade em que
vivemn, justificou, em declara@es B ag&rcia Lusa,
o vice-presidente da Ordem dos Arquitectos, Reis
Cabrita.
ds estudantes devem ser educados para a quaR&de do ambienk urbane, do sd nos aspectos
mkionados corn a pmserva@o da m~ttuwa, mas
tamb6m no sentido de perceber que o habitat humano 4 cada vez mais e muito a prdpria ddadep,
sublinhou.
Considerou, no entanto, que k$o se pode ensinaroque~umaboaaquilectwaeumbomambite amatrufdo numa escola corn am&-de degmdador.
Reie cablita aludia, asim, B *reduf,ide interven@SOB
dos arquitectos na constru~b escolar e a exit+
Sncia de cerca de urn milhar de instala@es
educativas que 190 se adaptam aos novas cunkulos
educativos.
A Nexpans&oenornw do ensino b&&o, associada ao fen4meno de desloca@o de popula@es do
interior para as cidades, obrigou, segundo o arquit&o, a constygo de centenas de escolas, recorrendo a pmcessos de prcjecto-tip0 e constn@o de
pavilhoes pr&fabricados.
.Foram construfdos corn velocidade e economia
maximow, disse, reconhecendo que, actualmmte, ja
Go se assiste a npmdu~lo rnacica, de equipamentos
e defendendo, por essa raxio, a necessidade de dar
prioridade a qualidade, recormndo tank&n aos
arquitectos.
0 vice-presideme da Ordem dos Arquitectos
falava a Lusa a margem do XV Semirkio lntemacional do Programa de Trabalho para o-s espa~~s
educstivos e cuhurais da Utio Intemacional dos
Arquitectos/Unesco, subordinado ao tema ~Apmnder em lugares piiblicosu.
133
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SEMlN/bllO
EM LUGARES
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ARQUITECTOS,
2001/9/15
INTERNACIONAL
DA UIAWNESCO,
“APRENDER
PROGRAMA
DE TRABALHO
PARA
PljBLICOS”,
EDUCATIVOS
E CULTURAIS
E ORDEM
DOS
PORTO,
10 A 14 DE SETEMBRO
DE 2001
CLIPPING
Express0
SEMANARIO
D1313890
Arquitectura
no iiceu
A ORDEM dos Arquitectos
vai propor a intmdyH0
de nc@es de aquitectura
jh no eosino sccundtio.
0 objectis o 6 ahtar os
jovens pm a qualidade do
ambiente urbane.
134
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INTERNACIONAL
EM LUGARES
OS ESPACOS
ARQUITECTOS,
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EDUCATIVOS
PORTO,
10
DA UIAWNESCO,
“APRENDER
PROGRAMA
DE TRABALHO
PARA
E
A
CULTURAIS
E ORDEM
DOS
14 DE SETEMBRO
DE 2001
DIARIO DE NOTICIAS DA MADEIRA
REGIONAL
;
DEFENDE
ORDEM
DOS
ARQUITECTOS
Arquikctura deve ser incluida
nos cticulos escolares
Ordem dos ArquitecA
tos vai propor 80 ministro da Educa@o a httrodu@o de noGoes de arquitectura nos programas (IScolares do Ensino Basico e
Secundario, corn o objectivo de alertar OSjovens para a quabdade do ambiente
urbane.
E necessario que ~(0sjovens entendam o saibam
defender a qualidade da cidade em que vivenu, justificou, em declara@es a ag&ncia Lusa, o vice-prcsidente
da Ordem dos Arquitertos,
Reis Cabrita.
<<OSestudanlcs devcm
ser educados paw a qualidade do ambiente urbano,
nao so no6 aspwtos relacionados corn a preserva@to
da natureza, mas tambem
no sentido de perceber quc
o habilat human0 12cada
vez mais e twit0 a pr6pria
cidadejl, sublinhou.
Considerou. no cntanto.
que anao se pode ensinar o
que e uma boa arquitectura e urn born ambicnte construido numa escola corn ambicnte degradadw.
Rcis Cabrita aludia. assim. ti (creduzida intervencao)> dos arquiteclos na
construpso escolar e it existPncia de cerca de urn mi-
lhar de instala@es educativas que 60 se adaptam
aos novas curriculos educativos.
,4 ~~expans80 cnormes
do ensino bbico, associada ao fenomeno de desloca$60 de popula@es do inlerior para as cidades, obrigou, segundo o arquitecto,
a construpao de centenas
dc escolas, rerorrendo a
prtwessos de projecto-tipo
c constru@o de pavtlhoes
pre-labricados.
nForam construidos corn
velocidade e wonomia mlximow, disse, reconhecendo que, actualmente, ja t&o
se assiste a ~~produgaomacipa de equipamentos e defendendo. par essa razao, a
necessidade de dar prioridade a qualidade, recorrendo tambern aos arquitectos.
0 vice-presidente da Ordem dos Arquitectos ftllava
a Lusa a margom do XV Seminario Inter’nacional do
Programa de Trabalho para 0s espacos educativos e
culturais da Uniao Internacional dos Arquitectos/
UKESW, subordinado ao
tema “Aprender em lugares
ptiblicos”.
A importancia do ediffcio e espaeos escolares pa-
I/
135
ra a melhoria da quatidade
de vivencia, forma@o e
aprendizagem dos cidadkos c a procura de solu@es para OSproblemlas da
arquitectura dos ediftcios
escolares em Portugal s&o
objectives do encontro que
reune, ate amanha, arquitectos, nacionais e estrangeiros, c profissionais ligkdos au ensino, h [email protected]
e aos espqos culturais em
geral.
OSespqos educativos c
culturais s&o - segundo
Reis Cabrita - wo porto de
encontro entre urn project0
social e urn projecto tecnicofuncional, destinado a
satisfazer urn conjnnto de
objectives definidos par estruturas socioeconomkzaw.
[Gada uma das trtls dimensoes de interven@o
profissionais - metod~olo@
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