By: Nicanor Wong Arch
Abstract: The essay attempts to show him / herself evolutuvo process of European educational architecture that, indeed, was influential in Latin America only so late as to the formality of it but not in terms of pedagogical approach.
As already mentioned, the educational architecture has evolved throughout history to the extent that they have done their courses and the framework of relations between student and teacher.
late seventeenth century and early nineteenth centuries, there were important figures such as Rousseau (1721-1778), Pestalozzi (1746 - 1827) and Froebel (1782), which proposed a method called "Pedagogy Naturalist.
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It must act primarily for themselves, requiring less of the other, that is, global education is narrowly individualistic (individualized education imposes no requirement for homogeneity among students , demand for student groups of small dimensions).. In its anthropological, man is naturally good for society to be perverts. You learn by observing natural phenomena under the watchful eye of one preceptor.
In Germany, these principles influenced the construction of schools called "New School" and known today as Kindergarten.
New schools were located in areas of countryside and their spatial organization was simple: a series of houses for groups of fifteen or twenty students, scattered around a flag of common uses. That is to say that most of the classes were given outdoors, while the flag of common applications - from its intermediate position and connected to the classroom - became the quintessential social space that encouraged the spontaneous gathering of students, especially in winter periods, and so encourage contact between them.
to the nest area followed the following principles: freedom and activity. College game and look as much as possible to life. The layout plan of the buildings do not follow a defined pattern or order. The three main teaching are: work, gardening and animal care. The kindergarten was organized within a walled enclosure as a series of open and closed spaces (all roofs because of weather), corresponding to the different training activities in the garden of culture, games and gymnastic exercise were the real heart.
Alongside these educational experiments were born in the suburbs of big cities so-called children's homes.
These facilities were created by the need to care for children Parents workers. Educational facilities of which were served were the playing, singing, prayer and other similar small tasks as their primary function was to care for them doing something useful.
The classrooms were large spaces occupied by two or three hundred children aged undifferentiated, mired in a stifling atmosphere and governed by one or more teachers who used all their energy in maintaining order.
In such circumstances arose and said the method of mutual learning, ie, the practice of using the best students to teach others. A typical school with this system was organized as follows, students (whose numbers could amount to hundreds with a single teacher for "a thousand disciples) were divided into" classes "or different groups reading and writing on the one hand, to the arithmetic for the other. The more able students in the class or class fraction (monitor) was instructed separately by the teacher, and in turn instructed the companions detailed and precise instructions.
From these experiences it was found in a typical classroom design 70 x 32 feet with a rectangular window that allowed the observation of external and in turn served as ventilation and lighting with benches for 12 students and a free space perimeter to form groups led by older children. These classrooms were just a single room where all students attend regardless of age (Salles d'asile "," Board of asylum "for educational purposes, without intent to impose the proper education.)
In the nineteenth century moral premium on education because they think education is power, and through the State education inculcates ideas: the educator possesses you.
are three educational elements: the spirit of discipline, adherence to social groups, the autonomy of the will. The school is the place to promote the spirit of discipline. It is a system of rules that must be met: to attend classes at set times, with a particular order, learn lessons, to work, etc. The student must respect the school rule as a necessary step to learn to restrain and mastered.
The school serves as society, only one student may be applied if the following school rules, just as it is a model citizen if they meet the moral standards of society. It should also be a space for freedom: not everything will be regulated.
who gives authority to the school rules is the master. This system led to the construction of schools organized in a longitudinal multi-storey block, with a wide corridor central and classrooms on both sides, in which only the inscription on the facade allowed distinguish a courthouse or a barracks.
Prussia which was devised by education and training standards were introduced in school infrastructure sanitary facilities, placing the light source to the left of the student and limit the number of pupils per classroom. Buildings were built increasingly compact and monumental received by critics nicknamed school barracks.
early twentieth century teaching methods through a period of evolution. In schools was introduced to the child in the knowledge of drawing, modeling or music and gymnastics used to promote the harmonious development of body and correct congenital physical defects. The hygienist was medicine who led the physiognomy of the classroom.
were published numerous treatises of hygienists on how the premises, lighting and sunlight, heating, ventilation and sanitary facilities. The classroom became more healthy. In modern
became effective education reform agenda through the concepts that have been: the spaces hygiene and contact with nature.
The school building is broken and acquires scale, usually from sixteen to twenty classrooms. Projected a body to the gym, auditorium and other common uses, linked also to be used by the community. The body of classrooms are grouped into a comb, ie, small flags lined up at an angle of 90o with respect to the main corridor. Each room had a patio terrace itself as an enabling educational use on sunny days. (Figure 2)
Its square shape allowed for more flexible employment and the lighting and ventilation were cared for and thanks to the height difference between classroom and corridor cross ventilation is achieved. But the major findings emerged typological around a theme: school outdoors.
Initially targeted at children were undernourished, anemic and prone to tuberculosis, its success helped to extend its deployment to the rest of the children. In these schools prioritized the environmental interaction with students, by, through her direct experience and not through books. Thus Johannes Duiker (1890 - 1935) in Amsterdam built his famous "Open Air School." Your organization in several plants comes from the ground up to release the built area. A corner terrace is oriented south accurate, according to treaties hygienists, this would better targeting of the classroom to avoid annoying sunlight. The classrooms are pentagonal, the teacher is located in one corner so that students receive light from all four directions. The thin skin of glass that separates the room and terrace is wide open, and so does the rest of the facades, extremely light and mobile.
Another example of integration of the classroom in the school nature outdoor Suresnes (France), architects Beaudouin and Lods. The group of classrooms was protected from the noise of the nearby road by a body of two floors with additional units and a nursery school.
This school, which served only children sickly, found its highest expression in the design of classrooms, arranged like islands in a garden. Three of its four walls were glass and could be folded manually, reducing to a minimum the border with nature. (Figure 3)
At this time the dark shadow of Nazism thought and official culture in Central Europe. Only after World War II, Europe would restore the pulse to initiate a second and final renewal of school space. In the postwar
pedagogy is the motor of change of school space in the light of a new emerging science, psychology. The importance of emotional and instinctive life para la educación, enunciada por Heinrich Pestalozzi y sus contemporáneos, se proyectó en la práctica pedagógica.
Experiencias pioneras como la de Maria Montessori, Ovide Decroly o Jhon Dewey se asimilaron al fin. Estas experiencias tenían su fin en la educación infantil, en el desarrollo integral del niño, diferenciando al niño del adulto, basándose principalmente en su: necesidad de acción, de afecto, de independencia, de espontaneidad, de juego, etc. Estamos refiriéndonos al desarrollo integral del niño el cual se le consideraba antes de estos, como un adulto en miniatura sin distinguir características peculiares del periodo infantil.
Los principios metodológicos that followed in the design stage can be summarized as follows: practical and accurate programming of work, education of the senses and language through the activity and work, freedom and spontaneity, structured environment (environment prepared by the child) attention to sensitive periods of child development, balance and order, work on practical everyday life.
Overall, the classrooms gradually lost its status of autonomous cells, but open to nature, to project into a reality more complex and educational space, linked by shared space in a formation known as a functional unit. One of the projects based on this pedagogy was mixed schools (for children 6 to 14) designed by the German Hans Scharoun (1893-1972).
This design differed fragmented horizontal and four "areas or circuits." Three of them were designed for as many age groups and level of intellectual development, with bright classrooms designed and specifically, the last Mobilize common experiences and regulating contact with the outside world of the family.
the education system in England was deeply renovated in 1944. The school building then experienced a considerable reduction in volume and and circulation areas. Schools benefited from the technological development of light industry during the war. Advances in assembly systems, plastic laminates, aluminum frame and light steel structures, found a new field of application.
Some years later, the international order imposed by the victorious countries, established after the war seemed to falter amid a stream of anti-authoritarian youth surveys that spanned half the world. West saw the generation called to take over power in rejecting the legacy value structure. Confidence in the educational system seemed to vanish and crisis that marked a turning point in the interpretation of contemporary education.
The evolution of school space has undergone a evident paralysis since. Contradicted predictions that thirty years ago claimed the death of the classroom, the school has been locked in spatial terms established during those years. Although sources have multiplied and learning scenarios, the contemporary school is still living in the embers of the modern movement. For better or worse, left campus for decades to be a testing ground for architects and educators, and only the future will determine whether this is a temporary parenthesis or final status.
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