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O equipamento de ensino como elemento qualificador no lugar
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O trabalho aborda o bairro Chicala de Luanda e propõe a ideia de uma Escola secundária com características integradoras, acessíveis e aberta à comunidade. O projeto situa-se num território de matriz residencial, um musseque no coração da cidade, com malha urbana informal, infraestruturas deficientes ou inexistentes além de edificações inadequadas. A educação em geral, e os espaços de ensino em particular desempenham um papel significativo no desenvolvimento cívico e cultural da sociedade, pois visam desenvolver o ser humano valorizando as suas potencialidades. A educação, portanto, não se restringe à escola. Nos países em desenvolvimento, os espaços de ensino são insuficientes, e agregado ao facto de existir um grande número de jovens com necessidades educacionais e de preservação de um legado cultural, gera-se um contexto para a criação de espaços de ensino mais criativos, inclusivos e qualificadores do lugar.
O trabalho é dividido em duas partes, na parte analítica abordam-se as questões do Ensino e Arquitetura Escolar, assim como o Lugar cujas complexidades e complementaridades foram usadas como base na definição espacial e programática. Desta forma, o equipamento de ensino proposto estabelece uma relação significativa com a envolvente. A problemática estudada por Saviani nos anos 70 permite compreender o paradigma em análise. No estudo, verificou-se que grande parte dos jovens abandonava as escolas, alguns em situação de analfabetismo. Foram analisadas as relações entre arquitetura e ensino através do estudo de Kowaltowski, assim como a relação entre democracia e educação num contexto onde ainda se procura estabelecer o direito à cidade, à educação e moradia, onde um passado colonial, de guerra civil e disparidades sociais ainda coexistem com as esperanças mais contemporâneas do público.
A síntese projetual é desenvolvida em três níveis, urbano, arquitetónico e artístico. A Nível urbano, elabora-se um plano de pormenor, com novos alinhamentos, infraestruturas, áreas verdes, relacionando-se com o lugar, a escola e a história. A nível arquitetónico propõem-se além da escola, equipamentos religiosos, culturais e espaços polivalentes. A nível artístico manteve-se algumas paredes das antigas construções usadas como elementos saudosistas nos espaços públicos.
This paper addresses the Chicala neighbourhood of Luanda and proposes the idea of a secondary school with integrative characteristics, accessible and open to the community. The project is located in a residential area, a musseque in the heart of the city, with an informal urban network, poor or non-existent infrastructure and inadequate buildings. Education in general, and teaching spaces in particular, play a significant role in the civic and cultural development of society, as they aim to develop human beings by valuing their potentialities. Education, therefore, is not restricted to school. In developing countries, teaching spaces are insufficient, and added to the fact that there are a large number of young people with educational needs and preservation of a cultural legacy, a context is generated for the creation of more creative, inclusive and place-qualifying teaching spaces. The work is divided into two parts, in the analytical part the issues of Teaching and School Architecture are addressed, as well as the Place whose complexities and complementarities were used as a basis in the spatial and programmatic definition. In this way, the proposed teaching equipment establishes a significant relationship with its surroundings. The problem studied by Saviani in the 1970s enables us to understand the paradigm under analysis. In the study, it was found that a large number of young people were dropping out of school, some of them in an illiterate situation. The relationship between architecture and teaching was analysed through the study by Kowaltowski, as well as the relationship between democracy and education in a context where the right to the city, education and housing is still being sought, where a colonial past, of civil war and social disparities still coexist with the more contemporary hopes of the public. The project synthesis is developed on three levels, urban, architectural and artistic. At the urban level, a detailed plan is drawn up, with new alignments, infrastructures, green areas, relating to the place, the school and the history. At the architectural level, in addition to the school, religious and cultural facilities and multi-purpose spaces are proposed. On an artistic level, some of the walls of the old buildings used as nostalgic elements in public spaces were kept.
This paper addresses the Chicala neighbourhood of Luanda and proposes the idea of a secondary school with integrative characteristics, accessible and open to the community. The project is located in a residential area, a musseque in the heart of the city, with an informal urban network, poor or non-existent infrastructure and inadequate buildings. Education in general, and teaching spaces in particular, play a significant role in the civic and cultural development of society, as they aim to develop human beings by valuing their potentialities. Education, therefore, is not restricted to school. In developing countries, teaching spaces are insufficient, and added to the fact that there are a large number of young people with educational needs and preservation of a cultural legacy, a context is generated for the creation of more creative, inclusive and place-qualifying teaching spaces. The work is divided into two parts, in the analytical part the issues of Teaching and School Architecture are addressed, as well as the Place whose complexities and complementarities were used as a basis in the spatial and programmatic definition. In this way, the proposed teaching equipment establishes a significant relationship with its surroundings. The problem studied by Saviani in the 1970s enables us to understand the paradigm under analysis. In the study, it was found that a large number of young people were dropping out of school, some of them in an illiterate situation. The relationship between architecture and teaching was analysed through the study by Kowaltowski, as well as the relationship between democracy and education in a context where the right to the city, education and housing is still being sought, where a colonial past, of civil war and social disparities still coexist with the more contemporary hopes of the public. The project synthesis is developed on three levels, urban, architectural and artistic. At the urban level, a detailed plan is drawn up, with new alignments, infrastructures, green areas, relating to the place, the school and the history. At the architectural level, in addition to the school, religious and cultural facilities and multi-purpose spaces are proposed. On an artistic level, some of the walls of the old buildings used as nostalgic elements in public spaces were kept.
Descrição
Palavras-chave
Espaço público Escola Lugar Comunidade Chicala
Contexto Educativo
Citação
Editora
Faculdade Arquitetura, Universidade Lisboa