Adapting existing school buildings to new pedagogical approaches
DOI:
https://doi.org/10.22320/07196466.2025.43.067.01Keywords:
architectural design, interior design, furniture, assembly, refunctionalizationAbstract
The changes in teaching methods currently being discussed, whether in Uruguay, Latin America, Europe, or the United States, demand a new spatial paradigm different from the traditional conception of a school. Faced with this scenario, it seems necessary to offer intervention models for existing buildings that respect economic and sustainability restrictions and respond to the changes of this new pedagogical agenda, facilitating and promoting the implementation of these educational innovations that school scenarios can often limit. This article aims to identify and analyze modes of intervention in existing school buildings based on manipulating the interior space as a strategy where design and architecture interact. In each case, the emphasis is placed on the systematization of architectural project strategies as tools needed for the architect's intervention in their interactions with the educational communities and project teams. Three basic approaches have been identified: manipulation of boundaries, insertion of macro-object(s), and reorganization based on the shape and arrangement of furniture.
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