23 SES 14 B, The Contribution of the Physical Learning Environment to Educational Innovation and Change
This paper discusses recent interventions on Portuguese schools by a Sate-owned company (Parque Escolar) relating architectural proposals to educational policies and didactic practices. To understand and problematize new interventions we have to analyse the first project (the old school), that constitutes an important political, architectural and pedagogical legacy. This legacy is relevant in the redesign because form of space relates strongly to function. So, the problem is how to renovate schools built previously for precise educational policy? Our research on the architectural history of the lyceum (Moniz, 2007) and on some of the 100 buildings already modernized (Moniz, 2019, 2012), tell us that it is quite difficult to change classrooms, the formal educational space, but quite interesting to innovate within informal educational spaces, such as courtyard, corridor, library, hall or entrance. We present the case study of the “pavilon schools” built in the 1960s and the project developed by Parque Escolar for some buildings of this typology. We might conclude that when we renovate a school, we should renovate the educational practice, trying to integrate also its didactics legacy. We understand that a school is a product of a trilogy constituted by Educational Policy, Architectural Project and Didactic Practice.
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