Rehabilitation of School Buildings in Portugal: An Articulation Between Different Pedagogic Dimensions

Santos André, Filipa Bruna, Albuquerque Catarina, Costa Jéssica, and Barros Leonardo

Faculty of Architecture, University of Porto, Porto, Portugal

Abstract: The present article develops considering a strategy of intervention on Portuguese public school buildings. Intervening exclusively on preexisting (school) buildings, this methodology proposes the survival of school heritage, which was degraded and obsolete, renovating the structure, infrastructuring the spaces, and, mainly, modernizing the performance, especially with the introduction of an ideal of informal education. The convocation of the learning street concept constituted one of the significant inputs for the implementation of new learning and socialization spaces, affirming an identity intrinsically correlated with inclusion and cultural pluralism. The school institution, as a public entity, should provide the insertion and adaptation of new spaces, fostering accessible activities to the community. Overcoming the intrinsic condition that correlates school and pedagogical curriculum, it intended to develop other pedagogical dimensions, affirmed in this context of the school architecture rehabilitation, from the pedagogy in the attitude of rehabilitation, the pedagogy of inclusivity, the pedagogy of participation and commitment between the various actors and agents of the community and, finally, the pedagogy from the rehabilitation of building on a systemic and structured program. In this sense, the school is refounded on the buildings of the past, reinventing itself for contemporaneity, based on social and pedagogical values.

Key words: school architecture, rehabilitate, pedagogical expression, multidisciplinary, social