Individual and collective scale in the complexity of school space. The Portuguese experience
DOI:
https://doi.org/10.19229/2464-9309/7122020Keywords:
school architecture, rehabilitation, methodology, complexity, multiscaleAbstract
The conception of the contemporary scholar space requires a whole set of aspects that confront opposite scales, by increasing the complexity of achieving systemic, balanced and, most important, clear results. To both fulfil the most recent pedagogical ideals, the functional needs, the social aspirations, and the incorporation of the (new) legal demands, bearing in mind the public investment restraining policy, it becomes a challenge even bigger, from which the political responsibility cannot stand apart. So, through the intervention developed by Parque Escolar on the grounds of rehabilitation of the scholar buildings in Portugal, it’s important to comprehend the dialogue between different scales from distinct environments (programmatic, educational, social and infrastructural), defending this operation as a paradigmatic response to the multi-scale complexity.
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