Analysis support for the design process of school buildings

Abstract

This paper presents an analysis procedure to improve school design. The procedure uses design parameters, precedent examples and comparisons for a Brazilian context. A literature review on methods and tools to analyse and evaluate architectural school design projects was undertaken. Three methods were singled out to structure the procedure. Design parameters were selected specifically for the Foundation for Educational Development (Fundação para o Desenvolvimento da Educação - FDE). The FDE manages over 5,000 public (non-private) school buildings in the State of São Paulo, Brazil. The literature on school architecture supplied the precedent examples. The procedure contains a structured design analysis method based on design parameters and comparisons between precedents and local design solutions. Tests on 34 design proposals brought to light important parameters for school design and decision-making was more transparent and efficient. The procedure broadens reflections on multidisciplinary aspects of the contemporary school environment and is seen as a design process tool for various contexts to inspire school architecture with users and learning in mind.

Adaptability of Primary and Middle Schools to Post-Pandemic Reuse - A Discussion in the Context of Flexibility

“…In light of Covid-19, to meet social distance requirements, the potential of expandability of classrooms is examined while keeping the number of teachers, number of students, minimum number of classrooms, and building envelopes as constants. Figure 1 illustrates different plan layouts of educational buildings derived from various sources (de Graça, 2007;Dudek, 2007;Pereira et al, 2018).…”

“…Figure 1. Various plan layouts of educational buildings (de Graça, 2007;Dudek, 2007;Pereira et al, 2018).…”

Edifício Escolar Voltado Às Inteligências Múltiplas E Às Metodologias Ativas

“…A nova dinâmica na educação, com maior diversidade e complexidade nas práticas pedagógicas, não pode mais ser reduzida ao ambiente escolar configurado para uma formação em massa, com salas de aula dispostas ao longo de um corredor, com poucos espaços especializados para atividades diferenciadas (PEREIRA et al, 2018). Infelizmente, verifica-se que a transformação deste modelo escolar obsoleto ocorre muito lentamente, apesar da emergência da mudança (SQUAIELLA; RIGHI, 2019).…”