Brutalismos educativos.La arquitectura como nueva psicogeografía social

  1. Patricia de Diego Ruiz
Journal:
Proyecto, Progreso, Arquitectura

ISSN: 2173-1616,  2171-6897

Year of publication: 2017

Issue Title: Arquitectura escolar y educación

Issue: 17

Pages: 84-99

Type: Article

DOI: 10.12795/PPA2017I17.06 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Proyecto, Progreso, Arquitectura

Abstract

Beside the successful prefabricated Hertfordshire schools in Great Britain during the mid-twentieth century, the architects that were associated with the New Brutalism were reclaiming the role of architecture as a mediator in the relationship of the child within the environment and the community in which he lives. Their understanding of architecture as a new urban landscape built, in which everyday living unfolds, led them to a design approach that focuses fundamentally on the generation of architectural form derived from the specific functional, playful and mental necessities of those who use it. Its particular way of materialising and its specific manner of implementation in a given location are considered as imperative actions, which must arise ad hoc in every case, and will determine the running of educational complexes as real integrated living spaces.

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donde imparte docencia en 2001–2003 y 2005–2006. Doctorado Internacional en Proyectos Arquitectónicos por la Universidad Politécnica de Madrid “Entre tradición y transición. Génesis y cambio en la arquitectura del Nuevo Brutalismo”. Becas y Estancias Internacionales de investigación en Gran Bretaña. Miembro del Grupo de Investigación Paisaje Cultural de la U.P.M. con participación en proyecto competitivo del Plan Nacional I+D+i. Ha publicado artículos en revistas como En Blanco, Cuaderno de Proyectos Arquitec-tónicos, Colecciones de la Universidad de Deusto y escrito capítulos en libros varios.

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