© Pedro Napolitano Prata

佩德罗·纳波利塔诺·普拉塔

架构师提供的文本描述。在一项教学建议中，课堂是对学生的支持，而不是它的容器，希望学校通过对个人的全面看法来构建它的教育学。身体、情感、社会、文化、身体、创造性、直觉和精神方面与理性智力一样重要。除了学科的内容，理解儿童的愿望和能力是用来重组和巩固儿童的学习。

Text description provided by the architects. With a teaching proposal where the classroom is a point of support for the student and not its container, Wish School builds its pedagogy through an overall view of the individual. Physical, emotional, social, cultural, corporeal, creative, intuitive, and spiritual aspects are as important as the rational intellect. Beyond the content of the disciplines, understanding the child's wishes and abilities are used to reframe and firm the child learning.

 Lower Floor Plan

低层平面图

 © Pedro Napolitano Prata

佩德罗·纳波利塔诺·普拉塔

 Upper Floor Plan

上层平面图

该项目过程是与用户一起开发的，目的是寻求解决方案，使新大楼反映学校的理念。为了了解这种教学方法所涉及的复杂交互作用，Caio Vass o与建筑师、学生和教育家实现了动态。因此，我们不仅创建了一个实用和实用的问题的全景图，而且还创造了感官期望的全景图。有抽象的，有文字的；有时无法实现，有时准确可行。

The project process was developed together with the users, in the search for solutions to make the new building reflect the school's philosophy.In order to understand the complexity of interactions involved in this teaching approach, dynamics were realized by Caio Vassão with architects, students, and educators.Thus, we created not only a panorama of practical and functional questions to be addressed but also of sensorial expectations, some abstract, some literal; sometimes unrealizable, sometimes accurate and feasible.

 © Pedro Napolitano Prata

佩德罗·纳波利塔诺·普拉塔

该遗址有两个相连的棚屋，建在一个前面15米、深度50米的地形上，已经进行了不同的改革，并为不同的用途提供了庇护。以共存与中介相结合的教学手段，对产业类型学进行更新是必要的。

The site contained two connected sheds, built in a terrain with 15 meters of front and 50 of depth, which had already undergone diverse reforms and sheltered different uses. It was necessary an intervention to update the industrial typology in a device of teaching by the coexistence and mediation.

 Exploded Axonometric

爆炸轴测

我们把楼面平面图作为一个由收缩和扩张区组成的区域，其中有边界和边界，但它们是脆弱的，允许和鼓励越轨，催化想象性的占有，理解儿童是一个活跃的主体和空间变形者，走廊作为唯一功能是来来去去的不断运动的空间，并不存在。所有的环境都是正规课堂的扩展，有利于知识的同化。因此，为了从一个点到另一个点，可以选择不同的路径，不同的交互，选择什么找到什么，什么不是。

We approached the floor plan as a territory composed of contraction and expansion zones, in which there are frontiers and borders, but they are tenuous, allowing and encouraging transgression, catalyzing imaginative appropriation, understanding children as an active subject and space transformers.The hallways, as spaces whose only function is the continuous movement of come and go, do not exist. All environments are expansions of formal classroom and propitious to the assimilation of knowledge. Consequently, to get from one point to another, it is possible to choose different paths, different interactions, choose what to find and what not. 

建筑物的纵向整合，毗邻的地段，要求天顶开口和切割板，以提供优质的光到底层，总是连接到垂直循环。使用不同的材料作为隔板，可以根据不同程序的需要，改变光线过滤。随着隔断的完成，货架根据房间的占用给房间提供了较少或更多的隐私。

The longitudinal conformity of the building, adjacent to the neighboring lot, required zenith openings and cuts in the slabs to provide quality light to the ground floor, always linked to the vertical circulations. The use of different materials as partitions allowed variation of the light filtering, suiting to the different program’s needs.Complementary and associated with the partitions, the shelves give less or more privacy to the rooms according to their occupation.

 Cross Section

主要边缘由两种类型的房间组成：有固定和半透明封条的房间；还有那些隔开空间的可移动面板。这些面板作为对周围活动的支持，作为壁橱、书架、背包、仪器等的支撑。随着移动，它们周围空间的结构发生了改变。扩大周围地区的教室，扩大到接受活动，与更多的互动和收缩的内省。

The main edges are composed of two types of rooms: the ones with fixed and translucent seals; and the ones with movable panels that delimit the space.The panels perform as support for the activities that take place around them, serving as a closet, bookshelf, support for backpacks, instruments, among others.By being moved, the configuration of the space around them is changed, expanding the classroom for the surrounding areas.They expand to receive activities with more interaction and contract for the introspective ones.

 © Pedro Napolitano Prata

佩德罗·纳波利塔诺·普拉塔

教室被看作是周围环境的支撑点，就像学生进入学校时的避风港一样。它们有一个非正交的设计，产生的变化在它们的边缘展开，这些空间是连续的和不同的，没有明显的区别，有明确的用途。总结起来，正规的学习空间和非正式的学习空间、房间及其相邻的空间各有其特点，目的在于满足开放教学环境的多样化需求。

Classrooms are seen as supporting points for the surroundings, something like a safe haven for the student’s drift into the school. They have a non-orthogonal design, generate inflections that unfold, at their edges, spaces that are both continuous and distinct, without clear discrimination, delimited uses.Summed up, formal learning spaces and informal learning spaces, the rooms and their contiguous space, each with its characteristics, aim to meet the diverse demands of open pedagogical environments.

 Initial Axonometric Sketch

初始轴测素描

一项由办公室通过视频拍摄对后职业进行分析的调查显示，学生和教育工作者在不同的活动中占用了不同的空间：讲座在教室外进行，孩子们在房间里进行研究，有人在长凳上下棋，女孩在楼梯下做隐藏的阅读，在坡道上举行的一次沙龙会议或在自助餐厅餐桌上举行的教师会议。它们验证了该项目作为拨款和工具的催化剂，使学生面临集体生活的内在冲突。

A survey done by the office through video capture to analyze the post-occupation, shows the appropriation of different spaces by students and educators for different activities: lectures take place outside the rooms, groups of children develop a research in the room, someone plays chess on the bench, a girl does a hidden reading under the stairs, a sarong on the ramp or a teachers' meeting at the cafeteria tables. They validate the project as a catalyst for appropriations and instrument that exposes students to the inherent conflicts of collective living.

Architects Garoa

Location Rua São Gil, 159 - Tatuapé, São Paulo, Brazil

Authors Alexandre Gervásio, Erico Botteselli, Lucas Thomé, Pedro De Bona

Area 1166.0 m2

Project Year 2016

Photographs Pedro Napolitano Prata

Category Adaptive Reuse