© María González

(María González)

建筑师的描述。

Description by the architects.

作为公共空间设计指南的儿童民族志探索

A Escala: Children's ethnographic exploration as a design guide in public space

Fonart项目"A比额表"从调查、探索和实施建筑参与性设计的新进程的倡议产生，目的是让用户参与公共空间的建设。

The Fondart project 'A Scale' arises from the initiative to investigate, explore and implement new processes of participatory design in architecture with the aim of involving the users of the construction of their public space.

 © María González

(María González)

通过一个由两名建筑师和两名社会科学家组成的多学科小组，与儿童和教育方面的研究相联系，进行了为期6个月的民族志研究，以便观察儿童在各种情况下单独和集体地与公共空间联系时的话语和做法。观察组由智利圣地亚哥两所混合公立学校的幼儿园儿童组成，这两所学校位于La Cisterna和Recoleta镇。

Through a multidisciplinary team formed by two architects and two social scientists linked to research in childhood and education, 6-month ethnographic research was carried out, in order to observe the discourses and practices of children when they relate individually and collectively with the public space in various situations. The observed group was made up of kindergarten children from two mixed public schools in Santiago de Chile, located in La Cisterna and Recoleta commune.

 Collage. Image Cortesía de Danae Santibáñez

拼贴。图像Cortesía de Danae antibáez

 Axonometric

Marcela Paz学校/Recoleta，智利圣地亚哥

Marcela Paz School / Recoleta, Santiago de Chile

在雷科莱塔学校的娱乐活动中，孩子们并没有如此强烈地感受到教师的外表和控制。相反，从我们的角度来看，这种感觉是教师之间和男孩与女孩之间的分裂和原子化空间的结构。教师几乎没有干预学生的游戏，同时，缺乏关于成人存在于儿童生活中的话语不断流传。

During the moments of recreation in the Recoleta School, the look and control of the teachers were not perceived with such intensity by the children. Rather, the feeling, from our perspective, was the configuration of a divided and atomized space among teachers and between boys and girls. The teachers almost did not intervene in the student's games, at the same time, the lack of discourse about the presence of adults in the lives of children constantly circulated.

 © María González

(María González)

民族志的结果导致了一项具体的建议，力求以一种特殊的方式对在每一种情况下所观察到的条件作出反应。在建筑方面，建议使用1.6×1.6米的初始木模，提高其建设效率，并减少干预措施的总费用。该模块的选择，通过其重复和变化，使我们能够提供两个响亮有力的答案；由相同的过程(和研究方法)，但完全不同的配置和具体的每一种情况。

The results of the ethnography led to a material proposal that seeks to respond in a particular way to the conditions observed in each of the contexts. For its construction, the use of an initial wooden module of 1.6 x 1.6 meters was proposed, increasing its constructive efficiency and reducing the total cost of interventions. The choice of this module, through its repetition and variation, allows us to deliver two resounding and powerful answers; resulting from the same process (and research methodology), but with completely different configurations and specific to each case.

这项干预努力将教师和儿童纳入一个集中和受保护的空间，作为所有用户的免费拨款平台。在恶劣条件下，游戏的分散性是在一个围绕沙坑旋转的中央木质广场上重新设计的，其中包含了试图在玩耍时让老师参与的长凳。此外，垂直的半透明面板几乎可以关闭空间，但反过来连接它与其余的露台。这个新的“核心”被一条将其纳入现有游戏和循环的路径所跨越。

The intervention seeks to integrate teachers and children in a concentrated and protected space, which functions as a free appropriation platform for all its users. The dispersion of games in poor condition is reformulated in a central wooden square that revolves around a sand pit, incorporating benches that seek to involve the teachers at the time of play. In addition, vertical translucent panels are available that virtually close the space, but which in turn connect it with the rest of the patio. This new "core" is crossed by a path that incorporates it into existing games and circulations.

 © María González

(María González)

 Opening. Image © José Tomás Franco

开场。图像(JoséTomás Franco)

 Opening. Image © José Tomás Franco

开场。图像(JoséTomás Franco)

Architects Danae Santibáñez, José Tomás Franco

Location Diego Silva Henríquez 1107, Recoleta, Región Metropolitana, Chile

Category Kindergarten

Design team AEscala

AEscala Architects Danae Santibáñez, José Tomás Franco

AEscala Philosopher and Educator María Jesús Montecinos

AEscala Psychologist Lucas Sánchez

Financing FONDART: Chilean Cultural Fund

Area 38.0 m2

Project Year 2017

Photography María González, José Tomás Franco, Courtesy of Danae Santibáñez

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