Cortesía de Solis Colomer arquitectos

Cortesía de Solis科伦埃

架构师提供的文本描述。圣费利佩·钦拉学校是基切“Nebaj学校”项目的7所学校之一。该项目是韩国国际协力团(韩国国际协力团)的一笔赠款，旨在使危地马拉高地和其他地点贫困地区的教育设施显赫起来。

Text description provided by the architects. San Felipe Chenla School is one of the 7 schools that are part of the "Schools Nebaj" program in Quiché. This project is a grant from the International Cooperation Agency of Korea (KOICA), which seeks to dignify educational facilities in needy areas in the Guatemalan highlands and other locations.

 Cortesía de Solis Colomer arquitectos

Cortesía de Solis科伦埃

该项目的目的是在现有教育设备中增加一个新的教室单元，使教室单元处于退化状态。这项新的干预措施旨在为大多数教育设施质量要求最低的地区的教育提供新的视角。

The project was to insert a new module of classrooms in existing educational equipment, which had classrooms modules in a degenerative state. This new intervention seeks to give a new perspective to education in areas where the majority of educational facilities are made with the minimum of quality requirements.

 Cortesía de Solis Colomer arquitectos

Cortesía de Solis科伦埃

基切地区具有玛雅文化遗产的特点，其居民可阅读用于穿衣、切割和调和的组织，这些组织的颜色因居民优先的地理区域而异。同样，高地地形具有独特的特征，这可以从各种自然剖面中看到，这些自然剖面是在危地马拉全境从北到南形成的。这些特征是圣费利佩·钦拉学派的起点，它寻求一种三种不同语言的建筑构图：构造运动、回飞区和地形图。

The Quiché area is characteristic for possessing a Mayan cultural legacy, which is readable in its inhabitants for the tissues used in dressing, cutting and huipil, which have a characteristic color that varies depending on the geographic area where the inhabitant precedence. Similarly highland topography has unique characteristics which can be seen in the various natural profiles that are formed as the Cuchumatanes develops from north to south throughout Guatemala. These features were the starting point of the school of San Felipe Chenla, which seeks an architectural composition with three different languages: the tectonics, the huipil and the topography.

在6.25m调制的几个裸露混凝土垂直平面上总结了基础建筑结构，确定了不同模块教室的空间。材料和施工系统的选择反应了建筑要求的速度和混凝土这样的材料与Nebaj环境的关系：寒冷的建筑似乎与该地区的绿色环境和不同的房屋不一致。然而，天气是寒冷和雾定期，使模块淹没和部分直接的背景。

The basic building construction is summarized in several vertical planes of exposed concrete modulated by 6.25 m, which define the space in which the different modules classrooms are contained. The choice of materials and construction system responded to the speed of construction requirements and the relationship that a material like concrete can have with the context of Nebaj: a construction in cold appearance would seem an anomaly with the green surroundings and the different houses in the area. However, the weather, which is cold and misty regularly, makes the module mimetize and part of the immediate context.

 Cortesía de Solis Colomer arquitectos

Cortesía de Solis科伦埃

我们希望把作为居民服装必要部分的装饰品这个围护系统是由一个滑动门系统组成的，它有多个功能，一个二元性：第一个是巩固建筑物，定义它，另一个是将它解放成Cuchumatane的景观。为了支持围护系统，选择了家具鼓励每一个不同的阶级组成的建筑物。

We wanted that the huipil, an ornament, which is a necessary part of the dress of the inhabitants, be translated into the concrete skeleton fences, cheering and making the same relationship with both the dress color of the inhabitants as to vegetation site. This enclosure system consists in a sliding door system that has a doble function, a duality: the first is to consolidate the building, defining it, and the other is to liberate it into the landscape of the Cuchumatanes. To support the enclosure system, the furniture was chosen to encourage each of the different classes that make up the building.

 Cortesía de Solis Colomer arquitectos

Cortesía de Solis科伦埃

 Cortesía de Solis Colomer arquitectos

Cortesía de Solis科伦埃

最后，我们想要创造一个地形与建筑对象的关系。

Finally, we wanted to create a relationship of topography with the architectural object.

 Cortesía de Solis Colomer arquitectos

Cortesía de Solis科伦埃

这是通过改变第二层的表面形貌来实现的，造成了板坯的不均匀，这使用户感觉到在不规则地形的地区移动的类似体验。

This was achieved by modifying the surface topography of the second level, creating unevenness in the slab, which makes the user feel a similar experience of moving in an area with irregular topography.

因此，该项目实现了地形、文化和用户之间的关系，从而提高了被忽视地区对教育设施的认识。

This project achieves therefore a relationship between topography, culture and the user, and in turn increases the perception of educational facilities in a neglected area.

 Cortesía de Solis Colomer arquitectos

Cortesía de Solis科伦埃