架构师提供的文本描述。布拉姆夏普弗雷尔中学位于里斯本庞廷哈历史中心的边缘。该遗址面积约为17.380平方公里，地势更加突出。这所学校是庞廷哈的城市结构的一部分，除了它的北边界，面对一个未建的山谷。这所学校最初建于1986年，共有5座标准预制展馆-中央一层，四层两层。这些展馆是沿着东西向的轴线组织起来的，由有盖的人行道连接.现有的学校包括一个体育馆和一个较低层次的室外操场，并且与建筑物非常分离。

Text description provided by the architects. The Braamcamp Freire Secondary School is located at the edge of the historical centre of Pontinha, Lisbon. The site has approximately 17.380 sq mt and borders an accentuated topography. The school is part of Pontinha’s urban fabric with the exception of its north boundary that faces an unconstructed valley. The School was originally built in 1986, with 5 standardized prefabricated pavilions – a central one with a single storey and four two storey pavilions. These pavilions were organized along an east-west axis, connected by covered walkways. The existing school included a gym as well as an outside playground at a lower level and very disconnected from the buildings.

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该大楼的修复项目是葡萄牙“中学现代化方案”的一部分，该方案自2007年以来一直由埃斯科拉尔环境保护署执行。该方案的目标是重组学校空间，阐明其不同的职能领域，并向当地社区开放这些学校。

The rehabilitation project of the building was part of the Portuguese “Modernization of Secondary Schools Programme”, which has been implemented by the Parque Escolar E.P.E., since 2007. The Programme’s objective is to reorganize schools spaces, to articulate their different functional areas and to open these schools to their local communities.

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该项目建议将分散的展馆类型重组为一个单一的建筑，通过内部流通空间将所有展馆连接起来。这些新建筑是作为连接现有展馆的纽带而建造的。该方案的结构是一条学习街道，是贯穿各建筑层和楼层的一条连续的道路。这些途径包括一系列的内部空间，提供不同的非正式学习机会。因此，学习街阐明了学校的各种方案。这些道路上有一些社会领域，积极促进学生、各种教育方案和学校社区之间的互动。

The project proposes to restructure the dispersed pavilion typology into one single building, to connect all the pavilions through interior circulation spaces. The new buildings are built to work as a link in between the existing pavilions. The programme is structured as a learning street and a continuous path throughout the various building levels and floors. These pathways consist in a succession of several interior spaces, offering different informal learning opportunities. The learning street therefore articulates the various programmes of the school. The pathways are punctuated with social areas which actively contribute to interactions between students, the various educational programmes and the school community.

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学校是围绕一个中心开放空间，一个“学习广场”，扩大了“学习街”作为学校的外部社会中心空间。广场与游乐场区域的关系与现有的自然景观和地形有很强的关系。广场是开放的圆形剧场，连接着学校操场北部的操场。这座竞技场位于新教室的下面，由一系列被刺穿的混凝土墙支撑着，学生们可以在里面穿行，也可以把它们当作坐、说、玩的地方。

The school is structured around a central open space, a “learning square” that expands the “learning street” as an outside social central space of the school. The square’s relationship with the playground areas provides a strong relationship with the existing natural landscape and topography. The Square is open as an amphitheater connecting it to the playgrounds in the northern part of the school grounds. This amphitheater is below the new classrooms building supported by a series of punctured concrete walls allowing students either to walk through them or to use them as places to sit, talking and playing.

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学校的外墙主要由裸露的混凝土和预制混凝土组成，以尽量减少维修费用。这些混凝土面板的设计经过精心设计，以充分反映每个立面的太阳能方向。

The facades of the school are essentially constituted in exposed in situ concrete and prefabricated concrete elements, to minimize maintenance costs. The concrete panels were carefully designed to respond adequately to each façade’s solar orientation.

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在室内空间中，选择了足够的耐火材料进行密集使用，维护费用非常低。多用途大厅有木桩和音响板。循环空间墙体主要采用混凝土隔音砌块。社交空间以鲜艳的颜色呈现为利基。

In the interior spaces, adequate resistant materials were chosen for an intensive use and very low maintenance costs. The multipurpose hall has timber studs and acoustic panels. The circulation spaces walls are mainly done with concrete acoustic blocks. The social spaces present themselves as niches in bright colors.