Casa Fundamental是一所幼儿园和小学。它被设想为一个 “教与学的空间，基本上是社交、教育辩论、学术严谨、教学实验、更仔细和亲切的关系”，正如创始人-教育家所说。学校的建筑项目是与寻找创新的教育方案同时进行的，这些方案将空间视为教学过程中的一个积极因素，如Loris Malaguzzi和Reggio Emilia网络、Herman Hertzberger和蒙特梭利学校、AltSchool和研究人员Doris Kowaltowski。
Casa Fundamental is a kindergarten and elementary school. It was conceived to be a space for “teaching and learning, essentially for socializing, educational debate, academic rigor, pedagogical experimentation, more careful and kind relationships”, as the founders-educators put it. The school’s architectural project was developed simultaneously with the search for innovative educational proposals that consider space as an active element of the teaching and learning process, such as Loris Malaguzzi and the Reggio Emilia network, Herman Hertzberger and Montessori schools, AltSchool and researcher Doris Kowaltowski.
与Castelo社区和当地社区的融合是学校的支柱之一，学校将公共广场Manoel de Barros作为与学生进行外部活动的场所。该项目提出的内部广场被认为是街道的延续，是学校的衔接空间，是学校社区–学生、家长和教育工作者–以及邻居和附近居民的集体生活环境、社交、游戏和各种活动的场所。该项目被安置在一个现有的仓库，配置了一个从工业到教育用途的转变。这是一个非常规的选择，但具有有趣的特点，因为它是一个宽阔的空间，高天花板，空间小。为了解决温度、照明和声学的关键条件，对现有结构进行了干预，用穿孔砖和cobogó取代密封材料，创造新的开口，增加天窗，并在屋顶上进行热声爆破。
Integration with the Castelo neighborhood and the local community is one of the pillars of the School, which incorporates the public square Manoel de Barros as a place for external activities with students. Considered as a continuity of the street, the internal square proposed in the project is the articulating space of the school, the collective living environment, socialization, games, and various events for the school community – students, parents, and educators – as well as neighbors and inhabitants of the neighborhood. The project was settled in an existing warehouse, configuring a transformation from industrial to educational use. An unconventional choice but with interesting characteristics because it is a wide-open space, high ceilings, and little space. To solve the critical conditions of temperature, lighting, and acoustics, the existing structure was intervened with the replacement of sealing materials by perforated tile and cobogó, the creation of new openings, the increase of zeniths, and a thermo-acoustic blasting over the roof.
考虑到工业化系统的优势，采用了干式建筑解决方案，如简化装配和更快的执行，更清洁和更有组织的施工现场，促进工人的安全。所采用的建筑元素是组成结构的层压钢型材、作为板系统的墙板、干墙和细木工制品，以及用于垂直隔断和封闭的金属加工解决方案。因为它们是模块化的，所以也有利于未来的灵活性。
A dry constructive solution was adopted in view of the advantages that the industrialized system allows, such as simplified assembly and faster execution, a cleaner and more organized construction site, promoting greater worker safety. The constructive elements adopted were laminated steel profiles to compose the structure, Wall Panels as a slab system, Drywall and joinery, and metalworking solutions for vertical partitions and closings. Because they are modular, they also facilitate future flexibilities.
在学校空间和学习过程中，学生的自主性都被放在首位。出于这个原因，该项目重视透明度和整合，提出了一个关系空间–在美学和性能方面的整合，以及各功能区之间的流动性。为了在面对全年变化的教学动态时提供灵活性，可容纳20名学生的教室是开放的，并拥有70平方米的大空间，可以进行各种布局配置。内侧有白板的滑动门沿着同一轨道运行，改变了进入房间的方式或完全打开。
Student autonomy is prioritized both in relation to the school space and in the learning process. For this reason, the project values transparency and integration, proposing a relational space – integrated in terms of aesthetics and performance, with fluidity between the functional areas. To provide flexibility in the face of teaching dynamics that change throughout the year, the classrooms for 20 students are open and have a large space of 70m2 for various layout configurations. Sliding doors, with a whiteboard on the inside, run along the same track, varying the ways of accessing the room or opening completely.
设计有脚轮的家具允许几种同时进行的教学模式，多样的姿势和学习方式。既有鼓励小组工作的设备，如迷你看台，也有孩子回忆的可能性，如壁龛。每个房间都有自己的图书馆、更衣室、卧榻、地毯、桌子、镜子、长凳和水槽。
The furniture designed with casters allows for several simultaneous teaching modalities, varied ways of posture and learning. There are both devices that encourage group work, such as mini bleachers, as well as the possibility of the child’s recollection, such as the niche. Each room has its own library, dressing room, ottomans, carpet, tables, mirrors, bench and sink.
在材料和颜色上特别注意，因为它认识到了多感官空间的重要性，以及对身体使用的调查。新的基础设施是用各种材料和质地建造的：木材、水泥、铁、丝印瓷砖、玻璃纤维，以及适度的颜色，使空间对儿童有吸引力，但又不过分。我们决定保留所有的装置，以及棚子的原始方面，例如刚刚刷过油漆的混凝土块墙的纹理，以及刮掉覆盖在上面的油漆后恢复的工业大理石地板。
Particular care was taken with the materials and colors as it recognized the importance of the multisensorial space and the investigation with the use of the body. The new infrastructure is built with a variety of materials and textures: wood, cement, iron, silk-screened tile, fiberglass, and a palette of moderate colors that leaves the space inviting for children without overdoing it. It was decided to leave all the installations visible, as well as original aspects of the shed, such as the texture of the concrete block walls that were just painted and the industrial marble floor recovered with the scraping of the paint that covered it.
选择中空元素也是由于它的感知效果，因为它可以过滤光线，在白天以不同的方式投射到环境中。基于心理皮肤的教育学概念，该项目还被指导提供宽阔的表面和设备，以接受新的信息层，新的教学叙述与学校的运作，无论是结果还是最重要的学习过程。
The choice of hollow elements was also due to its perceptual effect, as it filters the light and projects it in different ways in the environment during the day. Based on the pedagogical notion of psychic skin, the project was also guided in providing wide surfaces and devices that will receive new layers of information, new didactic narratives built with the functioning of the school, both of the results and above all of the learning processes.
学校的物理环境被认为是第三位教师（与教师和学校用品一起），所以学校承担了一个实验室的角色，可以通过开放和无障碍的空间支持自我学习。在这些空间中，以下是比较突出的。工作室 – 一个与教室相辅相成的空间，鼓励用不同的材料、图像投影和技术进行实验和研究。菜园–把你的手放在地上，监测植物的生长，建立与食物的直接关系。厨房 – 有透明的隔板和无障碍的长凳，允许儿童参与。
The physical environment of the school is considered as a third teacher (together with the teachers and the school supplies), so the school assumes a laboratory role that can favor SELF-LEARNING with open and accessible spaces. Among them, the following stand out: The Atelier – a space complementary to the classroom to encourage experimentation and research with different materials, image projection and technology. The Vegetable Garden – to put your hand on the ground, monitor plant growth, establish a direct relationship with food. The Kitchen – with transparent partition and accessible bench to allow children to participate.
Architects: MOBIO Arquitetura, Marcos Franchini, Pedro Haruf
Area: 865 m²
Year: 2017
Manufacturers: Formica, Eternit, Knauf, Deca, Madepal, Mendes Estrutura Metálica, Papinil, Strufaldi, Suvinil
Lead Architects: Gabriel Castro, Marcos Franchini, Pedro Haruf
Design Team:Gabriel Nardelli, Thomáz Marcatto
Graphic Project:Gustavo Magno, Marcelo Dante – Alpendre
Execution:Antonio Mariano / Mendes Estrutura Metálica
City:Castelo
Country:Brazil