Walirumana民族教育和创业中心位于乌里比亚以北20公里处，建立在通往哥伦比亚港的公路边上，位于拉瓜希拉省。这些Wayuu社区中的许多人所处的社会环境条件很复杂。整个地区延伸到委内瑞拉境内的沙漠是一个决定性因素，它阻碍了这种本土文化的正常发展。难以产生生产和消费的经济，缺乏沟通和提供基本服务的基础设施，再加上其他因素，造成了非常困难的生活条件。民族教育和创业中心实现了负责项目的基金会Proyecto Guajira的三个支柱。教育、发展和基本的社会援助对产生真正的变化至关重要，在此前提下，提出了一个建筑模型，旨在通过为这些活动提供足够的空间来影响上瓜希拉地区的各个社区。
Walirumana Ethno Educational and Entrepreneurship Center is located 20 kilometers north of Uribia, established on the side of the road that leads to Puerto Colombia, in the department of La Guajira. The socio-environmental conditions in which many of these Wayuu communities live are complex. The desert that extends throughout this region to Venezuelan territory is a determining factor that has impeded the normal development of this native culture. The difficulty to generate an economy of production and consumption, the lack of infrastructure to communicate and provide basic services, added to other factors, has generated very difficult living conditions. The ethnoeducation and entrepreneurship centers materialize the three pillars of the foundation in charge of the project, Proyecto Guajira. Education, development, and basic social assistance are essential to generate a real change, and under this premise, an architecture model is proposed that aims to impact various communities in the upper Guajira by providing adequate space for these activities.
空间的灵活性设计，使中心可以在不同的时间运作，有不同的受众。建筑两端和中心的旋转门使内部空间可以适应特定的用途。首先，通过保持所有模块的关闭，产生了一个可容纳50名学生的（1）个教室和一个可容纳12人的辅助室，该辅助室也可作为图书馆使用。另一方面，当中央模块完全打开时，这个主要空间与厨房相连，饮水机作为（2）餐厅工作。在这两种情况下，彩色的窗户从Guadua的墙上落下，成为学生的书桌或餐厅的桌子。最后，当厨房模块关闭时，创业中心在树荫下开始工作，当地人可以在一个开放的空间里去练习他们的工艺。
The flexibility of the space is designed so that the center can operate at different times with a varied audience. The revolving doors at the ends and in the center of the building allow the interior space to be adapted to a particular use. First, by keeping all the modules closed, a (1) classroom for 50 students and an auxiliary room with a capacity of 12 is generated, which also serves as a library. On the other hand, when the central modules are fully opened, this main space is linked to the kitchen, and the drinking fountain works as (2) a dining room. In these two circumstances, the colored windows fall from the walls of guadua and become the desks for the students or dining room tables. Finally, when the kitchen module is closed, the entrepreneurship center starts working under the shade where locals can go to practice their craft in an open space.
许多存在于Wayuu人集体记忆中的元素在建筑中得以实现。与当地建筑一样，学校使用土作为主要成分，但以不同的方式具体化，使用压缩土块。这使得墙壁上可以产生格子，为内部空间通风，并设计出典型的Wayuu模式。折叠式天花板指的是在沙漠中间耸立的山峰，这些山峰不仅是景观中的参照物，而且在瓦尤人的宇宙观中也具有非常重要的含义。最后，主厅墙壁上的Guadua产生的纹理是对当地建筑中可见的图案的重新诠释，当时间的流逝揭示了bahareque的内部骨架。
Many of the elements present in the Wayuu collective memory materialize in the building. As in the local architecture, the school uses the earth as the main component but materialized in a different way, with blocks of compressed earth. This allows lattices to be generated in the walls to ventilate the interior space and design a typical Wayuu pattern. The folding ceiling refers to the mountains that rise in the middle of the desert and are of great importance not only for being references in the landscape but also for their connotation in Wayuu cosmology. Finally, the texture generated by the guadua on the walls of the main hall is a reinterpretation of the pattern visible in local constructions when the passage of time reveals the internal skeleton of the bahareque.
Architects: Salba
Area : 3122 ft²
Year : 2020
Manufacturers : Terratec
Lead Architects : Juan Salamanca Balen
Client : Proyecto Guajira (NGO)
Builder : SyC Construcciones Livianas
Land Construction Consultant : TierraTEC
Country：Colombia