葡萄牙,Caneças高中 / ARX

建筑师: ARX

地点:葡萄牙Caneças

负责人:Nuno Mateus and José Mateus

工作团队:Ricardo Guerreiro, Fábio Cortês, Ana Fontes, João Dantas, Sofia Raposo, Mariana Sá, Emanuel Rebelo, Diana Afonso, Miguel Torres, Filipe Cardoso, Bruno Martins, Marc Anguill, Gaia Pelizzari, Rodrigo Henriques

项目面积:11,600 sqm

摄影:FG+SG - Fernando Guerra

景观建筑师:Traços na Paisagem

平面设计:Pedro Falcão

工程师:SAFRE, Estudos e Projectos de Engenharia Lda; PEN Engenharia; CTQ, Lda.; SOLGEN; GEOTEST

3D模型:Traços na Paisagem

客户:Parque Escolar EPE

原来的Caneças高中位于奥迪韦拉什Caneças的郊区,这片土地上的建筑非常不连续。本案设计的出发点是对学习概念的双重诠释:正式学习与非正式学习。

这两种学习概念通过两种不同的建筑方法在建筑中体现出来,二者之间保持了对话关系。因此,教室所在的原有的坚固建筑被建造成“学习机器”,而新建筑的非正式形式与其形成对比,让学生们可以在集体空间中进行“非正式学习”。

学校中的每一个空间都是教学空间,每一个空间都有其自己的重要性,因此不同空间的组织布局与相互连接必须流畅,无论在物理上还是在视觉上都要通透,鼓励自发的和创造性的拨款,使学生们愿意在这些空间内学习。

说到底,人与人之间的关系和活动是所有知识的基础。从构造的角度来看,本案采用的解决方案提出了一种统一的概念,赋予空间基本的和抽象的特征。


Architects: ARX

Location: Caneças, Portugal

Principals In Charge: Nuno Mateus and José Mateus

Work Team: Ricardo Guerreiro, Fábio Cortês, Ana Fontes, João Dantas, Sofia Raposo, Mariana Sá, Emanuel Rebelo, Diana Afonso, Miguel Torres, Filipe Cardoso, Bruno Martins, Marc Anguill, Gaia Pelizzari, Rodrigo Henriques

Area: 11,600 sqm

Photographs: FG+SG - Fernando Guerra

Landscape Architects: Traços na Paisagem

Graphic Design: Pedro Falcão

Engineerings: SAFRE, Estudos e Projectos de Engenharia Lda; PEN Engenharia; CTQ, Lda.; SOLGEN; GEOTEST

3 D Modeling: Traços na Paisagem

Client: Parque Escolar EPE

The existent school is located in the outskirts of Caneças, Odivelas, in a territory of intense discontinuities. The proposal is structured beginning in a double interpretation of the learning concept: formal learning and informal learning.

Those two types are translated in the building in two different architectural approaches, maintaining a dialogue between them. In consequence, the stiffness of the existent blocks, where the class rooms are placed, are structured like “learning machines”, in contrast with the informality of the new parts, enabling the “informal learning “in the collective spaces.

Considering that in the school, every spaces are teaching spaces, that each one as its own importance, the organization and articulation between spaces is meant to fluid, with physical and visual permeability, allowing a more spontaneous and creative appropriation, leading to the willing of learn through space.

The human relations and activities are, in the end, in the base of all knowledge. From a tectonic point of view, the solutions adopted give the building an idea of matter unity and grant the space an elementary and abstract character.