Hacia una arquitectura escolar significativa propuesta desde una pedagogía Normalista Superior

Abstract

The present undergraduate thesis aims to study the relationship between architecture and pedagogy. It focuses specifically on the connections established by the school architecture of the Normal Superior schools in Colombia with their pedagogical models, with a particular emphasis on the case of the Escuela Normal Superior de Villavicencio (ENSV). The problematic assumption is that there is a contradiction between the architectural language of this institution and the aspirations of the pedagogical model. The form represents solutions applied to conventional educational models, which are centered on teachers’ authority rather than on individual and collective experimentation by students. This gives rise to the question of the criteria that should be considered for generating new Normal School architecture. In order to define these criteria, the thesis first conducts a historiographic review and examines current references in the production of school architecture; it then interprets representative examples of Colombian normal schools, delving into the specific case of ENSV. Finally, based on all this, a series of criteria is proposed for generating new models of school architecture in line with this type of institution. The thesis falls within the research focus on Sustainability, established by the Architecture program at the Santo Tomás University, Villavicencio Campus, with a particular focus on social sustainability. To achieve this, guidelines are proposed regarding the architectural space, aiming to foster a sense of identity through human interaction, while also addressing the physical and environmental aspects that facilitate the teaching and learning processes. Furthermore, this thesis aligns with the problematic cores and transversal thematic axes outlined in the curriculum. Specifically, it corresponds to the problematic core of Space and Habitat and the transversal thematic axis of History and Theory of Architecture and the City, since it approaches the study of inhabiting as a complexity from a historiographic perspective and proposes a conceptually rich proposal.