Το σχολείο που ανοίγει στην κοινότητα και οι χωρικές μεταβάσεις στα σχολικά κτίρια

Abstract

On the crossings of architectural and pedagogical research, there rises the narration of the interrelationship between the learning procedure and spatial transformations in school buildings. During the transition from the teacher-centered to the child-centered education, the class movement to the exterior physical or urban environment has been considered as a valuable tool for the educational learning, as well as, for the research focusing to the spatial aspects of the school environment. Even though school environments are spatially and temporally divided in two major categories (class-inside, yard-outside), they contain a number of interstitial zones, spaces that host the transitions from the one category to the other. The art workshops that have been realized through participatory procedures, have been considered as important processes that have reshaped the spatial perception and its connection with the pedagogical strategies.
Through the anthropological prism, this research examines two spatial typologies of the school building: the common corridor (bridge) and the entrance (door). The construction of placeness, the participatory processes and the opening of the school environment to the outside world are the basic aspects that rise from this observance. Which is the meaning of the construction of placeness in the interstitial spaces and how this procedure contributes to the rethinking of the school design?