Invesment in People, Prioritizing Education: Architecture for Learning in Latin America

On January 24th, the fifth edition of the’ International Education Day’ was celebrated under the watchword” Invest in people, prioritize education”. placarded by the United Nations General Assembly, it promotes a strong political rallying seeking to chart the way and accelerate progress towards the 4th Sustainable Development thing Quality Education.

“Presently, 244 million children and youth are out of academy and 771 million grown-ups are illiterate. Their right to education is being violated and is inferior. It’s time to transfigure education,” says UNESCO.

Quality education implies an investment in quality armature to accompany it. For this reason, we have selected ten great examples of educational architecture in Latin America. 

Mexico : Rural Primary Schools / Gutiérrez Arquitectos + Escobedo Soliz

As a result of the earthquake of September 19th, 2017 with the center in San Felipe Ayutla Puebla, metropolises and municipalities in the center of the country were oppressively affected. In the state of Puebla alone, further than 200 public seminaries were oppressively damaged, utmost of them pastoral. A couple of months after this event, we entered an assignation from the companies IENOVA and GDI to make the pastoral abecedarian seminaries in the communities of Santa Isabel Cholula and San Martin Tlamapa, where the seminaries were destroyed.

Brazil : Children Village / Rosenbaum + Aleph Zero

The gigantism of the Brazilian tropical champaign, the perpetuity of the sky, and the popular knowledge. It’s the nonstop, vast, and thin imaginary line in the background that welcomes the trip and knowledge of Brazilians living in the central region of the country. The armature proposed there can not be different from such a conformation. It’s the breadth that touches us, along with the beauty of the people who live there. still, how will it be that armature marked by recollections, ways, aesthetics, and measures becomes applicable to this position? How to deal with this point where the current culture is streamlined and abstains from any memory of a reproduced dream? How to intermediate in a place marked by the homemade labor of husbandry and indigenous nature?

Argentina : Tempo Almafuerte / Además arquitectura

This is an intervention for a academy in a precarious terrain, fitted in the Buenos Aires cities The 9 de Abril neighborhood in the fiefdom of Buenos Aires. The commission was made by the family that manages the academy, for which we were needed to give a result for access to some classrooms on the upper position. Although the demand was a staircase, the access point and relationship with the main yard of all situations of the academy, gave us multiple openings.

Colombia : 29 de Noviembre School Reconstruction / Taller Sintesis

Colegio 29 de Noviembre is an educational institution erected in 2010 in the city of Nueva Colonia, in Turbo, Colombia. One of the many public architectures in a city with high poverty rates, and scarcities at all situations in public services, roads, casing, etc. In 2018, working for the Fundafrut foundation, we advanced the offer to intermediate in the being structure, perfecting the conditions in which the children studied, in addition to expanding the being installations.

Chile : Melirrehue Rural School / GVAA + BVA

The academy is grounded on a compact volume that’s born from its central” yard”, this space is defined as a meeting place that’s projected to the community, a multipurpose space to which the programs of the service and tutoring area of the academy are turned, dwindling rotation shells and adding the m2 of the proposed space. From this point the volume takes its topmost height going out to look for natural light, a kind of wink to the Mapuche ruca and its chimney stack, in this case, the chimney stack is replaced by a skylight. Fire V/ S Light. The significance of this space lies in the multifunctionality of its program, establishing the academy as a community meeting center, the fire hole is the space itself.

Peru : Alto Anapati Preschool / Semillas

The Alto Anapati preschool design is located in a Nomatsigenga native community in the central jungle of Peru. The academy, innovated in 2008, was in precarious conditions and at threat of flooding. In 2021, thanks to backing from the original government and transnational cooperation, the design came a reality, generating access to education for further than 50 children, in addition to furnishing a community space for 86 families.

Ecuador : Las Tres Esperanzas / Al borde

The design uses the same accoutrements and formative sense with which the community has been erecting its houses for times. A rustic base on stilts, club walls, rustic structure, and a roof woven with toquilla straw or cade. The difference lies in the generality and conceptualization of the space, a place for an education that encourages learning through action. Now children and parents are proud of their academy, of the change that it has meant, being a motive of union and tone- regard for the whole community, and seeing how all the people from outside who know it respect it.

Bolivia : Boarding School at the Bella Vista Agronomy Campus in Bolivia / CODE

The Bella Vista boarding academy was planned and erected during the alternate phase of construction of the Agronomy Lot near Cochabamba, Bolivia. The vocational center offers a perspective to youthful people from extremely poor families in Bolivia that goes beyond the common subsistence position of husbandry. law and Professor Ralf Pasel in the Department of Building Design and Construction at TU Berlin are engaged in a long- term interdisciplinary design in the Andean vill of Bella Vista, Bolivia, with the end of developing original results against poverty and chancing results to global problems.

Guatemala : School in Nebaj / Solis Colomer Arquitectos

The San Felipe Chenla School is one of the 7 seminaries that are part of the” seminaries of Nebaj” program, in Quiché. This design is a donation from the Korea International Cooperation Agency( KOICA), which seeks to deify educational installations in indigent areas in the Guatemalan mounds and other points.

Uruguay : School N300 Colonia Nicolich / PAEPU_ANEP

The Uruguayan public academy has a great tradition and has been suitable to respond to adverse social situations at the morning of the 20th century the” Open Air Schools” for children with tuberculosis, in the middle of the century the pastoral Program with extended hours and food to address poverty in that area. moment’s Full- Time seminaries( FTS) face the challenge of a fractured and territorially dispersed society, which generates homogeneous seminaries that reflect the place where they’re located. thus, FTEs seek to ameliorate equity conditions for children living in poverty.






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