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現代化教育新理念——巴西Inteli教育綜合體第1張圖片

Inteli Educacional Complex / Pitá Arquitetura

由專筑網小R編譯

該項目包含有96875平方英尺的綜合體,其中有3座建筑和一個連接著各個區域的大型戶外空間,主要入口引導著人們來到6號樓的餐廳,這里有著一個很大的用餐區域,這個區域結合了照明系統、木材露臺、健身房,以及服務于學生和家庭的教育支持體系,大型森林花園貫穿整座建筑,森林中有著一個反射水池,連接了教學大樓和餐廳,在這里還有一個中央廣場、咖啡廳、圖書館、實驗室、教室、學習空間、學生服務系統、禮堂、會議室,以及調解室。

Text description provided by the architects. The project comprises a 968,75 sqft complex, with 3 buildings and a large outdoor area that connects everything. The main entrance leads the users through a marquee to building 06, the cafeteria, where there is a large covered eating area with overhead lighting, wooden decks, a wellness room, and pedagogical support for students and families. Permeating this building is a large garden of Atlantic forest with a reflecting pool that connects the cafeteria to the educational building, where there is a central square, cafes, library, laboratories, classrooms, spaces for self-study, student support, auditorium, meeting rooms, and coordinators.

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從客戶的場地和功能分析來看,項目的重點在于表達新學校中的各項教學策略,Inteli的教學目標是應用在企業環境中較為常見的高效策略,而這些內容一般應用在主要是以學習方法為基礎的科技公司之中。

From the analysis of the client's website and program, the essence of the project arises from the objective of reflecting all the pedagogy and teaching methodology of the new university in the built space. Inteli's teaching proposal is to use the agile methodology, common in the corporate environment, mainly among technology companies, as one of the bases of the learning methodology.

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這種工作策略出現于上世紀90年代末期,但是人們對于這種策略感到十分失望,因此希望重新定制模式,轉化為靈活且簡約的流程,然后建筑師利用這種方式,將“教室”引入其中,解構了傳統的教室,表達了敏捷且創新教學的新思路。

This working method emerged in the late 90s, through the agile manifesto, in which, frustrated with the current state of working methods, they sought to reformulate the current models, transforming them into more flexible and simple processes. The architectural party then appropriates the concepts discussed above to make the “Classrooms” an educational manifesto, deconstructing what is a traditional classroom in order to reflect the proposal of agile and innovative teaching.

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這些工作坊的目的是解構老師的角色,讓學生也可以成為未來的主角,因此,房間沒有四個面,每個墻面都有書寫與設計的空間,很好地消除了“正面與背面”的概念,每個工作室的老師在每個房間的不同位置都有自己的桌子,融于學生之中,很好地激發了學生之間的互動,整體教學也分為了理論、自學,以及實踐三個部分。

The workshops were designed to decentralize the figure of the teacher, placing students also as protagonists of their own teaching and future. For this, none of the rooms has 4 sides, on all the walls we have spaces to write and design and eliminate the notion of “front and back”. The teachers in each studio have their desks in different positions in each room, always between the students' desks, so that interaction is stimulated spontaneously. Teaching is divided into theoretical, self-study, and practical parts.

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不同的學生擁有相同的課程基礎,同時在學習期間以8人為一組為非政府組織及其他機構來解決現實問題,在這樣的課堂動態中,梯形課桌可以連接使用,它擁有9個面,讓學生們能夠看到彼此,也可以看到老師和投影墻體,整個工作室中有更多的可利用空間,可移動的折疊電視也應用其中,整個社區團隊就能夠在團隊、教室,及世界其他部分來創造不同類型的互動。

Students from different courses in the first years have the same content base while working in groups of 8 people during sprints to solve real problems for NGOs and other institutions. Within this classroom dynamics, the trapezoidal tables were developed in such a way that when joined, it offers 9 sides, being able to solve the following premises: All students see each other, see the teacher and the projection walls; Tables that could provide more usable space inside the studios; Possibility of mobile and folding televisions at the end so that the community can create other types of interactions between groups, teachers and other parts of the world.

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項目內部的體量很好地表達了建筑的設計潛力,也可以增加兩個新樓層,但是地面層沒有照明設施,因此建筑師在樓板的外部構成了空腔,讓自然采光進入樓層之間。

The volume of the internal project is born first of the constructive potential of the building, with the possibility of increasing 2 new floors, but with a ground floor without lighting, the idea was to create voids on the periphery of the slabs so that natural light enters in abundance also on the floor. ground floor.

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墻體的垂直體量和相互關系應用于開敞的廣場中,也應用于靠近屋面與結構的走廊上,建筑師構成了簡單友好的空間環境,豐富的空間能夠刺激使用者的創造力和可塑性,同時,這里還存在于一項基本原則,即表達了新建筑與現有建筑的區別。

The vertical volumes of the walls and the relationship one time in a wide and open square and time in a corridor very close to the roof and structure of the building comes from the proposal to create a simple and friendly environment, but rich in spatial discoveries, in order to stimulate brain plasticity and users' creativity. They also act as a principle to mark very well and with respect what is new construction and what is the recovery of the existing building.

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建筑設計:Pitá Arquitetura
類型:學校,教育空間,室內
面積:9730 m2
時間:2022年
攝影:Maurício Moreno
制造商:GRAPHISOFT, Interface, Knauf, Signify, A+Larong, Abatex, Allpex, Armstrong, Atlas ceramica, Boobam, Branco Papel de Parede, Ceramic Steel, Dalle Piagge, Donatelli, Eliane Revestimentos, Estúdio Bola, Fernando Jaeger, Franccino, Futon Company, Fórmica, +17
主創建筑師:Antonio Mantovani
客戶:Inteli
機械工程:Saeng engenharia
景觀設計:Teco Paisagismo
聲學:Harmonia
視覺交流:Porú Studio, Studio Grão
結構設計:Trianon
高壓電:Saeng engenharia
AV:Seal Telecom
城市:圣保羅
國家:巴西

SCHOOLS, EDUCATIONAL INTERIORS
SÃO PAULO, BRAZIL
Architects: Pitá Arquitetura
Area: 9730 m2
Year: 2022
Photographs: Maurício Moreno
Manufacturers:  GRAPHISOFT, Interface, Knauf, Signify, A+Larong, Abatex, Allpex, Armstrong, Atlas ceramica, Boobam, Branco Papel de Parede, Ceramic Steel, Dalle Piagge, Donatelli, Eliane Revestimentos, Estúdio Bola, Fernando Jaeger, Franccino, Futon Company, Fórmica, +17
Lead Architect: Antonio Mantovani
Clients: Inteli
Engineering: Saeng engenharia
Landscape: Teco Paisagismo
Acoustic: Harmonia
Visual Communication: Porú Studio, Studio Grão
Structure: Trianon
Hidraulic Electric Ac: Saeng engenharia
AV: Seal Telecom
City: São Paulo
Country: Brazil
        
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