Architecture in the face of pedagogical innovations Survival and resignification of the New School in the Southern Cone
Although the architectural variable is among the least frequently used when analyzing educational models, the interactions between architecture and pedagogy have moments of remarkable confluence. This paper deals with a selection of actors, documents and works that support this relationship in the S...
Đã lưu trong:
| Tác giả chính: | |
|---|---|
| Định dạng: | Online |
| Ngôn ngữ: | spa |
| Được phát hành: |
Universidad Católica de Colombia
2021
|
| Truy cập trực tuyến: | https://revistadearquitectura.ucatolica.edu.co/article/view/2589 |
| Các nhãn: |
Thêm thẻ
Không có thẻ, Là người đầu tiên thẻ bản ghi này!
|
| Tóm tắt: | Although the architectural variable is among the least frequently used when analyzing educational models, the interactions between architecture and pedagogy have moments of remarkable confluence. This paper deals with a selection of actors, documents and works that support this relationship in the Southern Cone between the late 1920s and the mid- 1930s, when modern experiences in architecture and the precepts of pedagogical modernity of the New School converge. The interferences of modernity that involved the trips and publications of the pedagogue Adolphe Ferrière and the architect Joan Baptista Subirana with the school projects of Sánchez, Lagos and de la Torre, in Argentina, and of Juan Antonio Scasso in Uruguay, are introduced from primary sources, with the hypothesis that architecture in these latitudes constitutes a pedagogical instrument in itself, and with the presumption of the remarkable validity of the scholanovist ideology in contemporaneity, which resignifies the school space in terms of the new childhoods. |
|---|