Arquitectura Escolar e Inclusão Social

Abstract

School plays a decisive role asserting itself as a second home, universally, since it is increasingly responsible for the education, formation, socialization, and humanism, surpassing traditional pedagogical situation stemming from national curricular content. Thus, school facilities should belong and matter to ALL, making imperative its social responsibility due to the globality It embraces and the awareness of the transformative times it accommodates. To sustain a more significant family both in quantity and plurality, to school facilities, in order to properly integrate diversity and to equal opportunities, should be required root cause analysis that explain insufficient inclusion, especially those promoted and incentivized by the school's organization, structure and facilities. In this context, it is relevant to invoke the disciplinary field of architecture. The current approach proposes to analyze the sense of responsibility and the evolution of architecture in face of society, anchored in the belief of its indispensable contribution towards a more inclusive, fair, and universal world. Schools, here analyzed as facilities for social inclusion, take as reference the contemporary rehabilitation in Portuguese school buildings led by Parque Escolar (PE), under the Programa de Modernização do Parque Escolar destinado ao Ensino Secundário (PMEES). In this regard, we propose to identify its virtues, as well as to expose the causes for least success that still hamper the guarantee of adequacy and universality of a space conceived and intended for ALL. Moreover, it would be relevant to examine the options and to provide solutions that embrace communities, so as to promote greater complicity, as well as to aggregate a greater sense of social responsibility towards inclusion.