Similaridades e singularidades na reabilitação arquitectónica do parque escolar - Programa promovido pela Parque Escolar, E.P.E. no norte de portugal (2007-2011)

Abstract

In 2007 it was released by Parque Escolar a refurbishment action and modernization of public secondary schools based on a structured Program conceptually, technically and duly supported by a financial management strategy. For the first time in the history of Portugal's school buildings, designers teams were called and coordinated by architects on a significant scale and diversity. The determinations and objectives of that program, the relationships with other international experiences, the dialectic's significance between space and pedagogy, the implemented management model, incorporating the latest legal regulations constraints and, above all, the characteristics of the existing building would be insusceptible factors which might lead (once again) to homogeneity and overall consistency in the architectural results. Rather, the authors' diversity would possibly inducing a diverse set of responses. Between these two possibilities sought to realize from the analysis of a significant number of interventions which have been the most pronounced trend, aiming to understand how the architecture responded and with what motivations and constraints. Foreseeing the determination and the value of the results' diversity, it was pursued the singularities that appeared as a distinctive sign of this operation, even though they are embraced by the similarities. The significant results' diversity, although integrating an understandably common matrix is above all due to their authors intelligence diversity and interpreting and criticizing the factors with greater determination in building homogeneity, it allowed exceed standardization paradigms and recurring classification in the school building history, providing an unprecedented way an overview of affirming solutions of contemporaneity and plurality. It's in this affirmation's context of singularities in the similarities that allow us to understand the architecture's ability to overcome the Program, transcending all the factors that inform the program ensuring it a disciplinary autonomy condition.