Public school architecture in Argentina.: systematization and debate (1964-1973).

In the late 1950s and early 1960s, international organizations such as the UN and the OECD emphasized the importance of education for development. In the field of infrastructure, UNESCO recommended disseminating experiences in the systematization of educational architecture in developing countries t...

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Autor principal: Barrán, Pedro
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Arquitectura, Urbanismo y Diseño 2022
Materias:
Architecture for education
Systems architecture
Argentinian Architecture history
Public works
Arquitectura educativa
Arquitectura sistemática
Historia de la arquitectura argentina
Obra pública
Acceso en línea:https://revistas.unc.edu.ar/index.php/pensu/article/view/34634
Aporte de:
PENSUM de Universidad Nacional de Córdoba
id I10-R371-article-34634
record_format ojs
spelling I10-R371-article-346342022-06-13T15:54:15Z Public school architecture in Argentina.: systematization and debate (1964-1973). Arquitectura escolar pública en Argentina.: sistematización y debate (1964-1973). Barrán, Pedro Architecture for education Systems architecture Argentinian Architecture history Public works Arquitectura educativa Arquitectura sistemática Historia de la arquitectura argentina Obra pública In the late 1950s and early 1960s, international organizations such as the UN and the OECD emphasized the importance of education for development. In the field of infrastructure, UNESCO recommended disseminating experiences in the systematization of educational architecture in developing countries through regional centers. Within this framework, in 1965 a National School Construction Plan for primary education was drawn up, with the assistance of architects from UNESCO and Argentine professionals. In the following years, they developed systems to build rural schools (ER 65 and ER66) and urban secondary schools (Module 67). Thus, it was sought to modulate and standardize the projects to target the industrialization of construction, and an architectural production cycle was defined that derived from the industry: research and development of construction systems, construction of prototypes, massive execution, and evaluation to provide feedback. This systematization had advantages such as reducing costs, leveling quality and giving identity to public policies, but it also limited and disciplined school architecture. All this was debated, especially in England and less explicitly in Argentina. A fines de los años cincuenta y principios de los sesenta, organismos internacionales como ONU y OCDE subrayaron la importancia de la educación para el desarrollo. En el campo de la infraestructura, UNESCO recomendó divulgar las experiencias de sistematización de la arquitectura educativa en los países en desarrollo por medio de centros regionales. En ese marco, en Argentina se hizo un Plan Nacional de Construcciones Escolares (1965) con la asistencia de técnicos de UNESCO y profesionales locales. En los años siguientes, se desarrollaron sistemas para construir escuelas rurales (ER 65 y ER 66) y escuelas secundarias urbanas (Módulo 67). Fue así que se buscó modular y estandarizar los proyectos para apuntar a la industrialización de la construcción, y se definió un ciclo de producción arquitectónica que derivaba de la industria: investigación y desarrollo de sistemas constructivos, construcción de prototipos, ejecución masiva y evaluación para retroalimentar el siguiente ciclo. Esta sistematización tuvo ventajas como reducir costos, nivelar la calidad y dar identidad a las políticas públicas, pero también limitó y disciplinó a la arquitectura escolar. Todo esto fue debatido, especialmente en Inglaterra y menos explícitamente en Argentina.  Facultad de Arquitectura, Urbanismo y Diseño 2022-06-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip https://revistas.unc.edu.ar/index.php/pensu/article/view/34634 10.59047/2469.0724.v8.n8.34634 PENSUM; Vol. 8 Núm. 8 (2022); 20-38 2469-0724 10.59047/2469.0724.v8.n8 spa https://revistas.unc.edu.ar/index.php/pensu/article/view/34634/37753 https://revistas.unc.edu.ar/index.php/pensu/article/view/34634/37755 https://revistas.unc.edu.ar/index.php/pensu/article/view/34634/37756 Derechos de autor 2022 Pedro Barrán https://creativecommons.org/licenses/by-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-371
container_title_str PENSUM
language Español
format Artículo revista
topic Architecture for education
Systems architecture
Argentinian Architecture history
Public works
Arquitectura educativa
Arquitectura sistemática
Historia de la arquitectura argentina
Obra pública
spellingShingle Architecture for education
Systems architecture
Argentinian Architecture history
Public works
Arquitectura educativa
Arquitectura sistemática
Historia de la arquitectura argentina
Obra pública
Barrán, Pedro
Public school architecture in Argentina.: systematization and debate (1964-1973).
topic_facet Architecture for education
Systems architecture
Argentinian Architecture history
Public works
Arquitectura educativa
Arquitectura sistemática
Historia de la arquitectura argentina
Obra pública
author Barrán, Pedro
author_facet Barrán, Pedro
author_sort Barrán, Pedro
title Public school architecture in Argentina.: systematization and debate (1964-1973).
title_short Public school architecture in Argentina.: systematization and debate (1964-1973).
title_full Public school architecture in Argentina.: systematization and debate (1964-1973).
title_fullStr Public school architecture in Argentina.: systematization and debate (1964-1973).
title_full_unstemmed Public school architecture in Argentina.: systematization and debate (1964-1973).
title_sort public school architecture in argentina.: systematization and debate (1964-1973).
description In the late 1950s and early 1960s, international organizations such as the UN and the OECD emphasized the importance of education for development. In the field of infrastructure, UNESCO recommended disseminating experiences in the systematization of educational architecture in developing countries through regional centers. Within this framework, in 1965 a National School Construction Plan for primary education was drawn up, with the assistance of architects from UNESCO and Argentine professionals. In the following years, they developed systems to build rural schools (ER 65 and ER66) and urban secondary schools (Module 67). Thus, it was sought to modulate and standardize the projects to target the industrialization of construction, and an architectural production cycle was defined that derived from the industry: research and development of construction systems, construction of prototypes, massive execution, and evaluation to provide feedback. This systematization had advantages such as reducing costs, leveling quality and giving identity to public policies, but it also limited and disciplined school architecture. All this was debated, especially in England and less explicitly in Argentina.
publisher Facultad de Arquitectura, Urbanismo y Diseño
publishDate 2022
url https://revistas.unc.edu.ar/index.php/pensu/article/view/34634
work_keys_str_mv AT barranpedro publicschoolarchitectureinargentinasystematizationanddebate19641973
AT barranpedro arquitecturaescolarpublicaenargentinasistematizacionydebate19641973
first_indexed 2024-09-03T23:00:35Z
last_indexed 2024-09-03T23:00:35Z
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