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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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Arquitectura, Urbanismo y Diseño
2022
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/pensu/article/view/34634 |
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| Sumario: | 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. |
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