Examinando por Materia "Colegios Distritales - Ciudad Bolívar - Bogotá (Colombia)"

Mostrando 1 - 1 de 1
  • No hay miniatura disponible
    Ítem
    CiudadAcademia: Hacia el diseño de escenarios urbanos y arquitectónicos como componentes de los nuevos ambientes de aprendizaje Ciudad Bolívar, Bogotá, D.C.
    (Universidad EAFIT, 2018) Loterstein Botero, Sara Daniela; Santana Vélez, Óscar Mauricio
    The normatives and the educational policies have been interested mainly in how the school architecture should be -- The school must be the place that reflects the political will of the moment, it must be the iconic building of urban life, and it also has the responsibility of being the meeting place for citizens in territories that lack places for that purpose -- However, the study of the social, environmental and physical-spatial dimensions of the place where the school is built and its surrounding, has always been left aside, without considering that it contributes pedagogical elements to the daily life of the academic community -- CiudadAcademia believes that the intermediate space between home and school and it should be taken into account to the learning process -- And that must be reflected and incorporated explicitly in the design of the environments for this purpose in the city, making this a continuous experience -- This work studied the dimensions, social, environmental and physical-spatial of the intermediate space, made up of radios of influence of the schools of Centro de Enseñanza Diversificada Distrital (CEDID) Ciudad Bolívar (1986), the Cundinamarca District School (2008) and the future District School Madelena (under construction) in the town of Ciudad Bolívar and defined urban and proposes two types of scenarios based on pedagogical criteria: some are considered to support, in the sense that they deal with the idea of how the corridors of this intermediate space should to be, according to the type of street (of mixed use: commerce and housing, of industrial, residential and pedestrian use) and other scenarios that are of more pedagogical order because they make use and justification of the complementary day that the district schools have: sports and arts -- In this way a learning territory is formed in order to understand the educational institution beyond its classrooms