Educational spaces for the present: architectural design based on Reggio Emilia pedagogy
DOI:
https://doi.org/10.18537/est.v012.n024.a14Keywords:
school, project, spatial qualities, natural lighting, vegetationAbstract
Architectural space is relevant in the teaching-learning process; in this sense, Reggio Emilia pedagogy considers space as the third teacher. In this work, the architectural premises of the pedagogical model were identified, evaluation instruments were developed and applied to case studies. Six schools in different countries were evaluated. The school located in Japan obtained the highest score (16/17), while a case study located in Mexico obtained the lowest score (10/17). Overall results showed that contact with the outdoors was the premise with the highest score (100%), in second place connection with nature (72%) and in third place the incorporation of a space (63%). Information on projects that incorporate the architectural premises of Reggio Emilia pedagogy, as well as their evaluation, is scarce, so it is necessary to disseminate and analyze these educational spaces and develop evaluation instruments.
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