Educational architecture and social transformation: Learning spaces in vulnerable urban contexts DOI
Kenia González González, Alan Raúl Leonel Loyola Alvarez, Damian Rodriguez

и другие.

Опубликована: Май 28, 2025

This article explores the role of educational architecture in social and territorial transformation vulnerable urban contexts Latin America (Piña Acosta, 2024). Using a qualitative interdisciplinary approach that articulates sociology, pedagogy, spatial design, two case studies are analyzed: public school Comuna 13 Medellín, Colombia, self-managed community education center Greater Buenos Aires, Argentina. Through interviews, participant observation, documentary analysis, examines how architectural design can foster innovative pedagogical practices, strengthen ownership space, redefine stigmatized territories. The findings show spaces, when conceived from contextual, participatory, open perspective, function as devices enable new ways learning, living, building citizenship. It is concluded every intervention field also constitutes political cultural intervention, must be understood strategic tool for justice.

Язык: Английский

Territory and learning: a review of educational design and spatial justice DOI
Iliana Acosta Moré, Ana Isabel Larrondo Somonte,

Arlenys Rodríguez Montes

и другие.

Опубликована: Май 28, 2025

This article presents a critical review of the literature on intersection education, territory, and built environment, with an emphasis contemporary approaches that view space as active agent learning. Through analysis recent research (2020–2024), four thematic axes are identified: pedagogies spatial design pedagogical mediator, ethical dimensions epistemological gaps in field. The reviewed studies highlight value situated practices, potential participatory design, need to integrate frameworks justice, intersectionality, sustainability. However, there is predominance cases from Global North, poor articulation between disciplines, limited incorporation perspectives educational architecture. A agenda proposed aimed at promoting inclusive, culturally contextualized, socially engaged learning spaces. work seeks contribute dialogue architecture, pedagogy, territorial studies, inviting us imagine spaces not only teach, but also care, listen, transform.

Язык: Английский

Процитировано

0

Educational architecture and social transformation: Learning spaces in vulnerable urban contexts DOI
Kenia González González, Alan Raúl Leonel Loyola Alvarez, Damian Rodriguez

и другие.

Опубликована: Май 28, 2025

This article explores the role of educational architecture in social and territorial transformation vulnerable urban contexts Latin America (Piña Acosta, 2024). Using a qualitative interdisciplinary approach that articulates sociology, pedagogy, spatial design, two case studies are analyzed: public school Comuna 13 Medellín, Colombia, self-managed community education center Greater Buenos Aires, Argentina. Through interviews, participant observation, documentary analysis, examines how architectural design can foster innovative pedagogical practices, strengthen ownership space, redefine stigmatized territories. The findings show spaces, when conceived from contextual, participatory, open perspective, function as devices enable new ways learning, living, building citizenship. It is concluded every intervention field also constitutes political cultural intervention, must be understood strategic tool for justice.

Язык: Английский

Процитировано

0