With a teaching proposal where the classroom is a point of support for the student and not its container, Wish School builds its pedagogy through a overall view of the individual. Physical, emotional, social, cultural, corporeal, creative, intuitive, and spiritual aspects are as important as the rational intellect. Beyond the content of the disciplines, understanding the child’s wishes and abilities are used to reframe and firm the child learning.
The project process was developed together with the users, in the search for solutions to make the new building reflect the school’s philosophy. In order to understand the complexity of interactions involved in this teaching approach, dynamics were realized by Caio Vassão with architects, students and educators. Thus, we created not only a panorama of practical and functional questions to be addressed, but also of sensorial expectations, some abstract, some literal; sometimes unrealizable, sometimes accurate and feasible.
▼建筑师、学生和教育工作者一致认为教学方法中所涉及的互动性和复杂性的动态感十分重要，the complexity of interactions involved in this teaching approach, dynamics were realized by Caio Vassão with architects, students and educators
▼设计不仅要解决实用性和功能性的问题，还要达到感官上的预期，not only a panorama of practical and functional questions to be addressed, but also of sensorial expectations
The site contained two connected sheds, built in a terrain with 15 meters of front and 50 of depth, which had already undergone diverse reforms and sheltered different uses. It was necessary a intervention to update the industrial typology in a device of teaching by the coexistence and mediation.
▼该场地包含两栋相连的房子，the site contained two connected sheds
▼连廊的屋面平台，platform of the passageway
We approached the floor plan as a territory composed of contraction and expansion zones, in which there are frontiers and borders, but they are tenuous, allowing and encouraging transgression, catalyzing imaginative appropriation, understanding children as an active subject and space transformers. The hallways, as spaces whose only function is the continuous movement of come and go, do not exist. All environments are expansions of formal classroom and propitious to assimilation of knowledge. Consequently, to get from one point to another, it is possible to choose different paths, different interactions, choose what to find and what not.
▼设计将平面分为一个收缩区和一个扩展区两个部分，the designer approached the floor plan as a territory composed of contraction and expansion zones
▼通往上层的坡道，ramp towards upper floor
▼从二层看底层区域，view from upper floor to ground floor
The longitudinal conformity of the building, adjacent to the neighboring lot, required zenith openings and cuts in the slabs to provide quality light to the ground floor, always linked to the vertical circulations. The use of different materials as partitions allowed variation of the light filtering, suiting to the different program’s needs. Complementary and associated with the partitions, the shelves give less or more privacy to the rooms according to their occupation.
▼房顶上设有天窗和切口，便于底层采光，required zenith openings and cuts in the slabs to provide quality light to the ground floor
The main edges are composed of two types of rooms: the ones with fixed and translucent seals; and the ones with movable panels that delimit the space. The panels perform as support for the activities that take place around them, serving as a closet, bookshelf, support for backpacks, instruments, among others.
▼从校内庭院看教室，view from school yard to classroom
▼教室呈非正交式设计，既连续又与众不同，没有明确的分割和边界属性，classrooms have non-orthogonal design, spaces that are both continuous and distinct, without clear discrimination, delimited uses
▼带有可移动隔板的房间，rooms with movable panels that delimit the space
By being moved, the configuration of the space around them is changed, expanding the classroom for the surrounding areas. They expand to receive activities with more interaction and contract for the introspective ones. Classrooms are seen as supporting points for the surroundings, something like a safe haven for the student’s drift into the school. They have non-orthogonal design, generate inflections that unfold, at their edges, spaces that are both continuous and distinct, without clear discrimination, delimited uses. Summed up, formal learning spaces and informal learning spaces, the rooms and their contiguous space, each with its characteristics, aim to meet the diverse demands of open pedagogical environments.
▼固定的、半透明密封的房间，rooms with fixed and translucent seals
▼室外活动区，activities take place outside the rooms
A survey done by the office through video capture to analyze the post-occupation, shows the appropriation of different spaces by students and educators for different activities: lectures take place outside the rooms, groups of children develop a research in the room, someone plays chess on the bench, a girl does a hidden reading under the stairs, a sarong on the ramp or a teachers’ meeting at the cafeteria tables. They validate the project as a catalyst for appropriations and instrument that exposes students to the inherent conflicts of collective living.
▼斜坡上玩耍的小孩，children play on the ramp
▼底层平面，ground floor plan
▼上层平面，upper floor plan
▼屋顶平面，roof floor plan
Project size: 1166 m2
Site size: 1275 m2
Completion date: 2016
Building levels: 2
Project team: Alexandre Gervásio, Erico Botteselli, Lucas Thomé, Pedro De Bona
Photographer: Pedro Napolitano Prata