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Description
02.1 The starting problem The conventional school organises learning in a single mode: an adult speaks, a group of same-age children sits and listens. This configuration determines the shape of the space -- rectangular classroom, aligned desks, board at the front -- and the space, in turn, reproduces and reinforces that single configuration. The result is a model that incentivises learning through obligation rather than curiosity. Children learn to comply, not to discover. The design of the conventional classroom is not neutral: it shapes a way of relating to knowledge and to others that reproduces the adult-child hierarchy as the only possible model. Escuela bosque starts from a different premise: real learning is plural. A child learns when concentrating in silence, but also when debating with others, when building something with their hands, when they need to withdraw to regulate their emotions before being able to return to learning. Each of these modes requires a different type of space, a different atmosphere, a specific relationship with the body, with light and with others. The generating question of the project is: what would a school look like that took all these modes seriously? Not a school that mentions them in its pedagogical project, but one that builds them into matter, into materials, into the shape of the floor and ceiling.
Publication Date
2026
City
Madrid
Recommended Citation
Abella Ramírez, Maria de los Milagros, "Escuela bosque" (2026). Grado en Diseño de Interiores. 326.
https://sciencevalue.udit.es/tfg_interiores_producto/326