这所学校位于Taipas村中心附近，它是在另一所完全被拆除的现有学校的基础上建造的。因为这些设施是建立在一个完全无效的方案上的，长期以来已不再满足教学和学习的最低条件。
从这个意义上说，新的建设目标不仅旨在更换旧的学校设施，而且还需要对地形边界内的所有空间进行重新评估和规划，设计其外部空间、新的运动场、花园区甚至是新的学生娱乐区，与周围环境建立新的关系。
The school is located near the center of Taipas village, in an already consolidated urban area and it was built from another existing school that was completely demolished. In that sense, the proposed intervention aimed not only at replacing the old school facilities, built on a totally dysfunctional scheme, which for a long time had ceased to meet the minimum conditions for teaching and learning, but also proposing the requalification and planning of all the space within the boundaries of the terrain, with the design of its exterior spaces, new playing fields, garden areas or even new areas for students\' recreation, establishing new relationships with their surroundings.
有“架空层”的中小学校设计——空间更丰富_1
有“架空层”的中小学校设计——空间更丰富_2
选择了项目开发的一组原则，并列出如下：
功能组织和随之而来的功能层次-就像在任何建筑物中一样，易于使用和愉悦使用的基础-力求在功能和空间组织上获得极大的清晰度，这转化为对建筑物结构元素的轻松理解。
还考虑了与社区的关系，即在使用互补空间时，例如礼堂，图书馆和体育基础设施，这些在很大程度上决定了社区的位置。
考虑到流程的复杂性和扩展性，该地形的地形特征与现有平台之间存在显着差异，并且其体积小，意味着形式上的极大简化，为此，采用了与现有方案截然不同的解决方案即使用新建筑的穿插植入。
A set of principles for the development of the project were selected and listed as follows. Functional organization and the consequent hierarchy of functions – fundamental for easy and pleasant use as in any building – seek to achieve a great clarity in its functional and spatial organization, which translates into an easy perception of the building\'s structural elements. The relationship with the community was also taken into account, namely with regard to the use of its complementary spaces, such as the auditorium, the library, and the sports infrastructures that, in large part, determine its location. The topographic characteristics of the terrain, with notable differences between the existing platforms, as well as its small size – taking into account the complexity and extension of the program – implied a great formal simplification, adopting a solution radically different from the existing one for the implantation of the new building.
有“架空层”的中小学校设计——空间更丰富_3
我们为该建筑定义了两个平台和四个功能区–我们可以识别和描述。
第一个容纳了如上所述的功能，我们认为这些功能更具有公共性，或者可以被社区使用。
对于教室，我们创造了三个独立的空间，目的是让不同年龄段的学生可以被安排在不同的位置，实现学生分布的更大组织。
在底层，直接连接到室外休闲空间，放置了所有的房间和各自的补充空间，构成了视觉和技术教育的核心。设计了几个天井，以形成交叉通风和向西的光线进入，使支持课堂的空间和循环走廊也能自然采光。
Two implantation platforms and four functional areas – that we can identify and characterize – were defined for the building. The first accommodates the functions that, as mentioned above, we believe are more public or can be used by the community. For the classrooms, we created three autonomous volumes with the aim of making it possible to place the various age groups in different locations, achieving greater organization in the distribution of students. On the lower floor, directly connected to the outdoor recreational spaces, are placed all rooms and respective complementary spaces that constitute the nucleus of visual and technological education. Several patios were designed to create cross ventilation and the entry of light to the west, allowing the spaces to support classes and the circulation corridor to be also naturally lit.
有“架空层”的中小学校设计——空间更丰富_4
有“架空层”的中小学校设计——空间更丰富_5
我们定义为第四个功能区的是由体育教育和运动设施组成，即体育馆和运动馆。该体量靠着支撑墙，有一个大型景观屋顶，与花园空间融为一体。
室外空间是该项目的巨大成就之一，因为–尽管项目延期了，但我们还是找到了一个可以调和两个现有的解决方案的方法。
The one that we define as the fourth functional area is composed of facilities for physical education and sport, namely the gymnasiums and the sports pavilion. The volume is leaning against the support wall and has a large landscaped roof, integrated into the garden space. The outdoor space has one of the great achievements of the project since – despite the extension of the program – we looked for a solution that could reconcile the two existing realities.
有“架空层”的中小学校设计——空间更丰富_6
有“架空层”的中小学校设计——空间更丰富_7
有“架空层”的中小学校设计——空间更丰富_8
从这个意义上说，用于教学活动的三个空间都是架空的，为室外空间提供了宽阔的覆盖面积，并腾出了大量的室外和娱乐活动区域。考虑到地形大约有22,000平方米，因此有可能获得大约16,000平方米的可用空间。
In this sense, the three volumes intended for teaching activity are elevated, providing the outdoor spaces with wide covered areas and freeing up a large area for outdoor and recreational activities. Bearing in mind that the terrain has approximately 22,000 m2, it was possible to obtain approximately 16,000 m2 of usable free space.
有“架空层”的中小学校设计——空间更丰富_9
有“架空层”的中小学校设计——空间更丰富_10
有“架空层”的中小学校设计——空间更丰富_11
有“架空层”的中小学校设计——空间更丰富_12
有“架空层”的中小学校设计——空间更丰富_13
有“架空层”的中小学校设计——空间更丰富_14
有“架空层”的中小学校设计——空间更丰富_15
有“架空层”的中小学校设计——空间更丰富_16
有“架空层”的中小学校设计——空间更丰富_17
有“架空层”的中小学校设计——空间更丰富_18
有“架空层”的中小学校设计——空间更丰富_19
有“架空层”的中小学校设计——空间更丰富_20
有“架空层”的中小学校设计——空间更丰富_21
有“架空层”的中小学校设计——空间更丰富_22
有“架空层”的中小学校设计——空间更丰富_23
有“架空层”的中小学校设计——空间更丰富_24
有“架空层”的中小学校设计——空间更丰富_25
有“架空层”的中小学校设计——空间更丰富_26
有“架空层”的中小学校设计——空间更丰富_27
有“架空层”的中小学校设计——空间更丰富_28
平面图
有“架空层”的中小学校设计——空间更丰富_29
有“架空层”的中小学校设计——空间更丰富_30
有“架空层”的中小学校设计——空间更丰富_31
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有“架空层”的中小学校设计——空间更丰富_33
剖面图
有“架空层”的中小学校设计——空间更丰富_34
有“架空层”的中小学校设计——空间更丰富_35
建筑师：Pitagoras Group
地点：葡萄牙
面积：10460平方米
年份：2019
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