ABSTRACT

This paper examines the design of school buildings in the last decade of the Portuguese dictatorship (1964-1974) and its relationship with the country’s educational policies, geared towards the objectives of industrialisation and economic growth. It also considers the economic constraints placed on the building of schools, the technical and constructive innovations that were to be noted, and the more human-centred approach that was adopted by architecture. The links established with international non-governmental organisations are examined. The paper’s central argument is that, during the 1960s, Portugal enjoyed favourable conditions for the planning and design of schools, based on the pursuit of educational and social objectives through the implementation of a pragmatic, rational and meaningful architecture. Nevertheless, political, economic and demographic constraints, and in particular the large number of schools that needed to be built, jeopardised the architectural research that was initiated at this time, preventing it from going any further by subverting the original educational models and turning them into strictly economic models over the following decades (1970s–1990s). The result was the design of school buildings that were misunderstood by teachers and society at large and which proved to be unsuitable for the Portuguese reality of the 1960s.

摘要

本文考察了葡萄牙独裁统治最后十年（1964-1974）的校舍设计及其与该国旨在实现工业化和经济增长目标的教育政策的关系。它还考虑了学校建设的经济限制、需要注意的技术和建设性创新，以及建筑所采用的更加以人为本的方法。审查与国际非政府组织建立的联系。该论文的中心论点是，在 1960 年代，葡萄牙享有有利的学校规划和设计条件，其基础是通过实施务实、理性和有意义的建筑来追求教育和社会目标。尽管如此，政治、经济和人口的限制，特别是需要建造的大量学校，危及了当时启动的建筑研究，通过颠覆原有的教育模式并将其转变为严格的经济模式来阻止其进一步发展。接下来的几十年（1970 年代至 1990 年代）。结果是学校建筑的设计被教师和整个社会误解，并被证明不适合 1960 年代的葡萄牙现实。在接下来的几十年（1970 年代至 1990 年代），通过颠覆原始教育模式并将其转变为严格的经济模式来阻止其进一步发展。结果是学校建筑的设计被教师和整个社会误解，并被证明不适合 1960 年代的葡萄牙现实。在接下来的几十年（1970 年代至 1990 年代），通过颠覆原始教育模式并将其转变为严格的经济模式来阻止其进一步发展。结果是学校建筑的设计被教师和整个社会误解，并被证明不适合 1960 年代的葡萄牙现实。