Papel de la "calle de aprendizaje" en la arquitectura escolar española del siglo XX.
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| Title: | Papel de la "calle de aprendizaje" en la arquitectura escolar española del siglo XX. |
|---|---|
| Authors: | Rodríguez Méndez, Francisco Javier1 (AUTHOR) rodmen@usal.es |
| Source: | Paedagogica Historica. Feb2021, Vol. 57 Issue 1/2, p104-125. 22p. 3 Black and White Photographs, 1 Illustration, 11 Diagrams. |
| Subject Terms: | *History of education, *Education, *Learning modules |
| Geographic Terms: | Spain |
| People: | Montessori, Maria, 1870-1952, Hertzberger, Herman |
| Abstract (English): | The learning street, understood as a collaborative space and social circuitry within the school, is a concept rooted in Maria Montessori's thinking and further developed by Herman Hertzberger from the 1960s onwards. In a time before the influence of the Italian educator, one may find in Spain precedents to the use of the gallery as an embryonic learning street. The never built project for the Institución Libre de Enseñanza (Free Educational Institution), from 1882, the Cervantes School facilities in Madrid, from 1913, and the six school buildings framed in the 1922 Plan for Madrid included wide corridors specifically designed for such purpose. In the Second Republic, the learning street had already become legitimised by the technical building codes of 1933. The well-meaning and, in many respects, fully justified campaign launched by the journalist Luis Bello in favour of schools, did away with the initiative: proof of such are the 1933 and 1936 plans for school buildings in Madrid. Years later, under the influence of new European currents, the General Education Law of 1970 promoted the adoption of open space typologies in new schools, a measure that also failed, and for similar reasons. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La calle de aprendizaje – "learning street" –, entendida como área colaborativa y arteria social de la escuela, es un concepto enraizado en el pensamiento pedagógico de María Montessori y desarrollado por Herman Hertzberger a partir de los años sesenta del siglo XX. En una época anterior al influjo de la pedagoga italiana es posible encontrar en España precedentes del uso de la galería como embrionaria calle de aprendizaje. El proyecto no construido de edificio para sede de la Institución Libre de Enseñanza (letra cursiva), de 1882, el grupo escolar Cervantes (letra cursiva) de Madrid, de 1913, y los seis grupos escolares del plan de 1922 para Madrid, incorporaban amplias galerías específicamente destinadas a dicha finalidad. Ya en la Segunda República, la calle de aprendizaje tomó carta de naturaleza por medio de las instrucciones técnicas de 1933. La bienintencionada campaña emprendida por el periodista Luis Bello dio al traste con tal iniciativa: los planes de 1933 y 1936 de construcciones escolares para Madrid así lo demuestran. Años más tarde, bajo el influjo de las nuevas corrientes europeas, la Ley General de Educación de 1970 promovió la adopción de tipologías de espacio abierto en las nuevas escuelas, una medida que también fracasó, y por razones similares. [ABSTRACT FROM AUTHOR] |
| Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 151062874 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Papel de la "calle de aprendizaje" en la arquitectura escolar española del siglo XX. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rodríguez+Méndez%2C+Francisco+Javier%22">Rodríguez Méndez, Francisco Javier</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> rodmen@usal.es</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Paedagogica+Historica%22">Paedagogica Historica</searchLink>. Feb2021, Vol. 57 Issue 1/2, p104-125. 22p. 3 Black and White Photographs, 1 Illustration, 11 Diagrams. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22History+of+education%22">History of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+modules%22">Learning modules</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink> – Name: SubjectPerson Label: People Group: Su Data: <searchLink fieldCode="PE" term="%22Montessori%2C+Maria%2C+1870-1952%22">Montessori, Maria, 1870-1952</searchLink><br /><searchLink fieldCode="PE" term="%22Hertzberger%2C+Herman%22">Hertzberger, Herman</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The learning street, understood as a collaborative space and social circuitry within the school, is a concept rooted in Maria Montessori's thinking and further developed by Herman Hertzberger from the 1960s onwards. In a time before the influence of the Italian educator, one may find in Spain precedents to the use of the gallery as an embryonic learning street. The never built project for the Institución Libre de Enseñanza (Free Educational Institution), from 1882, the Cervantes School facilities in Madrid, from 1913, and the six school buildings framed in the 1922 Plan for Madrid included wide corridors specifically designed for such purpose. In the Second Republic, the learning street had already become legitimised by the technical building codes of 1933. The well-meaning and, in many respects, fully justified campaign launched by the journalist Luis Bello in favour of schools, did away with the initiative: proof of such are the 1933 and 1936 plans for school buildings in Madrid. Years later, under the influence of new European currents, the General Education Law of 1970 promoted the adoption of open space typologies in new schools, a measure that also failed, and for similar reasons. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: La calle de aprendizaje – "learning street" –, entendida como área colaborativa y arteria social de la escuela, es un concepto enraizado en el pensamiento pedagógico de María Montessori y desarrollado por Herman Hertzberger a partir de los años sesenta del siglo XX. En una época anterior al influjo de la pedagoga italiana es posible encontrar en España precedentes del uso de la galería como embrionaria calle de aprendizaje. El proyecto no construido de edificio para sede de la Institución Libre de Enseñanza (letra cursiva), de 1882, el grupo escolar Cervantes (letra cursiva) de Madrid, de 1913, y los seis grupos escolares del plan de 1922 para Madrid, incorporaban amplias galerías específicamente destinadas a dicha finalidad. Ya en la Segunda República, la calle de aprendizaje tomó carta de naturaleza por medio de las instrucciones técnicas de 1933. La bienintencionada campaña emprendida por el periodista Luis Bello dio al traste con tal iniciativa: los planes de 1933 y 1936 de construcciones escolares para Madrid así lo demuestran. Años más tarde, bajo el influjo de las nuevas corrientes europeas, la Ley General de Educación de 1970 promovió la adopción de tipologías de espacio abierto en las nuevas escuelas, una medida que también fracasó, y por razones similares. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00309230.2021.1897147 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 104 Subjects: – SubjectFull: History of education Type: general – SubjectFull: Education Type: general – SubjectFull: Learning modules Type: general – SubjectFull: Spain Type: general – SubjectFull: Montessori, Maria, 1870-1952 Type: general – SubjectFull: Hertzberger, Herman Type: general Titles: – TitleFull: Papel de la "calle de aprendizaje" en la arquitectura escolar española del siglo XX. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rodríguez Méndez, Francisco Javier IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 00309230 Numbering: – Type: volume Value: 57 – Type: issue Value: 1/2 Titles: – TitleFull: Paedagogica Historica Type: main |
| ResultId | 1 |
