espaço educacional contemporâneo
reflexões sobre os rumos da arquitetura escolar
na cidade de São Paulo (1935-2013)

A pesquisa desenvolve uma análise da história do espaço educacional na cidade de São Paulo, a partir de problemáticas contemporâneas que envolvem o equipamento público escolar. O objeto de estudo que mobiliza a leitura histórica é o Centro Educacional Unificado, um complexo de equipamentos educacionais, culturais e recreativos, implantados pela prefeitura de São Paulo, originalmente entre 2002-2004, nos bairros periféricos que apresentavam carência de equipamentos sociais, espaços públicos e infraestrutura urbana. O ceu foi aclamado por seus idealizadores e pela mídia especializada, como um equipamento indutor de urbanidade. Uma vez que a multiplicidade de suas funções se organiza na criação de um espaço público diferenciado, que remete à cidade formal, atendendo tanto ao público escolar quanto à comunidade local. A partir dessa interpretação, o conjunto arquitetônico resultante ofereceria serviços de qualidade e vivências do espaço urbano que contribuiriam para a expansão das perspectivas da educação para a cultura, os esportes e a recreação. A análise detalhada desse exemplo levou à compreensão de que o ceu poderia ser lido a partir de três eixos temáticos, os quais consequentemente orientariam a análise histórica: a escola era ao mesmo tempo uma política pública, uma tipologia arquitetônica e uma intervenção urbana. É a partir dessa estrutura analítica que se buscou compreender como o equipamento educacional chegou historicamente a essa proposta multifacetada que, ao condominializar uma série de equipamentos tradicionalmente distribuídos pela cidade, equaliza a oferta de serviços a populações carentes, mas tensiona as relações entre a escola e cidade. A produção de equipamentos públicos educacionais é estudada desde 1935, a partir da criação do Departamento de Cultura e dos Parques Infantis instalados nos bairros operários, chegando até os dias atuais, com 45 ceus em funcionamento na periferia de São Paulo.

educational contemporary environment
reflections on public education facilities
in São Paulo (1935-2013)

This research develops an analysis on the history of educational spaces in São Paulo, based on contemporary issues involving public school facilities. The case study that leads the historical approach is the Centro Educacional Unificado (ceu, Unified Educational Center) a complex of educational, cultural and recreational institutions, deployed by the city of São Paulo, originally between 2002-2004, in the low-income areas that showed a lack of social facilities, public spaces and urban infrastructure. ceus were hailed by their developers and specialized media as urbanity inductors. The multiplicity of their functions were organized by creating a distinctive public space which refered to the formal city, serving both the public and the local school community., Thus the resulting architectural ensemble would offer quality services and experiences of urban space that would contribute to the expansion of the perspective of education for culture, sports and recreation. A detailed analysis of this example led to the understanding that the ceu could be read from three points of view, which organize the historical analysis: the school was at the same time a public policy, an architectural typology and an urban intervention. Studying that analytical framework, this work sought the understanding on how the regular public schools ended up becoming this multi -proposal facility which groups a series of institutions that were traditionally distributed through the city, equalizing the provision of services to underserved populations, , however stresses the relation between the school and the city. The production of public education facilities is studied from 1935 - with the development of the Department of Culture, that installed playgrounds in working class neighborhoods - to the present day, when 45 ceus are in operation in the periphery of São Paulo.


[dissertação de mestrado defendida na FAUUSP em 2014]

architecture for cities in contemporary latin america 
distances and approximations between são paulo and medellín

This work develops a comparative study between Medellín and São Paulo, through a panorama of the recent production of architecture and urbanism (A&U) in these two cities. For this purpose, the projects were selected as they proposed interventions in the socio-spatial dynamics of the territory. In this sense, we search for a reflection that contributes to broadening the terms by which the discipline understands the material, social and conceptual universe with which it interacts. For this, the processes of metropolisation of the two cities and the projects that face this condition were analyzed. It was noted that A&U are faced with the need to recover an urban landscape that includes socio-spatial equity. This calls for the reconnection between urban planning and urban design and the reconciliation of infrastructure and territory, which involves recognizing the real urban matrix. We also analyzed projects that deal with socio-spatial segregation, looking at their capacity not to reproduce the destructuring, differentiation and distancing implicit in this process from the intervention lot. This proposal also draws reflections on the fragmentation of spaces and the functionalisation of everyday life. Because of the continual updating of our social debts, which worsens in globalized capitalism, this demands of A&U a position of resistance and reaction by counter-hegemonic impulses. This is necessary in the face of the disruptive processes that affect the production of urban (social) space. This proposition underscores A&U's sociourban dimension and regains the relevance of the discipline as a tool for critical thinking.

[tese de doutorado defendida na FAUUSP em 2019]