Brussels’ Future Classroom Lab:

International 21st century classroom model

Authors

DOI:

https://doi.org/10.35305/23626097v7i13.271

Keywords:

school architecture, innovative educational spaces, neoliberalism, supranational organizations, new pedagogies

Abstract

The neoliberal influence on both the educational scope and the corresponding school physical space needs a deeper scrutiny of the architectural field. By means of the case study method, an analysis of Brussels’ Future Classroom Lab is carried out. This is a learning space which is considered to be a model of the educational demands of the 21st century. It has already given rise to the construction of around 200 similar laboratories worldwide. The article aims to discuss the international diffusion of an educational space based on a teaching model of neoliberal influence. It is organized in learning zones grounded on the logic of the skills required by the contemporary labour market. Furthermore, it is approached from the perspective of the growing role of supranational organizations that shift the arena of interests and decisions related to public education and the physical space which have previously been under the responsibility of the State. The partial outcomes of this experience demonstrate the validation of the transformations dealing with teaching and learning processes without the proper criticism of the architectural field. Through its dissemination and replication as an innovative classroom model for contemporary times, a fundamental issue is neutralized: the discussion of the pedagogical transformations that this project implies for school architecture design.

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Author Biographies

Miranda Zamberlan Nedel , Universidad de San Pablo, Brasil

Estudiante de doctorado en Teoría e Historia de la Arquitectura y el Urbanismo en el Programa de Posgrado del Instituto de Arquitetura e Urbanismo da Universidade de São Paulo (PPG/IAU, USP), São Carlos, bajo la guía del Prof. Asoc. Miguel Antonio Buzzar. Máster en Arquitectura y Urbanismo (2020) (financiación CAPES). Arquitecta y urbanista (2017) por la misma institución. Realizó una pasantía de maestría en la Université Paris Nanterre (octubre-diciembre de 2019), Francia, y un intercambio de investigación (Movilidad con iniciación científica) (noviembre de 2016-enero de 2017) en la Faculdade de Arquitectura da Universidade do Porto, Portugal (financiación de Santander). Tiene experiencia académica en arquitectura escolar y su relación con las políticas educativas.

Miguel Antonio Buzzar, Universidad de San Pablo, Brasil

Profesor libre / profesor asociado en el Instituto de Arquitetura e Urbanismo da Universidade de São Paulo (PPG/IAU.USP). Graduado en arquitectura y urbanismo (1980), Maestría (1996) y Doctorado (2002) en Estructuras ambientales urbanas en la Faculdade de Arquitetura e Urbanismo (FAU-USP). Líder del Grupo de Investigación ArtArqBR: Arte, Arquitetura Brasil y del grupo de investigación Arquitec: Arquitetura, Tecnologia e Habitação. Tiene experiencia en temas de arquitectura moderna, arquitectura contemporánea, programas públicos y urbanismo contemporáneo. Tiene una beca de productividad de CNPq bp 2. Es revisor ad hoc para CNPq, FAPESP y varias revistas científicas y asesor de CAU-SP.

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Published

2020-12-11

How to Cite

Nedel , M. Z., & Buzzar, M. A. (2020). Brussels’ Future Classroom Lab:: International 21st century classroom model. A&P Continuidad, 7(13), 82–91. https://doi.org/10.35305/23626097v7i13.271

Issue

Vol. 7 No. 13 (2020): PRESENT EDUCATIONAL SPACES

Section

Thematic dossier

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