Public school building in Bogotá 1916-2019: from the Lancasterian model to project-based learning
The research covers the history of public school architecture in Bogotá, relating it to the pedagogical model used at all times, from the Lancasterian model of the mid-19th century to the project-based learning model of the second decade of the 21st century, discovering how the building School is on...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Universidad Autónoma de Baja California
2021
|
| Acceso en línea: | https://recit.uabc.mx/index.php/revista/article/view/117 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| id |
recit-article-117 |
|---|---|
| record_format |
ojs |
| spelling |
recit-article-1172023-03-27T18:50:50Z Public school building in Bogotá 1916-2019: from the Lancasterian model to project-based learning Edificio escolar público en Bogotá 1916 - 2019: del modelo Lancasteriano al aprendizaje por proyectos Carvajal Ronderos, Edgard Mauricio School architecture Pedagogical model Architectural typology Learning environments Arquitectura escolar Modelo pedagógico Tipología arquitectónica Ambientes de aprendizaje The research covers the history of public school architecture in Bogotá, relating it to the pedagogical model used at all times, from the Lancasterian model of the mid-19th century to the project-based learning model of the second decade of the 21st century, discovering how the building School is one more tool in the teaching-learning process, responding to the different needs that the teacher had to teach his class. The different architectural typologies, distribution of learning spaces, regulations and pedagogical theories are studied until the year 2006 when the PMEE is issued and the architectural spaces are regulated in quantity, architectural and environmental conditions according to the educational level, the model pedagogical relied on technology. In the 20s of the 21st century, the project-based learning model began, which is transversal, that is, group work is no longer only between students of the same course, even of the same level, so the conclusions of this research we will propose the guidelines necessary to design the architectural model for public schools in Bogotá in the 20s of the XXI century. La investigación recorre la historia de la arquitectura escolar pública en Bogotá relacionándola con el modelo pedagógico utilizado en cada momento, desde el modelo Lancasteriano de mediados del siglo XIX hasta el modelo de aprendizaje por proyectos de la segunda década del siglo XXI, descubriendo como el edificio escolar es una herramienta más del proceso de enseñanza – aprendizaje, respondiendo a las diferentes necesidades que tuviera el profesor para dar su clase. Se estudian las diferentes tipologías arquitectónicas, distribución de los espacios de aprendizaje, normativa y teorías pedagógicas hasta llegar al año 2006 en que se expide el PMEE y se reglamentan en cantidad, condiciones arquitectónicas y ambientales los espacios arquitectónicos de acuerdo con el nivel educativo, el modelo pedagógico se apoyaba en la tecnología. En los años 20 del siglo XXI se empieza el modelo de aprendizaje por proyectos, que es transversal, es decir el trabajo en grupos ya no es solo entre alumnos del mismo curso, incluso del mismo nivel, por lo que las conclusiones de esta investigación propondremos las directrices necesarias para diseñar el modelo arquitectónico para los colegios públicos de Bogotá en la década de los 20 del siglo XXI. Universidad Autónoma de Baja California 2021-09-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html text/xml https://recit.uabc.mx/index.php/revista/article/view/117 10.37636/recit.v43171186 REVISTA DE CIENCIAS TECNOLÓGICAS; Vol. 4 No. 3 (2021): July-September; 171-186 REVISTA DE CIENCIAS TECNOLÓGICAS; Vol. 4 Núm. 3 (2021): Julio-Septiembre; 171-186 2594-1925 spa https://recit.uabc.mx/index.php/revista/article/view/117/227 https://recit.uabc.mx/index.php/revista/article/view/117/235 https://recit.uabc.mx/index.php/revista/article/view/117/236 Copyright (c) 2021 Edgard Mauricio Carvajal Ronderos https://creativecommons.org/licenses/by/4.0 |
| institution |
RECIT |
| collection |
OJS |
| language |
spa |
| format |
Online |
| author |
Carvajal Ronderos, Edgard Mauricio |
| spellingShingle |
Carvajal Ronderos, Edgard Mauricio Public school building in Bogotá 1916-2019: from the Lancasterian model to project-based learning |
| author_facet |
Carvajal Ronderos, Edgard Mauricio |
| author_sort |
Carvajal Ronderos, Edgard Mauricio |
| title |
Public school building in Bogotá 1916-2019: from the Lancasterian model to project-based learning |
| title_short |
Public school building in Bogotá 1916-2019: from the Lancasterian model to project-based learning |
| title_full |
Public school building in Bogotá 1916-2019: from the Lancasterian model to project-based learning |
| title_fullStr |
Public school building in Bogotá 1916-2019: from the Lancasterian model to project-based learning |
| title_full_unstemmed |
Public school building in Bogotá 1916-2019: from the Lancasterian model to project-based learning |
| title_sort |
public school building in bogotá 1916-2019: from the lancasterian model to project-based learning |
| description |
The research covers the history of public school architecture in Bogotá, relating it to the pedagogical model used at all times, from the Lancasterian model of the mid-19th century to the project-based learning model of the second decade of the 21st century, discovering how the building School is one more tool in the teaching-learning process, responding to the different needs that the teacher had to teach his class. The different architectural typologies, distribution of learning spaces, regulations and pedagogical theories are studied until the year 2006 when the PMEE is issued and the architectural spaces are regulated in quantity, architectural and environmental conditions according to the educational level, the model pedagogical relied on technology. In the 20s of the 21st century, the project-based learning model began, which is transversal, that is, group work is no longer only between students of the same course, even of the same level, so the conclusions of this research we will propose the guidelines necessary to design the architectural model for public schools in Bogotá in the 20s of the XXI century. |
| publisher |
Universidad Autónoma de Baja California |
| publishDate |
2021 |
| url |
https://recit.uabc.mx/index.php/revista/article/view/117 |
| _version_ |
1792095338864050176 |
@UABCInstitucional
UABC_Oficial
@UABC_Oficial
Tel: +52 686 551 82 00
cienciaabierta@uabc.edu.mx