Maria Bacharel
Instituto Superior Técnico, CERIS, Post-Doc
- Architecture, Higher Education, Informal Learning, Place (Architecture), Tacit Knowledge, Learning in Informal Settings, and 22 moreDesign of informal learning environments, Serendipity, Campus Planning and Design, Campus design (Architecture), Thirdspace, Active Learning Environments, Activity permissive learning environments, University, University Design, Campus, Campus environments, University campus, Learning Spaces, Architecture and learning spaces, Problems Affecting Effective Learning Among Student's in College Campus, Campusplanning, American Corners 2013, Teacher Education, Urban Planning, Knowledge Management, Pedagogy, and Distance Educationedit
Bacharel, M.; Heitor, T; Alegre, A. (2017) “SCHOOL-PLACE AS A COLLECTIVE URBAN ENTITY. The case study of Lisbon”, in PROCEEDINGS of the 11th INTERNATIONAL SPACE SYNTAX SYMPOSIUM, Lisbon, 3-7 July 2017, 43.1-43.15. ISBN: 978-972989944-7.... more
Bacharel, M.; Heitor, T; Alegre, A. (2017) “SCHOOL-PLACE AS A COLLECTIVE URBAN ENTITY. The case study of Lisbon”, in PROCEEDINGS of the 11th INTERNATIONAL SPACE SYNTAX SYMPOSIUM, Lisbon, 3-7 July 2017, 43.1-43.15. ISBN: 978-972989944-7. EID: 2-s2.0-85031088928
Research Interests:
Research Interests:
"The paper examines the relationship between space and learning in university context. The research questions are focused on identifying and characterizing the spatial properties of the university learning settings, which support and... more
"The paper examines the relationship between space and learning in university context. The research questions are focused on identifying and characterizing the spatial properties of the university learning settings, which support and facilitate the generation, sharing and acquisition of knowledge. These
interactions rely on a social and informational framework, which is expressed differently in every setting. It aims at identifying urban and architectural settings that host knowledge acquisition and or transmission. It will offer a tool to create or modify a setting that facilitates predetermined experiences and interactions. This
tool also enables the creation of an urban/architecture system, creating a new sense of continuous learning place. It scopes several thematics: scale, learning mode, actors, interaction, environmental characteristics and morphology; aiming at
a succinct and structured characterization of every type of space."
interactions rely on a social and informational framework, which is expressed differently in every setting. It aims at identifying urban and architectural settings that host knowledge acquisition and or transmission. It will offer a tool to create or modify a setting that facilitates predetermined experiences and interactions. This
tool also enables the creation of an urban/architecture system, creating a new sense of continuous learning place. It scopes several thematics: scale, learning mode, actors, interaction, environmental characteristics and morphology; aiming at
a succinct and structured characterization of every type of space."
Research Interests:
In the 1960s, the paradigm of school architecture in Portugal shifted from a traditional to a more experimental educational approach. Maria do Carmo Matos (1935-89) played a central role in this process, since she led a team of architects... more
In the 1960s, the paradigm of school architecture in Portugal shifted from a traditional to a more experimental educational approach. Maria do Carmo Matos (1935-89) played a central role in this process, since she led a team of architects in the Department of Construction for Technical and Secondary Education (1934-69). In a men’s world, she stood out not only for her ideas on an innovative design and construction approach but also by promoting international contacts with intergovernmental organizations.
Maria do Carmo largely contributed to the pursuit of the right to education to all children with the adoption of rational procedures in school building design. A new approach was adopted to increase school construction efficacy based on a new design methodology, on industrialized and rationalised systems, and on effective cost and planning control procedures.
This paper focuses on the contribution of Maria do Carmo to the promotion of an innovative design for educational buildings. The schools constitute simple and pragmatic buildings, without any particular architectural aspirations or significant expression of modern design vocabulary. However, those schools accomplished the social aim of the modern movement, and Maria do Carmo played a crucial but mostly anonymous role.
Maria do Carmo largely contributed to the pursuit of the right to education to all children with the adoption of rational procedures in school building design. A new approach was adopted to increase school construction efficacy based on a new design methodology, on industrialized and rationalised systems, and on effective cost and planning control procedures.
This paper focuses on the contribution of Maria do Carmo to the promotion of an innovative design for educational buildings. The schools constitute simple and pragmatic buildings, without any particular architectural aspirations or significant expression of modern design vocabulary. However, those schools accomplished the social aim of the modern movement, and Maria do Carmo played a crucial but mostly anonymous role.