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A escola constitui um espaço central na formação das crianças e jovens,
desempenhando um papel determinante no seu desenvolvimento cognitivo, emocional
e social. Para além da perspetiva dos alunos, importa considerar também a visão de
professores, técnicos, assistentes operacionais e famílias, de modo a construir um
sistema educativo mais inclusivo, equitativo e ajustado às necessidades da comunidade.
A presente dissertação propõe a centralização da rede escolar do concelho de Aguiar da
Beira num único complexo educativo, designado Domus Lumen, que integra todos os
níveis de ensino, desde a creche até ao secundário. A proposta resulta da análise crítica
da rede escolar existente, marcada pela dispersão territorial, pela sobrelotação de
turmas e pela insuficiência de resposta no pré-escolar e no 1.º ciclo. A implantação
junto ao Complexo Desportivo Municipal constitui uma oportunidade estratégica para
articular educação, desporto e comunidade, beneficiando de sinergias funcionais e
territoriais.
Metodologicamente, o trabalho combina diagnóstico territorial e social, análise
documental e normativa, observação das escolas em funcionamento e estudo
comparativo de casos de referência nacionais e internacionais, designadamente
projetos de Aires Mateus, aNC arquitectos e Hans Scharoun. Esta abordagem
fundamenta a proposta projetual, concebida como escola-cidade organizada em polos
interligados por um centro cívico comum, capaz de articular autonomia pedagógica e
sentido de pertença comunitária.
A Domus Lumen assume-se como exercício académico, sem pretensão de execução
real, mas com o objetivo de refletir criticamente sobre os desafios do ensino em
territórios rurais em transição. A proposta integra princípios de acessibilidade
universal, neurodiversidade e sustentabilidade, promovendo ambientes de
aprendizagem versáteis e confortáveis, com recurso a estratégias bioclimáticas,
iluminação natural, coberturas ajardinadas e materiais de baixo impacto ambiental.
Paralelamente, procura reforçar a ligação entre escola e comunidade, respondendo às
necessidades sociais locais e afirmando a arquitetura escolar como instrumento de
transformação pedagógica e territorial.
The school plays a central role in the formation of children and young people, being a determining factor in their cognitive, emotional, and social development. Beyond the students’ perspective, it is also essential to consider the views of teachers, technical staff, assistants, and families, in order to build a more inclusive, equitable, and community-oriented educational system. This dissertation proposes the centralization of the school network in the municipality of Aguiar da Beira into a single educational complex, named Domus Lumen, which integrates all levels of education, from nursery to secondary school. The proposal emerges from a critical analysis of the existing school network, marked by territorial dispersion, overcrowded classes, and insufficient provision at the preschool and primary levels. The chosen location, next to the Municipal Sports Complex, represents a strategic opportunity to strengthen the relationship between education, sports, and community, benefiting from functional and territorial synergies. Methodologically, the research combines territorial and social diagnosis, documentary and regulatory analysis, direct observation of existing schools, and a comparative study of national and international reference cases, namely projects by Aires Mateus, aNC arquitectos, and Hans Scharoun. This approach grounds the design proposal, conceived as a school-city organized into poles interconnected by a common civic center, capable of combining pedagogical autonomy with a strong sense of community belonging. Domus Lumen is presented as an academic exercise, without the intention of being implemented as a real project, but with the aim of critically reflecting on the challenges of education in rural and demographically fragile territories. The proposal integrates principles of universal accessibility, neurodiversity, and sustainability, promoting versatile and comfortable learning environments through bioclimatic strategies, natural lighting, green roofs, and low-impact materials. At the same time, it seeks to reinforce the relationship between school and community, addressing local social needs and affirming school architecture as an instrument of pedagogical and territorial transformation.
The school plays a central role in the formation of children and young people, being a determining factor in their cognitive, emotional, and social development. Beyond the students’ perspective, it is also essential to consider the views of teachers, technical staff, assistants, and families, in order to build a more inclusive, equitable, and community-oriented educational system. This dissertation proposes the centralization of the school network in the municipality of Aguiar da Beira into a single educational complex, named Domus Lumen, which integrates all levels of education, from nursery to secondary school. The proposal emerges from a critical analysis of the existing school network, marked by territorial dispersion, overcrowded classes, and insufficient provision at the preschool and primary levels. The chosen location, next to the Municipal Sports Complex, represents a strategic opportunity to strengthen the relationship between education, sports, and community, benefiting from functional and territorial synergies. Methodologically, the research combines territorial and social diagnosis, documentary and regulatory analysis, direct observation of existing schools, and a comparative study of national and international reference cases, namely projects by Aires Mateus, aNC arquitectos, and Hans Scharoun. This approach grounds the design proposal, conceived as a school-city organized into poles interconnected by a common civic center, capable of combining pedagogical autonomy with a strong sense of community belonging. Domus Lumen is presented as an academic exercise, without the intention of being implemented as a real project, but with the aim of critically reflecting on the challenges of education in rural and demographically fragile territories. The proposal integrates principles of universal accessibility, neurodiversity, and sustainability, promoting versatile and comfortable learning environments through bioclimatic strategies, natural lighting, green roofs, and low-impact materials. At the same time, it seeks to reinforce the relationship between school and community, addressing local social needs and affirming school architecture as an instrument of pedagogical and territorial transformation.
Descrição
Palavras-chave
Aguiar da Beira Diversidade Ensino Escola Inclusão Sustentabilidade