In the bustling heart of São Paulo, a century-old institution, the Escola Técnica Estadual Carlos de Campos, stands as a silent witness to the evolution of education for women. Originally founded in 1911 as the Escola Profissional Feminina de São Paulo, this school was more than just a place of learning; it was a training ground for young women to become proficient in domestic skills and motherhood. The architecture of the building, however, holds secrets that have only recently been unearthed by Kelen MagrI Ferreira, a researcher at the Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo, Programa de Pós- Graduação em Arquitetura, Tecnologia e Cidade.
Ferreira’s meticulous study, published in ‘Oculum Ensaios’, delves into the interior design elements of this historic school, revealing how the physical space influenced the educational outcomes. By examining and photographing the remaining objects and architectural features, Ferreira has identified key elements that were instrumental in shaping the pedagogy of the institution.
“The way the school was designed, with its specific layout and furniture, was not just about aesthetics,” Ferreira explains. “These elements were carefully chosen to facilitate learning and reinforce the values of the curriculum.”
Her research highlights several functional categories of these elements: to store, to expose, to communicate, and to enaltecer (to exalt or honor) works. For instance, storage units were designed to organize materials efficiently, while display areas showcased exemplary work, fostering a sense of achievement and aspiration among the students. Communication spaces, such as bulletin boards and notice areas, ensured that important information was readily accessible.
The study extends beyond the Escola Profissional Feminina de São Paulo, comparing these findings with other professional schools for women from the same era. Ferreira found striking similarities, suggesting a standardized approach to educational design that emphasized practical skills and moral education.
The implications of this research are profound. Understanding how historical educational spaces were designed can inform contemporary architectural practices, particularly in the context of vocational training and professional education. As Ferreira notes, “By looking back at these historical models, we can gain insights into how to design modern educational spaces that are not only functional but also inspiring and conducive to learning.”
This research could shape future developments in the field by providing a blueprint for creating educational environments that are both efficient and effective. For the energy sector, this means considering how infrastructure can support not just the technical aspects of education but also the holistic development of students. As we move forward, integrating these historical insights with modern design principles could lead to more innovative and impactful educational spaces.
The findings from Ferreira’s study, published in ‘Oculum Ensaios’, underscore the importance of architectural design in education. By understanding the past, we can better design the future, creating spaces that not only teach skills but also inspire and nurture the next generation of professionals.