Resumo: O trabalho colaborativo entre professores possibilita abordar experiências educativas inovadoras que possibilitem o uso de tecnologias educativas de forma interdisciplinar. É assim que a realização de ativi- dades orientadas para um currículo baseado em competências permite trabalhar metodologias ativas como a Aprendizagem Baseada em Projetos (ABP) e o uso da avaliação formativa. Portanto, o objetivo da experiência educativa é apresentar o projeto interdisciplinar de sala de aula através da temática dos Jogos Olímpicos, sen- do a matéria de Educação Física a base para a abordagem do ABP. Para isso, os docentes geraram reuniões de trabalho no Google Meet® por meio do desenvolvimento de um plano com a participação de todas as matérias e da equipe multidisciplinar no curso de Terceiro Básico. A abordagem do problema nasceu do interesse dos es- tudantes e as matérias centrais correspondem à Educação Física e Saúde e História em apoio às demais. Durante seu processo, o projeto utiliza a plataforma Google Drive® para compartilhar as atividades dos docentes, que apresentam seus progressos que são repassados aos mesmos participantes. É assim que os professores têm valorizado positivamente o trabalho de forma interdisciplinar com base na metodologia ativa do ABP sobre um tema comum. Adicionalmente, destaca-se a utilização de ambientes virtuais para trabalhar as etapas do projeto. Contudo, é necessário aumentar as experiências baseadas em metodologias ativas.

Resumen: El trabajo colaborativo entre docentes permite abordar experiencias de aprendizaje innovadoras que faculten el uso de las tecnologías educativas de forma interdisciplinar. Es así como realizar actividades orientadas a un currículum basado en las competencias permite trabajar metodologías activas como el aprendizaje basado en proyectos (ABP) y el uso de la evaluación formativa. Por lo tanto, el objetivo de la experiencia educativa es pre- sentar el proyecto de aula interdisciplinar, por medio del tema de los Juegos Olímpicos, siendo la asignatura de Educación Física base para abordar el ABP. Para ello, las personas docentes han generado reuniones de trabajo en Google Meet® por medio del desarrollo de una planificación donde participan todas las asignaturas y el equipo multidisciplinario en el curso de Tercero Básico. El planteamiento del problema ha nacido del interés de estudian- tes y las asignaturas ejes corresponden a Educación Física y Salud e Historia en apoyo de las demás. El proyecto durante su proceso utiliza la plataforma de Google Drive® para compartir las actividades del personal docente, el cual presenta sus estados de avances que son retroalimentados entre las mismas personas participantes. Es así como el profesorado valoró de manera positiva trabajar de forma interdisciplinar con base en la metodología activa del ABP sobre un tema en común. Además, se destaca el uso de los entornos virtuales para trabajar las etapas del proyecto. Sin embargo, se requiere aumentar las experiencias basadas en metodologías activas.

Abstract: Collaboration among teachers allows for innovative learning experiences that enable the use of educational technologies in interdisciplinary ways. Thus, the implementation of activities oriented to a competency- based curriculum allows working with active methodologies such as project-based learning (PBL) and the use of formative assessment. Therefore, the goal of the educational experience is to present the interdisciplinary classroom project through the theme of the Olympic Games, as the subject of Physical Education is the basis for approaching PBL. To do this, teachers have generated working meetings in Google Meet® through the development of a planning where all subjects and the multidisciplinary team participate in the course of the Third Basic. The approach to the problem was born from the interest of the students and the core subjects correspond to Physical Education and Health and History in support of the others. During the process, the project uses the Google Drive® platform to share the activities of the teachers, who present their progress reports, which are fed back to the participants themselves. In addition, the use of virtual environments to work on the stages of the project is highlighted. However, there is a need to increase experiences based on active methodologies.

This article focuses on academic staff development in higher education in South Africa. It emphasises the importance of locating academics within the broader racialised contexts and history of the country. Recognising the complexities of social academic exclusion in relation to academics working across the sector in diverse universities, the article argues that academic staff development programmes which provide formulaic interventions are far less likely to have a long term impact on the individual and the sector. The social and academic legacies of racial segregation continue to permeate the professional experiences of marginalised academics, the support they receive for their career aspirations, and the recognition (without acknowledgement) of institutional and systemic barriers to their success (Breetzke and Hedding 2018; Khunou 2018; Hlengwa 2019). The literature is replete with references to humanising pedagogies for students yet is overwhelmingly silent on the impact on the academic or aspirant academic. For transformation initiatives to have an impact, there is clearly a need to humanise the participants in academic development processes. What this implies is a full appreciation of the fact that academics enter universities with histories and experiences that inflect their work is central to the success of the transformation project. Thie article is premised on social justice which informs an understanding of transformation as the empowerment of academics through academic staff development programmes. Predicated on Sen's "capability" approach, the article argues that academic development in the context of South Africa cannot afford to ignore the fractured history of the country.

Abstract The paper focuses on locating the career and contributions made by María Bertely Busquets to the historical research on the Mexican education field to highlight a facet of her intellectual activity that was little known but very important to her. The edition of La División es nuestra fuerza. Escuela, Estado-nación y poder étnico en un pueblo migrante de Oaxaca, her great posthumous work, constitutes the axis of the account of her participation and contributions to the education historiography in the country. But, in addition, it serves to situate a prolonged constructive process preceded by approaches to the history and historicization of the culture of the school and its agents from ethnographic practice, which then gives way to the deepening and development of the anthropological-historical method that deploys in the work. As a final reflection, the importance of bringing together the works and promoting intellectual exchange between anthropologists and historians of education is highlighted.

Resumen El escrito se aboca a situar la trayectoria y aportes realizados por María Bertely Busquets en el campo de la investigación histórica sobre la educación mexicana con el propósito de destacar una faceta de su actividad intelectual poco conocida pero muy importante para ella. La edición de La División es nuestra fuerza. Escuela, Estado-nación y poder étnico en un pueblo migrante de Oaxaca, su gran trabajo póstumo, constituye el eje del recuento de su participación y aportes a la historiografía de la educación en el país. Pero, además, sirve para situar un prolongado proceso constructivo precedido de acercamientos a la historia y a la historización de la cultura de la escuela y sus agentes desde la práctica etnográfica, que después da paso a la profundización y desarrollo del método antropológico-histórico que despliega en la obra. Como una reflexión final, se destaca la importancia de acercar los trabajos y fomentar el intercambio intelectual entre antropólogos e historiadores de la educación.

Abstract: At the end of the 19th century and during the first third of the 20th century, schools contributed to the spread of tuberculosis. The Modern School. Hispanic American Pedagogical Magazine (1892 to 1934) sought the prevention and overcoming of such a disease. And the aim of the analysis is to identify the measures to overcome the tuberculosis in childhood. The analysis indicates various types of actions. These could involve the school or not, but always giving prominence to childhood. This work is interesting because the source is revised for this purpose for the first time.

Resumen: A finales del siglo XIX y durante el primer tercio del siglo XX, los centros escolares tenían unas condiciones ambientales que contribuían con la expansión de la tuberculosis. La Escuela Moderna. Revista Pedagógica Hispano Americana es una publicación que destina varios de sus documentos a la prevención y superación de tal enfermedad. Es por ello por lo que se analizan sus impresiones desde 1892 hasta 1934, para identificar las medidas que se debían plantear para zanjar la presencia de la tuberculosis en la vida de la infancia. Desde tal análisis se han obtenido diferentes tipos de actuaciones que podían implicar o no a la escuela, pero tenían como protagonista a la salud infantil. Se considera de interés la revisión realizada al no haber sido planteada con anterioridad, poniendo la mirada en la fuente primaria seleccionada.

Resumen El objetivo de esta investigación fue analizar la relación de resistencia a la insulina, sobrepeso y obesidad. Con una población de 2574 pacientes con diagnóstico de obesidad y sobrepeso, se obtuvo una muestra de 334 pacientes. Se realizó un estudio de tipo descriptivo, documental, retrospectivo, transversal y correlacional. Para la recolección de datos se empleó las historias clínicas registradas en el sistema operativo AS400 de IBM, de atención médica del Instituto Ecuatoriano de Seguridad Social. El resultado total de los pacientes perteneció al sexo femenino con un porcentaje del 77.84 %, residencia urbana (73.65 %) e instrucción superior (60.5 %). El 52.8 % de los individuos registró un IMC >30kg/m2. Los pacientes adultos jóvenes de instrucción superior, sexo masculino y sector urbano registraron la mayor prevalencia de resistencia a la insulina, siendo ésta del 61.7 %. En el análisis bivariado los pacientes con obesidad mórbida presentaron mayor riesgo de resistencia a la insulina (RP:1.5; IC95 %:1. 29; 1.77). Se estableció una relación significativa entre el antecedente familiar de diabetes mellitus tipo 2 y el riesgo de presentar resistencia a la insulina (p<0.001; RP: 1.32; IC 95 %: 1.12: 1.56). Los valores de hiperglucemia, hiperinsulinemia e hiperuricemia, así como de AST Y ALT elevadas registraron una relación significativamente con HOMA-IR >3. Se concluye que la resistencia a la insulina es una entidad frecuente en pacientes con sobrepeso y obesidad, identificándose una mayor prevalencia en el género masculino, misma que predispone a la progresión de enfermedades crónicas.

Abstract This research aimed to analyze the relationship between insulin resistance, overweight and obesity. A population of 2,574 patients diagnosed with obesity and overweight was obtained, considering a sample of 334 patients. A descriptive, documentary, retrospective, cross-sectional, and correlational study was conducted. For data collection, the medical records recorded in the IBM AS400 operating system for the Ecuadorian Social Security Institute's medical care were used. The total result of the patients belonged to the female sex with a percentage of 77.84%, urban residence (73.65%), and higher education (60.5%). 52.8% of the individuals registered a BMI > 30kg/m2. Young adult patients with higher education, male sex, and urban sector registered the highest insulin resistance prevalence, 61.7%. In the bivariate analysis, patients with morbid obesity presented a higher risk of insulin resistance (PR: 1.5; 95% CI: 1. 29, 1.77). A significant relationship was established between family history of type 2 diabetes mellitus and the risk of developing insulin resistance (p<0.001; PR: 1.32; 95% CI: 1.12: 1.56). The values of hyperglycemia, hyperinsulinemia, hyperuricemia, and elevated AST and ALT were significantly related to HOMA-IR > 3. It was concluded that insulin resistance is a frequent entity in overweight and obese patients, with a higher prevalence identified in the male gender, which predisposes to the progression of chronic diseases.

Abstract This article seeks to reconstruct and analyze the articulation between the immigration of German scientists to Buenos Aires and the National Institute for Secondary Education (INPS). Specifically, it aims to reconstruct the thought and dissemination strategies of German knowledge by Dr. Wilhelm Keiper who serves as an intellectual and cultural agent representing Prussian thought. The same is addressed from the perspective of transnational circulations and their local ideological anchors, within the methodology of Intellectual History. In this way, the cultural manifestations of ethnic Germans settled in the region are related to the strategies for the conveyance of the same through spaces for the construction and dissemination of social knowledge in state scientific-pedagogical institutions.

Resumen El presente artículo procura reconstruir y analizar la articulación entre la inmigración de científicos alemanes en Buenos Aires con el Instituto Nacional del Profesorado Secundario (INPS). Específicamente se apunta a realizar una reconstrucción del pensamiento y estrategias de difusión del saber germano por parte del Dr. Wilhelm Keiper el cual se desempeña como intelectual y agente cultural representante del pensamiento prusiano. Lo mismo se aborda bajo la perspectiva de las circulaciones transnacionales y sus anclajes ideológicos locales, dentro de la metodología de la Historia Intelectual. De este modo, se ponen en relación las manifestaciones culturales propias de los alemanes étnicos asentados en la región junto a las estrategias de vehiculización de las mismas a través de espacios de construcción y difusión del saber social en instituciones científico-pedagógica estatales.

Resumo O presente artigo procura reconstruir e analisar a articulação entre a imigração de cientistas alemães em Buenos Aires com o Instituto Nacional do Professorado Secundário (INPS). Especificamente, visa realizar uma reconstrução do pensamento e estratégias de difusão do saber alemão por parte do Dr. Wilhelm Keiper que atua como intelectual e agente cultural representante do pensamento prussiano. O mesmo é abordado sob a perspectiva das circulações transnacionais e seus ancoradouros ideológicos locais, dentro da metodologia da História Intelectual. Dessa forma, as manifestações culturais próprias dos alemães étnicos assentados na região são relacionadas às estratégias de veiculação das mesmas através de espaços de construção e difusão do saber social em instituições científico-pedagógicas estatais.

Abstract In Chile, despite the growing research in the history of education, only some studies address the school from the material culture perspective. This article aims to analyze the process of incorporating educational materials into the public school system in Chile between the last decades of the 19th century and the beginning of the 20th century. From the analysis of documentary historical sources -such as ministerial reports, catalogs of school materials, and inventories of schools, among others-, two factors that made possible the arrival of educational materials in Chilean classrooms are analyzed: first, the incorporation of intuitive theory in the curricula of schools at the end of the 19th century; and, secondly, the technological development associated with manufacturing and the commercial push that generated the demand for educational material. Based on the above, the article is structured into five sections. First, we will describe the intuitive theory's foundations and the senses' role in 19th-century pedagogy. Subsequently, we will analyze its influence on the Chilean school system and its role in configuring nineteenth-century educational policies. In the third section, we will delve into the production and marketing of educational material. Then, we will report how these processes came together in organizing the Exposición de Material Escolar held in 1885. Finally, we will offer conclusions about incorporating educational materials in public and high schools after the exhibition is described.

Resumen En Chile, a pesar de la creciente investigación en el campo de la historia de la educación, escasos estudios abordan la escuela desde la perspectiva de la cultura material. El objetivo del presente artículo es analizar el proceso de introducción de materiales educativos en el sistema escolar público en Chile, en el período comprendido entre las últimas décadas del siglo XIX y principios del siglo XX. A partir del análisis de fuentes históricas de tipo documental, como informes ministeriales, catálogos de materiales escolares, inventarios de escuelas y liceos, analizamos dos factores que posibilitaron la llegada de los materiales educativos en las aulas chilenas: el primero de ellos se relaciona con la incorporación de la teoría intuitiva en los planes de estudio de las escuelas y liceos de finales del siglo XIX; y, en segundo término, el desarrollo tecnológico asociado a la fabricación y al empuje comercial que generó la demanda de material educativo. Con base en lo anterior, estructuramos el artículo en cinco apartados. En primer lugar, describiremos los fundamentos de la teoría intuitiva y el rol de los sentidos en la pedagogía del siglo XIX. Posteriormente, analizaremos su influencia en el sistema escolar chileno y su rol en la configuración de las políticas educativas decimonónicas. En un tercer apartado, profundizaremos en la producción y comercialización de material educativo. Luego, relataremos cómo estos procesos confluyen en la organización de la Exposición de Material Escolar realizada en 1885. Finalmente, ofreceremos conclusiones en torno a la incorporación de materiales educativos en escuelas y liceos públicos con posterioridad a la Exposición descrita.

Summary: The article discusses, in a long historical period and prioritizing some Latin American countries, the relationships between the processes of elaboration and diffusion of racism; the processes of exclusion and socio-racial oppression, even in post-independence periods of organization of constitutional governments, as coloniality of power; and the democratizing/(dis)democratizing processes present in these interconnections. Through a global history approach and a decolonial perspective, the main objective is to reflect on the practice of racial division in education and demonstrate how, since its origins, the process of school diffusion was (dis) democratizing. As methodological procedures, documentary research in period works stands out, and conceptual dialogues with authors such as Quijano (2005) and Pacheco (2017), in addition to dialogue with education historians.

Resumen: El artículo analiza, en un largo período histórico y priorizando algunos países latinoamericanos, las relaciones entre los contextos de elaboración y difusión del racismo, los procesos de exclusión y opresión socio-racial, incluso en períodos de organización de gobiernos constitucionales posteriores a la independencia, como colonialidad del poder, y los procesos democratizadores/desdemocratizadores presentes en estas interconexiones. A través de un enfoque de historia global y una perspectiva decolonial, el objetivo principal es reflexionar sobre la práctica de la división racial en la educación y demostrar cómo, desde sus orígenes, el proceso de difusión escolar fue desdemocratizante. Como procedimientos metodológicos destacan la investigación documental en obras de época y los diálogos conceptuales con autores como Quijano (2005) y Pacheco (2017), además del diálogo con historiadores de la educación.

Resumo: O artigo discute, numa longa duração histórica e priorizando-se alguns países da América Latina, as relações entre os contextos de elaboração e difusão do racismo, os processos de exclusões e opressão sociorracial, mesmo nos períodos pós-independências de organização dos governos constitucionais, enquanto colonialidade do poder, e os processos democratizantes/desdemocratizantes presentes nessas interconexões. Por meio da abordagem da história global e da perspectiva decolonial, o objetivo principal é refletir sobre a prática da divisão racial da educação e demonstrar como, desde as suas origens, o processo de difusão da escola foi desdemocratizante. Como procedimentos metodológicos, destaca-se a investigação documental em obras de época, e a realização de diálogos conceituais com autores como Quijano (2005) e Pacheco (2017), além da interlocução com historiadores da educação.

The purpose of the study reported on here was to explore the implementation of learner integration and its challenges in a selected former Model C school. This is an expansion of the findings of a larger study, "Understanding and enhancing of learner integration in a selected ex-model C school" by Theresia Joakim Kanyopa. Based on South Africa's history, the term "former Model C" (also ex Model C) is still commonly used to describe those schools that were formerly Whites-only but are now multiracial schools. Learner integration is a major issue in global contemporary education practice. Contemporary literature on learner integration in former Model C schools reveals complex impediments. Some of the impediments are essentially beyond the capabilities and competencies of learners, teachers and principals. In this article we argue that the lack of an effectively designed practice is central to the impediments to learner integration. This was a qualitative case study grounded within the critical research paradigm, hence the critical emancipatory research (CER) theoretical framework was adopted. We used purposive and convenience sampling to select the research site and participants. Four Grade 11 learners (2 boys and 2 girls) were purposively selected because of their availability and willingness to participate in the study. Their ages were between 16 and 19 years. Data were generated through interviews and reflective writing. Importantly, to achieve successful learner integration in former Model C schools, we affirm that these schools must revise their practices, programmes and policies to create an integrative learning environment that ensures learner safety and an environment that supports, develops end enhances their academic goals. The findings from the study indicate that learner integration in former Model C schools can be successfully done by valuing the learners' diversities regardless of their backgrounds, ethnic groups, status or races.

This article examines the historiography of South African universities. In recent years a number of histories of individual universities have been published. The article traces the evolution of such historical works and discusses the different types of such histories that have appeared over the years. The main part of the article focuses on the most significant themes that have been addressed by the authors of these histories.

The social and political history of South Africa yielded massive transformation in the higher education landscape, including access to education and the merger of universities. Despite the many successes of transformation, it brought with it challenges such as increasing participation, student retention, throughput, and graduation rates; changes in government funding models; declining student subsidies and providing quality education with limited resources. The South African higher education sector is multi-faceted, and students have a wide range of higher education options. This study explored factors influencing decision-making of first-year students when selecting a university. Data was collected from first-year students and employees at a University of Technology. Through in-depth interviews and focus group discussions, the researchers analysed the complex factors that guide students' decision-making when selecting a university. The findings revealed that factors significantly influencing decision-making on university selection are, the reputation and quality of university programmes offered, response time and support provided by staff; location; and infrastructure and facilities. This research is significant in that it will assist higher education institutions, particularly marketing and communications departments to be more responsive to students' needs by shifting toward active engagement in its marketing and recruitment approaches to attract, retain, and satisfy students.

RESUMO O acesso dos povos indígenas às universidades brasileiras teve um histórico excludente. Com o objetivo de analisar implicações e desdobramentos de suas presenças nesses espaços, uma universidade federal foi objeto deste estudo de intervenção por seu pioneirismo. Estudantes indígenas, docentes e gestores expuseram, em grupos focais e entrevistas, ‘não ditos’ do ensino superior indígena. Verificouse como seus movimentos contemporâneos saem dos territórios e chegam ao setor, dialogando com as propostas da promoção da saúde, sustentabilidade e Objetivos de Desenvolvimento Sustentável. Avanços, dificuldades, contradições e contribuições culturais revelam a importância destes e favorecem questões mais amplas, oferecendo novos olhares a processos desenvolvidos. excludente espaços pioneirismo expuseram entrevistas não ditos indígena setor saúde Sustentável Avanços dificuldades amplas desenvolvidos

ABSTRACT Indigenous peoples’ access to Brazilian universities has had an exclusionary history. With the aim of analyzing implications and consequences of their presence in these spaces, a federal university was the object of this intervention study due to its pioneering spirit. Indigenous students, teachers, and managers exposed, in focus groups and interviews, ‘unsaid’ aspects of indigenous higher education. It was verified how their contemporary movements leave the territories and reach the sector, dialoguing with the proposals for health promotion, sustainability, and Sustainable Development Goals. Advances, difficulties, contradictions, and cultural contributions reveal their importance and favor broader issues, offering new perspectives on the processes developed. peoples history spaces spirit students teachers exposed interviews ‘unsaid unsaid education sector promotion sustainability Goals Advances difficulties contradictions issues developed

Human praxis denotes practical wisdom, which through deliberate human action aims at personal and collective transformation, including people's ideas, commitments and consciousness. The occupational therapy profession has a long history of both enacting human praxis for the evolvement of the profession, and also facilitating it among the people it serves. Occupational therapy can draw on its innate wisdom and ability to accurately read contexts to consciously harness human praxis to render the profession as indispensable as a healthcare profession as well as a profession that can contribute significantly to social development. Consciously harnessing human praxis for change can be done by applying reflective and reflexive critical reasoning; epistemic fluency within multidisciplinary spaces (that could promote better transdisciplinary practices); as well as deconstructing the constituents of human praxis to apply it as a treatment mode. Furthermore, consciously using human praxis can contribute to the fields of education, research and leadership that promote and cultivate human dignity.

Abstract The history of Physical Education in Argentina that we know and have studied is told and reconstructed from a national perspective, in great depth, mostly considering the voices of Capital and the province of Buenos Aires. However, there are many stories waiting to be discovered and told. In this sense, this article is a review of recent and local history from a genealogical perspective, framed in the qualitative research paradigm. In particular, our work analyzes the subprogram that was part of "Program of Integral Assistance Cordoba" (Paicor for its acronym in Spanish), implemented within the framework of Educational Reform in Córdoba. This public policy stressed the field of physical education in the period of democratic recovery from 1983 until the closure of the Directorate of Physical Education of the provincial Ministry of Education in 1995. The paper describes and analyzes Paicor Deporte as a public policy device and its link with Physical Education after the return of democracy. For this task, official documents of the subprogram are recovered and people who were in charge of its implementation are interviewed. The challenge was to observe what had not been observed in depth before, recovering voices, interests and needs that gave rise to the subprogram as one of the political tools for the construction of a plural and democratic political subject in the province of Córdoba.

Resumen La historia de la Educación Física argentina que conocemos y hemos estudiado está contada y reconstruida a partir de una revisión nacional, con gran profundidad en la Ciudad y la Provincia de Buenos Aires. No obstante, existen muchas historias que esperan ser descubiertas y narradas. En este sentido, este artículo es una revisión de la historia reciente y local en una perspectiva genealógica, enmarcada en el paradigma cualitativo de investigación. Particularmente, analiza el subprograma que formó parte del Programa de Asistencia Integral Córdoba (Paicor), implementado en el marco de la Reforma Educacional Córdoba. Esta política pública tensionó el campo de la Educación Física en el período de la recuperación democrática, desde 1983 hasta el cierre de la Dirección de Educación Física del Ministerio de Educación provincial, en 1995. El trabajo describe y analiza el Paicor Deporte como dispositivo de la política pública y su vinculación con la Educación Física tras el retorno de la democracia. Para esta tarea se recuperan documentos oficiales del subprograma y se entrevista a personas que estuvieron a cargo de su implementación. El desafío consistió en focalizar lo no se había observado en profundidad, recuperando voces, intereses y necesidades que dieron lugar al subprograma, una de las herramientas políticas para la construcción de un sujeto político plural y democrático en la Provincia de Córdoba.

Resumen: Podríamos caracterizar ambos proyectos en esta sección como “buenos vecinos”, cada uno ofreciendo espacios que trascienden sus roles institucionales y se conectan con la comunidad de manera independiente. En el Parque Nanhu, en Mengzi, China, la Librería Avant-Garde subvierte los ideales modernistas de claridad y funcionalidad de las circulaciones con un giro escheriano. Escaleras, rampas y superficies inclinadas configuran rutas múltiples y superpuestas a través del edificio, creando intercambios inesperados con su interior. La terraza pública en la cubierta y la estructura parcialmente elevada extienden los itinerarios y programas del parque al edificio, integrando asimismo la experiencia de la lectura en el paisaje que lo rodea. En Bruselas, la escasez de espacio para escuelas secundarias llevó a dos municipios vecinos de Bélgica a adquirir un edificio de oficinas y encargar su transformación en la Escuela Karreveld. El proyecto se desarrolló en dos fases: la primera conservó la estructura y priorizó la reutilización de los materiales existentes. La segunda fase introdujo dos nuevos volúmenes para acomodar funciones adicionales. Estrategicamente ubicados, los nuevos pabellones liberan el exterior para áreas de recreación vecinales. Accesos independientes permiten el uso del pabellón deportivo fuera del horario escolar, respondiendo tanto a las necesidades de la escuela como a las del barrio.

Abstract: We could characterize both projects in this section as “good neighbors,” each offering spaces that transcend their institutional roles and engage the community independently. In Nanhu Park, in Mengzi, China, the Avant-Garde Bookstore subverts modernist ideals of the clarity and functionality of circulations with an Escherian twist. Stairs, ramps, and inclined surfaces configure multiple and overlapping routes through the building, offering unexpected exchanges with its interior. The public rooftop terrace and the partially elevated structure extend the park’s public itineraries and programs into the building, and by the same token, integrate books and the act of reading into the park’s landscape. In Brussels, the shortage of space for secondary schools led two neighboring municipalities in Belgium to acquire an office building and commission its transformation into the Karreveld School. The project was developed in two phases: the first preserved the structure and prioritized the reuse of existing materials. The second phase introduced two new volumes to accommodate additional functions. Strategically placed, the new pavilions free up exterior space for neighborhood recreational areas. Independent access points allow the sports pavilion to be used outside school hours, serving the needs of the school and the neighborhood.