{"id":7501,"date":"2025-03-10T11:55:46","date_gmt":"2025-03-10T11:55:46","guid":{"rendered":"https:\/\/edu-building.org\/courses\/preschoolalto-anapati-peru\/"},"modified":"2026-08-31T22:04:40","modified_gmt":"2026-08-31T22:04:40","slug":"preschoolalto-anapati-peru","status":"publish","type":"sfwd-courses","link":"https:\/\/edu-building.org\/en\/courses\/preschoolalto-anapati-peru\/","title":{"rendered":"Preschool<br>Alto Anapati, Peru"},"content":{"rendered":"<div class=\"phc-page\">\n<div class=\"phc-inner\">\n<h1 class=\"phc-title\">Preschool<br \/>Alto Anapati, Peru<\/h1>\n<div class=\"phc-card\">\n<div class=\"phc-wrap\">\n<h2 class=\"phc-h\">What is this presentation about?<\/h2>\n<p>The Asociaci\u00f3n Semillas para el Desarrollo Sostenible presents one of its projects in the district of Pangoa, Peru. The project was carried out in direct collaboration with the community and placed strong emphasis on local participation \u2014 through identifying the main challenges and goals, and through involvement in the participatory design process together with the architects. The final design takes all of these aspects into account and creates a space that the community can truly call its own. At the same time, the process shows the urgent need to rethink how architecture is practiced in the Amazon and to understand the needs of the community and its territory from within.<\/p>\n<p>The presentation takes us through the full story of the project, explains the context, shows how the community was involved throughout the entire design and construction process, and presents in detail how the preschool project was designed and built.<\/p>\n<p>The project consists of three preschool classrooms, a multipurpose room, administrative areas, kitchen and toilet facilities, as well as outdoor spaces such as a garden, playground, and an open-air classroom. It was completed in 2018 with a total budget of EUR 77,000.<\/p>\n<p>Presented by <strong>Giulia Perri \/<\/strong> <a href=\"http:\/\/www.semillasperu.com\/\" target=\"_blank\" rel=\"noopener\"><strong>Asociaci\u00f3n Semillas para el Desarrollo Sostenible<\/strong><\/a><br \/>Duration 25 minutes, Subtitles DE, EN, ES, FR<\/p>\n<ul class=\"phc-chips\">\n<li>Lessons Learned<\/li>\n<li>Clay blocks<\/li>\n<li>Roof opening<\/li>\n<li>Cross ventilation<\/li>\n<li>Design Build<\/li>\n<li>Preschool<\/li>\n<li>Community participation<\/li>\n<li>Community<\/li>\n<li>Inner courtyard<\/li>\n<li>Wood<\/li>\n<\/ul>\n<div class=\"phc-video\">\n<div class=\"phc-vidbox\"><iframe class=\"phc-vidframe\" src=\"https:\/\/player.vimeo.com\/video\/1035619073?h=7b3055af1b&#038;badge=0&#038;autopause=0&#038;player_id=0&#038;app_id=502819&#038;texttrack=en\" frameborder=\"0\" allow=\"autoplay; fullscreen; picture-in-picture; clipboard-write; encrypted-media; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" title=\"Preschool Alto Anapati, Peru\"><\/iframe><\/div>\n<\/div>\n<div class=\"phc-fb\"><button type=\"button\" class=\"phc-btn btn-feedback\" data-fbopen=\"fbdlg\">Give 1 minute feedback &#8212;&gt; click here!<\/button><dialog id=\"fbdlg\" class=\"phc-dialog\"><button type=\"button\" class=\"phc-dialog-close\" data-fbclose aria-label=\"Close\">&times;<\/button><script>\nvar gform;gform||(document.addEventListener(\"gform_main_scripts_loaded\",function(){gform.scriptsLoaded=!0}),document.addEventListener(\"gform\/theme\/scripts_loaded\",function(){gform.themeScriptsLoaded=!0}),window.addEventListener(\"DOMContentLoaded\",function(){gform.domLoaded=!0}),gform={domLoaded:!1,scriptsLoaded:!1,themeScriptsLoaded:!1,isFormEditor:()=>\"function\"==typeof InitializeEditor,callIfLoaded:function(o){return!(!gform.domLoaded||!gform.scriptsLoaded||!gform.themeScriptsLoaded&&!gform.isFormEditor()||(gform.isFormEditor()&&console.warn(\"The use of 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<h2 class=\"gform_title\">Alto Anapati Preschool Presentation Feedback<\/h2>\n                        <\/div><form method='post' enctype='multipart\/form-data' target='gform_ajax_frame_11' id='gform_11'  action='\/en\/wp-json\/wp\/v2\/sfwd-courses\/7501#gf_11' data-formid='11' novalidate>\n                        <div class='gform-body gform_body'><div id='gform_fields_11' class='gform_fields top_label form_sublabel_above description_below validation_below'><div id=\"field_11_28\" class=\"gfield gfield--type-honeypot gform_validation_container field_sublabel_above gfield--has-description field_description_below field_validation_below gfield_visibility_visible\"  ><label class='gfield_label gform-field-label' for='input_11_28'><span class='gform-field-label__text'>X\/Twitter<\/span><\/label><div class='ginput_container'><input name='input_28' id='input_11_28' type='text' value='' autocomplete='new-password'\/><\/div><div class='gfield_description' id='gfield_description_11_28'>This field is for validation purposes and should be left unchanged.<\/div><\/div><div id=\"field_11_23\" class=\"gfield gfield--type-post_custom_field gfield--input-type-text gfield--width-full field_sublabel_above gfield--no-description field_description_below field_validation_below gfield_visibility_hidden\"  ><div class=\"admin-hidden-markup\"><i class=\"gform-icon gform-icon--hidden\" aria-hidden=\"true\" title=\"This field is hidden when viewing the form\"><\/i><span>This field is hidden when viewing the form<\/span><\/div><label class='gfield_label gform-field-label' for='input_11_23'><span class='gform-field-label__text'>Full Name<\/span><\/label><div class='ginput_container ginput_container_text'><input name='input_23' id='input_11_23' type='text' value=',   ' class='large'      aria-invalid=\"false\"   \/><\/div><\/div><div id=\"field_11_26\" class=\"gfield gfield--type-post_custom_field gfield--input-type-text gfield--width-full field_sublabel_above gfield--no-description field_description_below field_validation_below gfield_visibility_hidden\"  ><div class=\"admin-hidden-markup\"><i class=\"gform-icon gform-icon--hidden\" aria-hidden=\"true\" title=\"This field is hidden when viewing the form\"><\/i><span>This field is hidden when viewing the form<\/span><\/div><label class='gfield_label gform-field-label' for='input_11_26'><span class='gform-field-label__text'>E-mail<\/span><\/label><div class='ginput_container ginput_container_text'><input name='input_26' id='input_11_26' type='text' value='' class='large'      aria-invalid=\"false\"   \/><\/div><\/div><div id=\"field_11_27\" class=\"gfield gfield--type-post_custom_field gfield--input-type-text gfield--width-full field_sublabel_above gfield--no-description field_description_below field_validation_below gfield_visibility_hidden\"  ><div class=\"admin-hidden-markup\"><i class=\"gform-icon gform-icon--hidden\" aria-hidden=\"true\" title=\"This field is hidden when viewing the form\"><\/i><span>This field is hidden when viewing the form<\/span><\/div><label class='gfield_label gform-field-label' for='input_11_27'><span class='gform-field-label__text'>Organisation<\/span><\/label><div class='ginput_container ginput_container_text'><input name='input_27' id='input_11_27' type='text' value='' class='large'      aria-invalid=\"false\"   \/><\/div><\/div><div id=\"field_11_11\" class=\"gfield gfield--type-survey gfield--input-type-likert gfield--width-full gfield_contains_required field_sublabel_above gfield--no-description field_description_below field_validation_below gfield_visibility_visible gsurvey-survey-field \"  data-field-class=\"gsurvey-survey-field\" ><label class='gfield_label gform-field-label' ><span class='gform-field-label__text'>I was able to acquire new knowledge on the topic of \u201cconstruction projects in development cooperation\u201d<\/span><span class=\"gfield_required\"><span class=\"gfield_required gfield_required_text\">(Required)<\/span><\/span><\/label><div class='ginput_container ginput_container_likert'><table aria-label='I was able to acquire new knowledge on the topic of \u201cconstruction projects in development cooperation\u201d' class='gsurvey-likert' id='input_11_11'><thead><tr><th id='likert_col_1_11_11' scope='col' role='presentation' class='gsurvey-likert-choice-label'>Strongly disagree <br> 1<\/th><th id='likert_col_2_11_11' scope='col' role='presentation' class='gsurvey-likert-choice-label'>2<\/th><th id='likert_col_3_11_11' scope='col' role='presentation' class='gsurvey-likert-choice-label'>3<\/th><th id='likert_col_4_11_11' scope='col' role='presentation' class='gsurvey-likert-choice-label'>4<\/th><th id='likert_col_5_11_11' scope='col' role='presentation' class='gsurvey-likert-choice-label'>5<\/th><th id='likert_col_6_11_11' scope='col' role='presentation' class='gsurvey-likert-choice-label'>6<\/th><th id='likert_col_7_11_11' scope='col' role='presentation' class='gsurvey-likert-choice-label'>7<\/th><th id='likert_col_8_11_11' scope='col' role='presentation' class='gsurvey-likert-choice-label'>8<\/th><th id='likert_col_9_11_11' scope='col' role='presentation' class='gsurvey-likert-choice-label'>9<\/th><th id='likert_col_11_11_11' scope='col' role='presentation' class='gsurvey-likert-choice-label'>Strongly agree <br> 10<\/th><\/tr><\/thead><tbody><tr><td data-label='Strongly disagree 1' class='gsurvey-likert-choice'><input name='input_11' type='radio' value='glikertcol1155f01cdf'  id='choice_11_11_1'    aria-labelledby='likert_col_1_11_11'\/><\/td><td data-label='2' class='gsurvey-likert-choice'><input name='input_11' type='radio' value='glikertcol11dfa44d10'  id='choice_11_11_2'    aria-labelledby='likert_col_2_11_11'\/><\/td><td data-label='3' class='gsurvey-likert-choice'><input name='input_11' type='radio' value='glikertcol11358b8ecf'  id='choice_11_11_3'    aria-labelledby='likert_col_3_11_11'\/><\/td><td data-label='4' class='gsurvey-likert-choice'><input name='input_11' type='radio' value='glikertcol11c522b458'  id='choice_11_11_4'    aria-labelledby='likert_col_4_11_11'\/><\/td><td data-label='5' class='gsurvey-likert-choice'><input name='input_11' type='radio' value='glikertcol11fcc374ae'  id='choice_11_11_5'    aria-labelledby='likert_col_5_11_11'\/><\/td><td data-label='6' class='gsurvey-likert-choice'><input name='input_11' type='radio' value='glikertcol1167d6374e'  id='choice_11_11_6'    aria-labelledby='likert_col_6_11_11'\/><\/td><td data-label='7' class='gsurvey-likert-choice'><input name='input_11' type='radio' value='glikertcol11384fe23a'  id='choice_11_11_7'    aria-labelledby='likert_col_7_11_11'\/><\/td><td data-label='8' class='gsurvey-likert-choice'><input name='input_11' type='radio' value='glikertcol11ae5f97ca'  id='choice_11_11_8'    aria-labelledby='likert_col_8_11_11'\/><\/td><td data-label='9' class='gsurvey-likert-choice'><input name='input_11' type='radio' value='glikertcol1173b02cd9'  id='choice_11_11_9'    aria-labelledby='likert_col_9_11_11'\/><\/td><td data-label='Strongly agree 10' class='gsurvey-likert-choice'><input name='input_11' type='radio' value='glikertcol117fea1e1c'  id='choice_11_11_11'    aria-labelledby='likert_col_11_11_11'\/><\/td><\/tr><\/tbody><\/table><\/div><\/div><div id=\"field_11_18\" class=\"gfield gfield--type-survey gfield--input-type-likert gfield--width-full gfield_contains_required field_sublabel_above gfield--no-description field_description_below field_validation_below gfield_visibility_visible gsurvey-survey-field \"  data-field-class=\"gsurvey-survey-field\" ><label class='gfield_label gform-field-label' ><span class='gform-field-label__text'>Gaining a deeper look into another organization\u2019s work and experiences gave me valuable new perspectives and broadened my understanding of the topic.<\/span><span class=\"gfield_required\"><span class=\"gfield_required gfield_required_text\">(Required)<\/span><\/span><\/label><div class='ginput_container ginput_container_likert'><table aria-label='Gaining a deeper look into another organization\u2019s work and experiences gave me valuable new perspectives and broadened my understanding of the topic.' class='gsurvey-likert' id='input_11_18'><thead><tr><th id='likert_col_1_11_18' scope='col' role='presentation' class='gsurvey-likert-choice-label'>Strongly disagree <br> 1<\/th><th id='likert_col_2_11_18' scope='col' role='presentation' class='gsurvey-likert-choice-label'>2<\/th><th id='likert_col_3_11_18' scope='col' role='presentation' class='gsurvey-likert-choice-label'>3<\/th><th id='likert_col_4_11_18' scope='col' role='presentation' class='gsurvey-likert-choice-label'>4<\/th><th id='likert_col_5_11_18' scope='col' role='presentation' class='gsurvey-likert-choice-label'>5<\/th><th id='likert_col_6_11_18' scope='col' role='presentation' class='gsurvey-likert-choice-label'>6<\/th><th id='likert_col_7_11_18' scope='col' role='presentation' class='gsurvey-likert-choice-label'>7<\/th><th id='likert_col_8_11_18' scope='col' role='presentation' class='gsurvey-likert-choice-label'>8<\/th><th id='likert_col_9_11_18' scope='col' role='presentation' class='gsurvey-likert-choice-label'>9<\/th><th id='likert_col_11_11_18' scope='col' role='presentation' class='gsurvey-likert-choice-label'>Strongly agree <br> 10<\/th><\/tr><\/thead><tbody><tr><td data-label='Strongly disagree 1' class='gsurvey-likert-choice'><input name='input_18' type='radio' value='glikertcol1155f01cdf'  id='choice_11_18_1'    aria-labelledby='likert_col_1_11_18'\/><\/td><td data-label='2' class='gsurvey-likert-choice'><input name='input_18' type='radio' value='glikertcol11dfa44d10'  id='choice_11_18_2'    aria-labelledby='likert_col_2_11_18'\/><\/td><td data-label='3' class='gsurvey-likert-choice'><input name='input_18' type='radio' value='glikertcol11358b8ecf'  id='choice_11_18_3'    aria-labelledby='likert_col_3_11_18'\/><\/td><td data-label='4' class='gsurvey-likert-choice'><input name='input_18' type='radio' value='glikertcol11c522b458'  id='choice_11_18_4'    aria-labelledby='likert_col_4_11_18'\/><\/td><td data-label='5' class='gsurvey-likert-choice'><input name='input_18' type='radio' value='glikertcol11fcc374ae'  id='choice_11_18_5'    aria-labelledby='likert_col_5_11_18'\/><\/td><td data-label='6' class='gsurvey-likert-choice'><input name='input_18' type='radio' value='glikertcol1167d6374e'  id='choice_11_18_6'    aria-labelledby='likert_col_6_11_18'\/><\/td><td data-label='7' class='gsurvey-likert-choice'><input name='input_18' type='radio' value='glikertcol11384fe23a'  id='choice_11_18_7'    aria-labelledby='likert_col_7_11_18'\/><\/td><td data-label='8' class='gsurvey-likert-choice'><input name='input_18' type='radio' value='glikertcol11ae5f97ca'  id='choice_11_18_8'    aria-labelledby='likert_col_8_11_18'\/><\/td><td data-label='9' class='gsurvey-likert-choice'><input name='input_18' type='radio' value='glikertcol1173b02cd9'  id='choice_11_18_9'    aria-labelledby='likert_col_9_11_18'\/><\/td><td data-label='Strongly agree 10' class='gsurvey-likert-choice'><input name='input_18' type='radio' value='glikertcol117fea1e1c'  id='choice_11_18_11'    aria-labelledby='likert_col_11_11_18'\/><\/td><\/tr><\/tbody><\/table><\/div><\/div><div id=\"field_11_19\" class=\"gfield gfield--type-survey gfield--input-type-likert gfield--width-full gfield_contains_required field_sublabel_above gfield--no-description field_description_below field_validation_below gfield_visibility_visible gsurvey-survey-field \"  data-field-class=\"gsurvey-survey-field\" ><label class='gfield_label gform-field-label' ><span class='gform-field-label__text'>The presentation motivated me to incorporate new ideas and approaches into our future projects \u2013 especially with regard to sustainability.<\/span><span class=\"gfield_required\"><span class=\"gfield_required gfield_required_text\">(Required)<\/span><\/span><\/label><div class='ginput_container ginput_container_likert'><table aria-label='The presentation motivated me to incorporate new ideas and approaches into our future projects \u2013 especially with regard to sustainability.' class='gsurvey-likert' id='input_11_19'><thead><tr><th id='likert_col_1_11_19' scope='col' role='presentation' class='gsurvey-likert-choice-label'>Strongly disagree <br> 1<\/th><th id='likert_col_2_11_19' scope='col' role='presentation' class='gsurvey-likert-choice-label'>2<\/th><th id='likert_col_3_11_19' scope='col' role='presentation' class='gsurvey-likert-choice-label'>3<\/th><th id='likert_col_4_11_19' scope='col' role='presentation' class='gsurvey-likert-choice-label'>4<\/th><th id='likert_col_5_11_19' scope='col' role='presentation' class='gsurvey-likert-choice-label'>5<\/th><th id='likert_col_6_11_19' scope='col' role='presentation' class='gsurvey-likert-choice-label'>6<\/th><th id='likert_col_7_11_19' scope='col' role='presentation' class='gsurvey-likert-choice-label'>7<\/th><th id='likert_col_8_11_19' scope='col' role='presentation' class='gsurvey-likert-choice-label'>8<\/th><th id='likert_col_9_11_19' scope='col' role='presentation' class='gsurvey-likert-choice-label'>9<\/th><th id='likert_col_11_11_19' scope='col' role='presentation' class='gsurvey-likert-choice-label'>Strongly agree <br> 10<\/th><\/tr><\/thead><tbody><tr><td data-label='Strongly disagree 1' class='gsurvey-likert-choice'><input name='input_19' type='radio' value='glikertcol1155f01cdf'  id='choice_11_19_1'    aria-labelledby='likert_col_1_11_19'\/><\/td><td data-label='2' class='gsurvey-likert-choice'><input name='input_19' type='radio' value='glikertcol11dfa44d10'  id='choice_11_19_2'    aria-labelledby='likert_col_2_11_19'\/><\/td><td data-label='3' class='gsurvey-likert-choice'><input name='input_19' type='radio' value='glikertcol11358b8ecf'  id='choice_11_19_3'    aria-labelledby='likert_col_3_11_19'\/><\/td><td data-label='4' class='gsurvey-likert-choice'><input name='input_19' type='radio' value='glikertcol11c522b458'  id='choice_11_19_4'    aria-labelledby='likert_col_4_11_19'\/><\/td><td data-label='5' class='gsurvey-likert-choice'><input name='input_19' type='radio' value='glikertcol11fcc374ae'  id='choice_11_19_5'    aria-labelledby='likert_col_5_11_19'\/><\/td><td data-label='6' class='gsurvey-likert-choice'><input name='input_19' type='radio' value='glikertcol1167d6374e'  id='choice_11_19_6'    aria-labelledby='likert_col_6_11_19'\/><\/td><td data-label='7' class='gsurvey-likert-choice'><input name='input_19' type='radio' value='glikertcol11384fe23a'  id='choice_11_19_7'    aria-labelledby='likert_col_7_11_19'\/><\/td><td data-label='8' class='gsurvey-likert-choice'><input name='input_19' type='radio' value='glikertcol11ae5f97ca'  id='choice_11_19_8'    aria-labelledby='likert_col_8_11_19'\/><\/td><td data-label='9' class='gsurvey-likert-choice'><input name='input_19' type='radio' value='glikertcol1173b02cd9'  id='choice_11_19_9'    aria-labelledby='likert_col_9_11_19'\/><\/td><td data-label='Strongly agree 10' class='gsurvey-likert-choice'><input name='input_19' type='radio' value='glikertcol117fea1e1c'  id='choice_11_19_11'    aria-labelledby='likert_col_11_11_19'\/><\/td><\/tr><\/tbody><\/table><\/div><\/div><div id=\"field_11_14\" class=\"gfield gfield--type-survey gfield--input-type-likert gfield--width-full gfield_contains_required field_sublabel_above gfield--no-description field_description_below field_validation_below gfield_visibility_visible gsurvey-survey-field \"  data-field-class=\"gsurvey-survey-field\" ><label class='gfield_label gform-field-label' ><span class='gform-field-label__text'>I have taken away some concrete ideas for the later implementation of the course content and want to apply the new knowledge\/skills in our construction projects within the next year.<\/span><span class=\"gfield_required\"><span class=\"gfield_required gfield_required_text\">(Required)<\/span><\/span><\/label><div 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This helps us not only optimize the platform but also evaluate the project\u2019s impact \u2014 an important part of its implementation. <br \/>We would greatly appreciate your honest and direct feedback. Thank you for taking the time!<\/p>\n<\/p>\n<div class=\"phc-gatepanel\"><a class=\"phc-gate-title\" href=\"#login\">Log in for more content<span class=\"arr\">&rarr;<\/span><\/a><a class=\"phc-gate-tab\" href=\"#login\">Transcript<span class=\"plus\">+<\/span><\/a><a class=\"phc-gate-tab\" href=\"#login\">Links<span class=\"plus\">+<\/span><\/a><a class=\"phc-gate-tab\" href=\"#login\">Q&amp;A<span class=\"plus\">+<\/span><\/a><\/div>\n<p>\n<div class=\"phc-members\">\n<h2 class=\"phc-members-h\">More content once you\u2019re logged in<\/h2>\n<div class=\"phc-acc\"><\/p>\n<details class=\"course-transcript\">\n<summary>Transcript<\/summary>\n<div class=\"acc-body\">\n<div class=\"chap\">\n<div class=\"chap-h\">Kontext<\/div>\n<p>&#8220;Schools that make school&#8221; Architecture and community participation in the Alto Anapati preschool Semillas is an NGO of architects and interdisciplinary professionals. We have been working collectively for ten years on transformative spaces for young people in the Peruvian Amazon. We work, primarily, in the VRAEM zone, the valley of the Apurimac &#8211; Ene and Mantaro rivers- in the heart of the Peruvian Amazon. This area, like most of the Peruvian Amazon, has long been invisible in public politics, even though it makes up more than 61% of the national territory.<\/p>\n<p>The difficult access roads drive up investment costs and lead to significant neglect from the state. Furthermore, the region continues to be a victim of environmental, cultural, and human rights violations and it is today the main area of narco-terrorism in the country. Nevertheless, we see that 44 languages and 31 of the 117 life areas in the world continue to exist and resist in the Peruvian Amazon. Here, 95% of schools lack water and sewage, 45% are at risk of collapse and in need of renovation, and more than 70% of the population has no access to higher education.<\/p>\n<p>The few state interventions are planned and designed from the capital Lima and do not guarantee climate comfort nor reflect the cultural and geographical context. Regarding schools, it is exactly the same. There we find two types of scenarios. First, there are the precarious schools built by the parents. And second, there are the schools built by the state, with high investment costs and very low spatial quality. In these regions, the question is how architecture can be a truly transformative response. After ten years of working with communities and living in the area, we understood that it is necessary to unlearn in order to learn. To listen, to be able to co-create spaces that reflect a good, communal life.<\/p>\n<\/div>\n<div class=\"chap\">\n<div class=\"chap-h\">Partizipatives Prozess<\/div>\n<p>We work through cooperation mechanisms between various local and international actors. We collaborate with communities, ministries and universities. We work with local people, with indigenous associations, with parents and communities. We have developed our own participatory methodology: a dynamic tool that defines 6 main phases in which we move back and forth, in a non-linear process. The first phase is identification, Then comes the rural participatory diagnosis, the participatory design workshops, the architectural project, which also includes the building permits.<\/p>\n<p>And the development of the technical aspect, the participatory construction phase and the monitoring, with which the school goes into operation. The last phase &#8211; the monitoring &#8211; is the most important phase for us. During this phase, the project comes to life and it offers us the chance to deeper understand what the uses, needs and impacts of the project are.<\/p>\n<p>But, how exactly are these projects made possible? How is this method applied? How do we guarantee the active participation and the involvement of all actors for each project? Now we will show you, based on one of our projects: the Alto Anapati preschool. We came to this districht through the local Ministry of Education (UGEL Pangoa), which had identified the need for a new preschool for the community. The preschool had been operating for 12 years with the support of the parents, but under extremely precarious conditions.<\/p>\n<p>The classrooms, which were built from wood and a donated module, had serious problems with lighting, ventilation, and flooding. Resources were limited and there were no suitable spaces for the children&#8217;s growth. The kitchen and dining area were in unsanitary condition and lacked adequate ventilation, and the toilets did not meet basic safety and hygiene standards. With the help of various allies we built and managed the kindergarten, which was later handed over to the Ministry of Education for administration and use. The funding was provided by a German organization, Fly &amp; Help.<\/p>\n<p>The co-financing was provided by the district community of Pangoa through an agreement with Semillas. The architecture and management were taken over by us, the organization Semillas para el desarrollo sostenible. Alto Anapati is a Nomatsigenga indigenous community and is located 43 km from the district capital, San Martin de Pangoa, in the heart of the central jungle of Peru. The only access road is a dirt road for which, depending on the condition of the road, it takes between one and one and a half hours. This is associated with quite high transport costs.<\/p>\n<p>In Alto Anapati, as well as in the other indigenous communities in the Amazon region, there is no private property. The land, the houses and the communal spaces are collectively owned. Although traditional houses are built from palm, wood, and cane, in recent years the houses in the countryside have been rebuilt as part of a government program to improve the quality of life. So we find ourselves in a community undergoing a urban transformation. To &#8216;improve&#8217; their quality of life, the residents of this type of large wooden houses, with semi-open kitchens and relaxation areas inside, would move into a 22 square meter cement block bunker with glass windows and a calamine roof. These are intended for families with 4 or 5 children.<\/p>\n<\/div>\n<div class=\"chap\">\n<div class=\"chap-h\">Partizipative Diagnostik<\/div>\n<p>This process and these state interventions show that it is urgently necessary to rethink the way architecture is made in the Amazon and to understand the needs of the community and its territory from the inside out. The first thing we do, when we arrive in the community, is to create spaces for mutual learning. Through participatory diagnostic workshops we get to know each other, build trust and design shared dreams. In these participatory processes, we try to hear the voice of each individual.<\/p>\n<p>Together with the parents, we learned about the area, its history, its socio-ecological relationships and its diverse uses and resources. We made sure to make the voice and role of women, in this case the most vulnerable actors, visible. We worked in family workshops, with children and parents to understand the interaction between children, their family and their living environment. We explore the places that children at this age know and recognize: the house, the farm and the road that connects them.<\/p>\n<p>We consider the school as a home place, where all these elements come together and where the child should recognize themselves. With the children, we developed different activities, to free ourselves from adult-centrism and to think from the child&#8217;s perspective, their perception and their imagination. Finally, we developed from an ethnographic approach observation workshops (we dressed up as invisible people and simply observed), to understand the dynamics of teaching at the first level in a local community.<\/p>\n<\/div>\n<div class=\"chap\">\n<div class=\"chap-h\">Design<\/div>\n<p>We observed and recorded the use of spaces; how children play; how they learn; and how they use the inner and outer space in all their activities. Together with the parents, we learned about the history and dynamics of community life as well as the urban organization of the community, in which, between the buildings, public spaces are created for the development of community life. We also conducted design workshops with the teachers. In designing the ideal educational space, they imagined their classroom as a classroom without walls, with a big tree in the middle!<\/p>\n<p>The forest is reclaimed as an original space, where learning and memory emerge. The school then observes not only the landscape, but becomes a part of it. So we tried to do the same with the school. We create courtyards of different sizes, interspaces, and the outdoor courtyards become an extension of the classrooms. We envision actions together, and around them, we design the spaces. These actions contribute to every detail of the project.<\/p>\n<\/div>\n<div class=\"chap\">\n<div class=\"chap-h\">Projekt<\/div>\n<p>The design has tried to make all this learning visible in its spatiality. The building is located in the access area of the community and is distributed over two blocks. On the southwest side is the access block with the multipurpose room, the administration, the kitchen, and the restrooms The multipurpose room is a classroom without walls, that is connected to the &#8216;forest classroom&#8217;, a space designed as an outdoor classroom. On the east side is the classroom block, which opens outward through large sliding walls.<\/p>\n<p>This makes the outdoor area part of the learning space. All enclosures are conceived as boundaries, that dissolve and connect the interior with the exterior. The school does not limit itself to observing the landscape, but becomes part of it. A basic module of 7.5m x 7.5m is used in the structure, to simplify, repeat, and accelerate the development of the individual building elements. Most of the materials used for the project come from the region, such as wood from the local forests, adobe bricks and river stones.<\/p>\n<p>In this way local production and craftsmanship are preserved. The building integrates into a context with low environmental impact through its architecture and aligns with sustainability and the maintenance capabilities of the community. It ensures consistent ventilation through small louvered windows and creates a higher thermal comfort through the chimney effect.<\/p>\n<p>The construction process was divided into two main areas: carpentry and masonry, with a focus on the use of local materials and methods &#8211; which correspond to the environment of the Amazon region &#8211; and on the involvement of the local population. For the carpentry work, wood from the local Tornillo and Mohena species was used, which comes from the community&#8217;s forests &#8211; a valuable contribution from the community. This process began with the identification and felling of the trees in the forest, which were then brought to the construction site.<\/p>\n<p>The wood was processed using a craft lamination method, which allowed for the production of large pieces with glue and screws. In this way, columns and beams were created, some of which reached a length of up to 7 meters. The structural assembly began with the installation of the columns, followed by the connection of the horizontal beams and the roof beam, which was supported at the top by a central metal ring. Finally, the beams and the roof &#8211; consisting of OSB boards, a waterproof layer, and asphalt shingles &#8211; were installed, solving issues such as overheating and noise from rain &#8211; which often occur in schools with metal roofs.<\/p>\n<p>In the masonry work, local workers were employed and together with community work, where community members participated in activities such as layout, excavation, pouring floors, columns and beams. During this process, community members were trained, so they could read plans and understand the building systems, facilitating the transfer of knowledge between architects, teachers and community. Additionally, four members of the community were integrated into the masonry team.<\/p>\n<p>For the walls, handmade bricks were used, which were made in local clay kilns. On the inside, latex paint was applied according to an educational color study, while on the outside, a mixture of ochre, glue, and water was used, allowing the building to visually blend into the surroundings. Through co-design workshops with the community, everyday objects were integrated into the infrastructure of the school and renamed, so that children can recognize themselves in their environment. The mats, traditionally used for sitting, became part of the building envelope and created a pattern of light and shadow. The baskets of the Indigenous people, used for transporting flowers, firewood, and yucca, were transformed into ceiling lamps. The Masato-Pajo, typically used for drinking, was also repurposed as a light fixture. Additionally, the Cushmas, typical garments of the community, were woven into a ceiling, which separates the classroom from the corridor and protects against mosquitoes.<\/p>\n<\/div>\n<div class=\"chap\">\n<div class=\"chap-h\">Nutzung<\/div>\n<p>Here we can see how the design became reality: Here is the courtyard for everyone. The courtyard between the classrooms. The multipurpose hall is designed as a &#8216;maloca&#8217;, a local meeting place- a covered space without walls. Here, children and the community can gather. An outdoor learning space, which we call &#8216;forest classroom&#8217;, which is a classroom in the open air where children learn together with nature.<\/p>\n<p>A single corridor runs throughout the building and guides the children through various scenarios in the school: hybrid, free, open spaces, that celebrate the school as a public space, a symbol of freedom and learning for the children and the community. In the same way, the classrooms are equipped with large sliding panels. They can be opened, folded, and moved. They connect the classrooms with the outside, provide ventilation and extend the learning space outward. Instead of tables and chairs, the children use mats for story time.<\/p>\n<p>The vision of the Indigenous people of the Nomatsigenga for a good life is understood as a life in harmony with oneself and with other living beings on the planet. In this sense, we sought in the Alto-Anapati school this encounter &#8211; community, identity, and nature &#8211; through an architecture that was designed based on how the space should be inhabited: What were the reactions to the completed project?<\/p>\n<\/div>\n<div class=\"chap-qa-sep\">Q&amp;A<\/div>\n<div class=\"chap\">\n<div class=\"chap-h\">Wie waren die Reaktionen auf das abgeschlossene Projekt?<\/div>\n<p>the most significant impact on the users of the project lies in the possibility of using the multipurpose spaces of the schools as community spaces. What we have seen working very well is that the community begins to have a space within the school to use not only for educational purposes, but also for community activities. Thus, the concept of the Western school becomes a concept of an indigenous school, which is based on communal learning. On the other hand, we have noticed an influence on the way pedagogy is practiced in these spaces.<\/p>\n<p>Of course, this influence is not drastic, because the teachers who come here are still teachers trained in a state approach, but we have seen that, when we provide them with tools or elements, that enable them to build the classroom and open the space outward, the teachers begin to take advantage of this opportunity on a pedagogical level and to transfer some of the pedagogical activities outside. On the other hand, users greatly appreciate the improvement of ventilation through cross-ventilation, the chimney effect. But also regarding all acoustic aspects, for example, by avoiding metal roofs and considering the materials. For instance, in the case of the Alto Anapati school: OSB roofs with asphalt shingles, which creates a very quiet space when it rains -essential in a classroom- and provides a much better thermal comfort, since they retain much less heat in the room.<\/p>\n<\/div>\n<div class=\"chap\">\n<div class=\"chap-h\">Wie sieht ein typischer staatlicher Prozess zur Entwicklung des l\u00e4ndlichen Raums aus?<\/div>\n<p>The infrastructures, What does a typical state process for rural development look like? which are usually funded by the state, are generally focused on the city of Lima. Peru is a very centralized country, a third of all residents of the country live in Lima, therefore all state measures are concentrated, especially in the area of school infrastructure or housing, on modules designed for a coastal climate.<\/p>\n<p>The same school, the same apartments, that exist on the coast, also exist in the highlands, in the snowy mountains or in the jungle, and this naturally brings several problems. The first and most obvious is the bioclimatic question, because these spaces do not meet the needs of the place. Secondly, the materials often consist of cement blocks, corrugated metal, that come from the city, so they are very expensive and have low spatial and material quality.<\/p>\n<p>Another important aspect is the cultural question: These spaces in schools and houses do not take into account the way of life of the communities in which they are located, so the proposals from the state often do not respect the way of life of the Indigenous or the communities. In the specific case of state housing in an Indigenous community it consists of 5 x 5 modules with separate interiors, where the entire family life takes place in a very small space, while the Indigenous way of life is usually connected to the community space and Indigenous houses usually consist of a large roof where most daily activities take place and where different families can meet.<\/p>\n<p>Another topic that is very important from our perspective, is the mattter of color. The buildings proposed by the state, especially schools, usually bear the color of the political party that builds them, while we try to also consider the aesthetics, the materials and the colors, to be proposed and to be put into context. In our case, for example, we try to use colors made from minerals &#8211; like ochre &#8211; for all outdoor areas, so that they can be associated with the color of the earth and respectfully blend into the area.<\/p>\n<\/div>\n<div class=\"chap\">\n<div class=\"chap-h\">Welche Auswirkungen haben die Gesetzgebung und Bauvorschriften in Peru auf Bauprojekte?<\/div>\n<p>How do Peru&#8217;s laws and building codes affect construction projects? In our projects, we have tried from the beginning to be a meeting point between the regulations and the local level. In the specific case of Peru, the regulations are quite strict and very focused on the use of cement. Therefore, we use a minimum of reinforced concrete for all foundations and part of the load-bearing elements like columns and beams.<\/p>\n<p>The reason for this is that the regulations must also meet very high seismic standards, since Peru is a country highly prone to earthquakes and the school must be the safest place of all. We have managed to incorporate laminated wood elements, but it is still quite complicated, since the state does not generally promote the use of wood. There are regulations that allow us to propose structural elements made of laminated wood- in our case mainly columns and roof beams.<\/p>\n<\/div>\n<div class=\"chap\">\n<div class=\"chap-h\">Was waren einige der Lessons Learned im Laufe der Jahre?<\/div>\n<p>What were some of the lessons learned over the years? Regarding Lessons Learned, over the years of our work we have drawn many lessons and above all, we have learned from the use of schools. And among all these Lessons Learned, the most important lesson is always to implement the simplest systems possible so that the community has the right tools for the maintenance of the space. We have learned that it is important to provide workshops for maintenance and to systematize this information.<\/p>\n<p>Another major experience that we have had in recent years is that we also need to conduct educational activities in addition to architecture, so that the buildings can have a real impact on education. On the other hand, we have started to learn, that the space typologies provided in the regulations do not always respect the needs. For example, we have learned that libraries, understood from Western perspectives like a book warehouse with tables, do not adapt to the handling of literature in this kind of community.<\/p>\n<p>This happened to us in past projects, where the libraries acted as storage spaces. This has led to a very deep understanding and reflection about proposing normative spaces, while the design process, with an understanding of the local way in which spaces are experienced, lead us to the process of deconstructing these spaces so that they can be connected to the context. For example, in libraries, reading is not just about the connection to books in rural places.<\/p>\n<p>It is also about the reading of knowledge, the recognition of plants and wood, the reading of the stars, so that the space exists, but deconstructs itself in form and spatiality. The same happened in our past projects, where we built specialized laboratories for science and technology: The state proposed a space with tables and sinks for conducting experiments, Due to the knowledge of the area, we proposed spaces, where plants or medicinal plants can be stored and dried, where wood recognition can be learned, where knowledge from the local community can be learned.<\/p>\n<p>It is extremely important for us to make all participants visible. Fly &amp; Help provided the funding and the Pangoa community took on co-funding through an agreement with Semillas. We, Asociaci\u00f3n Semillas para el Desarrollo Sostenible, took on the architecture and project management. Many actors were part of the collaboration. An Italian NGO, Comunit\u00e1 Promozione Sviluppo (CPS), the indigenous community of Alto Anapati, the parents&#8217; association APAFA, of the preschool, the district administration of Pangoa, the National School Nutrition Program, Qaliwarma, KANUJA, the Ash\u00e1ninka Nomatsigenga Union of the Pangoa Valley, as representatives of the indigenous communities of the area.<\/p>\n<p>In the construction team, two of our masters, who are our allies and are part of the team, are Javier Garcia Paucar and Elias Martinez Ramos, who are originally from the area. The beautiful photos that have been shown partly come from our registry, and the others come from the fantastic photographer and architect, Eleazar Cuadros.<\/p>\n<\/div>\n<\/div>\n<\/details>\n<\/div>\n<\/div>\n<div class=\"phc-related\">\n<p class=\"related-label\">Related videos to watch next<\/p>\n<div class=\"phc-related-thumbs\"><a class=\"phc-rthumb\" href=\"..\/project-preparation\/\" style=\"background-image:url(&quot;https:\/\/edu-building.org\/wp-content\/uploads\/2024\/10\/vorfeld-featured-768x512.jpg&quot;)\"><span class=\"rthumb-title\">Project preparation<\/span><\/a><a class=\"phc-rthumb\" href=\"..\/design\/\" style=\"background-image:url(&quot;https:\/\/edu-building.org\/wp-content\/uploads\/2024\/10\/design-featured-768x512.jpg&quot;)\"><span class=\"rthumb-title\">Design<\/span><\/a><a class=\"phc-rthumb\" href=\"..\/background-knowledge\/\" style=\"background-image:url(&quot;https:\/\/edu-building.org\/wp-content\/uploads\/2024\/10\/grundlagen-featured-768x512.jpg&quot;)\"><span class=\"rthumb-title\">Background Knowledge<\/span><\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<p><script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"Course\",\"name\":\"Preschool Alto Anapati, Peru\",\"description\":\"A case study of a preschool in Pangoa, Peru, co-designed with the community \u2014 participatory building in development cooperation by Semillas.\",\"inLanguage\":\"en\",\"provider\":{\"@type\":\"Organization\",\"name\":\"We-Building\",\"url\":\"https:\/\/edu-building.org\/\"},\"isAccessibleForFree\":false,\"hasPart\":{\"@type\":\"WebPageElement\",\"isAccessibleForFree\":false,\"cssSelector\":\".course-transcript\"},\"hasCourseInstance\":{\"@type\":\"CourseInstance\",\"courseMode\":\"online\",\"inLanguage\":\"en\",\"offers\":{\"@type\":\"Offer\",\"price\":0,\"priceCurrency\":\"EUR\",\"availability\":\"https:\/\/schema.org\/InStock\"},\"courseWorkload\":\"PT25M\",\"location\":{\"@type\":\"VirtualLocation\",\"url\":\"https:\/\/edu-building.org\/en\/courses\/preschoolalto-anapati-peru\/\"},\"instructor\":{\"@type\":\"Person\",\"name\":\"Giulia Perri\"}},\"video\":{\"@type\":\"VideoObject\",\"name\":\"Preschool Alto Anapati, Peru\",\"description\":\"A case study of a preschool in Pangoa, Peru, co-designed with the community \u2014 participatory building in development cooperation by Semillas.\",\"inLanguage\":\"en\",\"thumbnailUrl\":\"https:\/\/i.vimeocdn.com\/video\/1957168070-caaf1056e198b3f9171f1b60753263c5242dc96b7e470f20551f7481520eb872-d_1920x1080\",\"uploadDate\":\"2024-12-03T14:38:41+00:00\",\"duration\":\"PT30M7S\",\"embedUrl\":\"https:\/\/player.vimeo.com\/video\/1035619073?h=7b3055af1b\\u0026badge=0\\u0026autopause=0\\u0026player_id=0\\u0026app_id=502819\\u0026texttrack=en\",\"transcript\":\"\\\"Schools that make school\\\" Architecture and community participation in the Alto Anapati preschool Semillas is an NGO of architects and interdisciplinary professionals. We have been working collectively for ten years on transformative spaces for young people in the Peruvian Amazon. We work, primarily, in the VRAEM zone, the valley of the Apurimac - Ene and Mantaro rivers- in the heart of the Peruvian Amazon. This area, like most of the Peruvian Amazon, has long been invisible in public politics, even though it makes up more than 61% of the national territory.\\nThe difficult access roads drive up investment costs and lead to significant neglect from the state. Furthermore, the region continues to be a victim of environmental, cultural, and human rights violations and it is today the main area of narco-terrorism in the country. Nevertheless, we see that 44 languages and 31 of the 117 life areas in the world continue to exist and resist in the Peruvian Amazon. Here, 95% of schools lack water and sewage, 45% are at risk of collapse and in need of renovation, and more than 70% of the population has no access to higher education.\\nThe few state interventions are planned and designed from the capital Lima and do not guarantee climate comfort nor reflect the cultural and geographical context. Regarding schools, it is exactly the same. There we find two types of scenarios. First, there are the precarious schools built by the parents. And second, there are the schools built by the state, with high investment costs and very low spatial quality. In these regions, the question is how architecture can be a truly transformative response. After ten years of working with communities and living in the area, we understood that it is necessary to unlearn in order to learn. To listen, to be able to co-create spaces that reflect a good, communal life.\\nWe work through cooperation mechanisms between various local and international actors. We collaborate with communities, ministries and universities. We work with local people, with indigenous associations, with parents and communities. We have developed our own participatory methodology: a dynamic tool that defines 6 main phases in which we move back and forth, in a non-linear process. The first phase is identification, Then comes the rural participatory diagnosis, the participatory design workshops, the architectural project, which also includes the building permits.\\nAnd the development of the technical aspect, the participatory construction phase and the monitoring, with which the school goes into operation. The last phase - the monitoring - is the most important phase for us. During this phase, the project comes to life and it offers us the chance to deeper understand what the uses, needs and impacts of the project are.\\nBut, how exactly are these projects made possible? How is this method applied? How do we guarantee the active participation and the involvement of all actors for each project? Now we will show you, based on one of our projects: the Alto Anapati preschool. We came to this districht through the local Ministry of Education (UGEL Pangoa), which had identified the need for a new preschool for the community. The preschool had been operating for 12 years with the support of the parents, but under extremely precarious conditions.\\nThe classrooms, which were built from wood and a donated module, had serious problems with lighting, ventilation, and flooding. Resources were limited and there were no suitable spaces for the children's growth. The kitchen and dining area were in unsanitary condition and lacked adequate ventilation, and the toilets did not meet basic safety and hygiene standards. With the help of various allies we built and managed the kindergarten, which was later handed over to the Ministry of Education for administration and use. The funding was provided by a German organization, Fly \\u0026amp; Help.\\nThe co-financing was provided by the district community of Pangoa through an agreement with Semillas. The architecture and management were taken over by us, the organization Semillas para el desarrollo sostenible. Alto Anapati is a Nomatsigenga indigenous community and is located 43 km from the district capital, San Martin de Pangoa, in the heart of the central jungle of Peru. The only access road is a dirt road for which, depending on the condition of the road, it takes between one and one and a half hours. This is associated with quite high transport costs.\\nIn Alto Anapati, as well as in the other indigenous communities in the Amazon region, there is no private property. The land, the houses and the communal spaces are collectively owned. Although traditional houses are built from palm, wood, and cane, in recent years the houses in the countryside have been rebuilt as part of a government program to improve the quality of life. So we find ourselves in a community undergoing a urban transformation. To 'improve' their quality of life, the residents of this type of large wooden houses, with semi-open kitchens and relaxation areas inside, would move into a 22 square meter cement block bunker with glass windows and a calamine roof. These are intended for families with 4 or 5 children.\\nThis process and these state interventions show that it is urgently necessary to rethink the way architecture is made in the Amazon and to understand the needs of the community and its territory from the inside out. The first thing we do, when we arrive in the community, is to create spaces for mutual learning. Through participatory diagnostic workshops we get to know each other, build trust and design shared dreams. In these participatory processes, we try to hear the voice of each individual.\\nTogether with the parents, we learned about the area, its history, its socio-ecological relationships and its diverse uses and resources. We made sure to make the voice and role of women, in this case the most vulnerable actors, visible. We worked in family workshops, with children and parents to understand the interaction between children, their family and their living environment. We explore the places that children at this age know and recognize: the house, the farm and the road that connects them.\\nWe consider the school as a home place, where all these elements come together and where the child should recognize themselves. With the children, we developed different activities, to free ourselves from adult-centrism and to think from the child's perspective, their perception and their imagination. Finally, we developed from an ethnographic approach observation workshops (we dressed up as invisible people and simply observed), to understand the dynamics of teaching at the first level in a local community.\\nWe observed and recorded the use of spaces; how children play; how they learn; and how they use the inner and outer space in all their activities. Together with the parents, we learned about the history and dynamics of community life as well as the urban organization of the community, in which, between the buildings, public spaces are created for the development of community life. We also conducted design workshops with the teachers. In designing the ideal educational space, they imagined their classroom as a classroom without walls, with a big tree in the middle!\\nThe forest is reclaimed as an original space, where learning and memory emerge. The school then observes not only the landscape, but becomes a part of it. So we tried to do the same with the school. We create courtyards of different sizes, interspaces, and the outdoor courtyards become an extension of the classrooms. We envision actions together, and around them, we design the spaces. These actions contribute to every detail of the project.\\nThe design has tried to make all this learning visible in its spatiality. The building is located in the access area of the community and is distributed over two blocks. On the southwest side is the access block with the multipurpose room, the administration, the kitchen, and the restrooms The multipurpose room is a classroom without walls, that is connected to the 'forest classroom', a space designed as an outdoor classroom. On the east side is the classroom block, which opens outward through large sliding walls.\\nThis makes the outdoor area part of the learning space. All enclosures are conceived as boundaries, that dissolve and connect the interior with the exterior. The school does not limit itself to observing the landscape, but becomes part of it. A basic module of 7.5m x 7.5m is used in the structure, to simplify, repeat, and accelerate the development of the individual building elements. Most of the materials used for the project come from the region, such as wood from the local forests, adobe bricks and river stones.\\nIn this way local production and craftsmanship are preserved. The building integrates into a context with low environmental impact through its architecture and aligns with sustainability and the maintenance capabilities of the community. It ensures consistent ventilation through small louvered windows and creates a higher thermal comfort through the chimney effect.\\nThe construction process was divided into two main areas: carpentry and masonry, with a focus on the use of local materials and methods - which correspond to the environment of the Amazon region - and on the involvement of the local population. For the carpentry work, wood from the local Tornillo and Mohena species was used, which comes from the community's forests - a valuable contribution from the community. This process began with the identification and felling of the trees in the forest, which were then brought to the construction site.\\nThe wood was processed using a craft lamination method, which allowed for the production of large pieces with glue and screws. In this way, columns and beams were created, some of which reached a length of up to 7 meters. The structural assembly began with the installation of the columns, followed by the connection of the horizontal beams and the roof beam, which was supported at the top by a central metal ring. Finally, the beams and the roof - consisting of OSB boards, a waterproof layer, and asphalt shingles - were installed, solving issues such as overheating and noise from rain - which often occur in schools with metal roofs.\\nIn the masonry work, local workers were employed and together with community work, where community members participated in activities such as layout, excavation, pouring floors, columns and beams. During this process, community members were trained, so they could read plans and understand the building systems, facilitating the transfer of knowledge between architects, teachers and community. Additionally, four members of the community were integrated into the masonry team.\\nFor the walls, handmade bricks were used, which were made in local clay kilns. On the inside, latex paint was applied according to an educational color study, while on the outside, a mixture of ochre, glue, and water was used, allowing the building to visually blend into the surroundings. Through co-design workshops with the community, everyday objects were integrated into the infrastructure of the school and renamed, so that children can recognize themselves in their environment. The mats, traditionally used for sitting, became part of the building envelope and created a pattern of light and shadow. The baskets of the Indigenous people, used for transporting flowers, firewood, and yucca, were transformed into ceiling lamps. The Masato-Pajo, typically used for drinking, was also repurposed as a light fixture. Additionally, the Cushmas, typical garments of the community, were woven into a ceiling, which separates the classroom from the corridor and protects against mosquitoes.\\nHere we can see how the design became reality: Here is the courtyard for everyone. The courtyard between the classrooms. The multipurpose hall is designed as a 'maloca', a local meeting place- a covered space without walls. Here, children and the community can gather. An outdoor learning space, which we call 'forest classroom', which is a classroom in the open air where children learn together with nature.\\nA single corridor runs throughout the building and guides the children through various scenarios in the school: hybrid, free, open spaces, that celebrate the school as a public space, a symbol of freedom and learning for the children and the community. In the same way, the classrooms are equipped with large sliding panels. They can be opened, folded, and moved. They connect the classrooms with the outside, provide ventilation and extend the learning space outward. Instead of tables and chairs, the children use mats for story time.\\nThe vision of the Indigenous people of the Nomatsigenga for a good life is understood as a life in harmony with oneself and with other living beings on the planet. In this sense, we sought in the Alto-Anapati school this encounter - community, identity, and nature - through an architecture that was designed based on how the space should be inhabited: What were the reactions to the completed project?\\nthe most significant impact on the users of the project lies in the possibility of using the multipurpose spaces of the schools as community spaces. What we have seen working very well is that the community begins to have a space within the school to use not only for educational purposes, but also for community activities. Thus, the concept of the Western school becomes a concept of an indigenous school, which is based on communal learning. On the other hand, we have noticed an influence on the way pedagogy is practiced in these spaces.\\nOf course, this influence is not drastic, because the teachers who come here are still teachers trained in a state approach, but we have seen that, when we provide them with tools or elements, that enable them to build the classroom and open the space outward, the teachers begin to take advantage of this opportunity on a pedagogical level and to transfer some of the pedagogical activities outside. On the other hand, users greatly appreciate the improvement of ventilation through cross-ventilation, the chimney effect. But also regarding all acoustic aspects, for example, by avoiding metal roofs and considering the materials. For instance, in the case of the Alto Anapati school: OSB roofs with asphalt shingles, which creates a very quiet space when it rains -essential in a classroom- and provides a much better thermal comfort, since they retain much less heat in the room.\\nThe infrastructures, What does a typical state process for rural development look like? which are usually funded by the state, are generally focused on the city of Lima. Peru is a very centralized country, a third of all residents of the country live in Lima, therefore all state measures are concentrated, especially in the area of school infrastructure or housing, on modules designed for a coastal climate.\\nThe same school, the same apartments, that exist on the coast, also exist in the highlands, in the snowy mountains or in the jungle, and this naturally brings several problems. The first and most obvious is the bioclimatic question, because these spaces do not meet the needs of the place. Secondly, the materials often consist of cement blocks, corrugated metal, that come from the city, so they are very expensive and have low spatial and material quality.\\nAnother important aspect is the cultural question: These spaces in schools and houses do not take into account the way of life of the communities in which they are located, so the proposals from the state often do not respect the way of life of the Indigenous or the communities. In the specific case of state housing in an Indigenous community it consists of 5 x 5 modules with separate interiors, where the entire family life takes place in a very small space, while the Indigenous way of life is usually connected to the community space and Indigenous houses usually consist of a large roof where most daily activities take place and where different families can meet.\\nAnother topic that is very important from our perspective, is the mattter of color. The buildings proposed by the state, especially schools, usually bear the color of the political party that builds them, while we try to also consider the aesthetics, the materials and the colors, to be proposed and to be put into context. In our case, for example, we try to use colors made from minerals - like ochre - for all outdoor areas, so that they can be associated with the color of the earth and respectfully blend into the area.\\nHow do Peru's laws and building codes affect construction projects? In our projects, we have tried from the beginning to be a meeting point between the regulations and the local level. In the specific case of Peru, the regulations are quite strict and very focused on the use of cement. Therefore, we use a minimum of reinforced concrete for all foundations and part of the load-bearing elements like columns and beams.\\nThe reason for this is that the regulations must also meet very high seismic standards, since Peru is a country highly prone to earthquakes and the school must be the safest place of all. We have managed to incorporate laminated wood elements, but it is still quite complicated, since the state does not generally promote the use of wood. There are regulations that allow us to propose structural elements made of laminated wood- in our case mainly columns and roof beams.\\nWhat were some of the lessons learned over the years? Regarding Lessons Learned, over the years of our work we have drawn many lessons and above all, we have learned from the use of schools. And among all these Lessons Learned, the most important lesson is always to implement the simplest systems possible so that the community has the right tools for the maintenance of the space. We have learned that it is important to provide workshops for maintenance and to systematize this information.\\nAnother major experience that we have had in recent years is that we also need to conduct educational activities in addition to architecture, so that the buildings can have a real impact on education. On the other hand, we have started to learn, that the space typologies provided in the regulations do not always respect the needs. For example, we have learned that libraries, understood from Western perspectives like a book warehouse with tables, do not adapt to the handling of literature in this kind of community.\\nThis happened to us in past projects, where the libraries acted as storage spaces. This has led to a very deep understanding and reflection about proposing normative spaces, while the design process, with an understanding of the local way in which spaces are experienced, lead us to the process of deconstructing these spaces so that they can be connected to the context. For example, in libraries, reading is not just about the connection to books in rural places.\\nIt is also about the reading of knowledge, the recognition of plants and wood, the reading of the stars, so that the space exists, but deconstructs itself in form and spatiality. The same happened in our past projects, where we built specialized laboratories for science and technology: The state proposed a space with tables and sinks for conducting experiments, Due to the knowledge of the area, we proposed spaces, where plants or medicinal plants can be stored and dried, where wood recognition can be learned, where knowledge from the local community can be learned.\\nIt is extremely important for us to make all participants visible. Fly \\u0026amp; Help provided the funding and the Pangoa community took on co-funding through an agreement with Semillas. We, Asociaci\u00f3n Semillas para el Desarrollo Sostenible, took on the architecture and project management. Many actors were part of the collaboration. An Italian NGO, Comunit\u00e1 Promozione Sviluppo (CPS), the indigenous community of Alto Anapati, the parents' association APAFA, of the preschool, the district administration of Pangoa, the National School Nutrition Program, Qaliwarma, KANUJA, the Ash\u00e1ninka Nomatsigenga Union of the Pangoa Valley, as representatives of the indigenous communities of the area.\\nIn the construction team, two of our masters, who are our allies and are part of the team, are Javier Garcia Paucar and Elias Martinez Ramos, who are originally from the area. The beautiful photos that have been shown partly come from our registry, and the others come from the fantastic photographer and architect, Eleazar Cuadros.\",\"isAccessibleForFree\":true},\"url\":\"https:\/\/edu-building.org\/en\/courses\/preschoolalto-anapati-peru\/\",\"contributor\":{\"@type\":\"Organization\",\"name\":\"Asociaci\u00f3n Semillas para el Desarrollo Sostenible\",\"url\":\"http:\/\/www.semillasperu.com\/\"},\"keywords\":\"Lessons Learned, Clay blocks, Roof opening, Cross ventilation, Design Build, Preschool, Community participation, Community, Inner courtyard, Wood\"}<\/script><\/p>\n","protected":false},"excerpt":{"rendered":"<p>A project by the Peruvian organization Semillas was developed in close collaboration with the community through a participatory design process. 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