Plazas para la educación: Áreas verdes urbanas como complemento de los patios escolares municipales. (Los Ángeles, Región del Biobío).
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Date
2021
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Universidad de Concepción
Abstract
La carencia de espacios de calidad en los establecimientos educacionales de Chile ha conllevado a externalizar parte de las actividades educacionales, principalmente las deportivas, artísticas y culturales. Por su parte, los espacios que componen la infraestructura verde urbana (ej. áreas verdes) pueden ser lugares que acojan esa multifuncionalidad, a la vez que plantean una respuesta específica a los requerimientos del barrio en los cuales se insertan. El presente trabajo busca ser una pieza para un plan que enlace la infraestructura verde con la educacional (ej. patios escolares), bajo una lógica sistémica, multiescalar y complementaria de estos espacios. El objetivo primario del presente trabajo es analizar prospectivamente el estado actual y el vínculo urbano multifuncional entre los patios escolares municipales y sus áreas verdes circundantes, usando la ciudad de Los Ángeles (Chile) como caso de estudio. Para ello se utilizó una metodología de carácter mixto que se divide en cuatro etapas; la primera, confiere a la investigación una base documental, en búsqueda de identificar y caracterizar los objetos en estudio; la segunda, tiene una vocación participativa, levantando información perceptual de los principales actores presentes en el territorio, permitiendo consolidar la caracterización previa y servir como insumo para la tercera etapa, que tiene un carácter prospectivo en la definición de estrategias urbanas sostenibles. Finalmente, la etapa operativa, sintetiza las fuentes de financiamiento existentes y potenciales, en estrecha relación con los instrumentos de planificación y gestión de injerencia directa en las áreas en estudio y según las estrategias planteadas previamente.
Los resultados muestran que en la ciudad de Los Ángeles existen 16 áreas verdes circundantes a los 18 establecimientos educacionales en estudio, sumando 12,9 ha. Estos últimos, cuentan con 4,6 ha de patio escolar, los cuales alcanzan un rango “bajo” de calidad general, en contraposición a las áreas verdes circundantes, presentan un rango general de calidad “medio alto”. Respecto al vínculo entre estos lugares, se puede establecer que poseen una débil relación, soportada en usos esporádicos de las áreas verdes para fines educacionales, su escasa relación visual y un bajo grado de complementariedad en lo concerniente a la provisión de equipamiento para el desarrollo de actividades educativas en sus áreas verdes circundantes. Entre las principales estrategias identificadas, se pueden destacar; la pacificación de calles, reorganización y provisión de mobiliario urbano, creación de espacios de encuentro, generación de sombras vegetales, reutilización de aguas, entre otras. El estudio logró concluir que, el mejor patio escolar en Los Ángeles es comparable a la peor área verde analizada. Respecto a las estrategias urbanas sostenibles, se lograron identificar patrones de estrategias que se repiten en la mayoría de las áreas estudiadas, esta condición permitiría definir proyectos futuros que incorporen las antes mencionadas, actuando en el territorio de manera multiescalar, gradual y tácticamente con el fin de mejorar el estándar de calidad de cada espacio de manera individual y colectiva.
Se propone transformar la percepción histórica de los patios como espacios destinados a la permanencia de alumnos entre clases formales y de las áreas verdes como espacios ornamentales y de recreación, entendiendo las múltiples funciones, actos y actividades que estos pueden acoger. Bajo esa lógica, se debe vislumbrar a los patios escolares como una extensión del aula y a su vez, las áreas verdes como una extensión del patio de la escuela.
The lack of quality spaces in educational establishments in Chile has led to outsourcing part of educational activities, mainly sports, artistic and cultural activities. For their part, the spaces that make up the urban green infrastructure (green spaces) can be places that embrace this multifunctionality, at the same time that they pose a specific response to the requirements of the neighborhood in which they are inserted. The present work seeks to be a piece for a plan that links the green infrastructure with the educational one (school playgrounds) under a systemic, multiscale and complementary logic of these spaces. The primary objective of this work is to prospectively analyze the current state and the multifunctional urban link between municipal school playgrounds and their surrounding green spaces, using the city of Los Angeles (Chile) as a case study. For this, a mixed methodology was used that is divided into four stages; the first, gives the research a documentary base, seeking to identify and characterize the objects under study; the second is participatory, gathering perceptual information from the main actors present in the territory, allowing the consolidation of the previous characterization and serving as an input for the third stage, which has a prospective character in the definition of sustainable urban strategies. Finally, the operational stage synthesizes the existing and potential sources of financing, closely related to the planning and management instruments of direct interference in the areas under study and according to the strategies previously proposed. The results show that in the city of Los Angeles there are 16 green areas surrounding the 18 educational establishments under study, totaling 12.9 ha. The latter have 4.6 ha of school playgrounds, which reach a "low" range of general quality, in contrast to the surrounding green spaces, they present a general range of "medium-high" quality. Regarding the link between these places, it can be established that they have a weak relationship, supported by sporadic uses of green spaces for educational purposes, their scarce visual relationship and a low degree of complementarity with regard to the provision of equipment for the development of educational activities in the surrounding green spaces. Among the main strategies identified, we can highlight; the pacification of streets, reorganization and provision of urban furniture, creation of meeting spaces, generation of green shadows, reuse of water, among others. The study concluded that the best school playground in Los Angeles is comparable to the worst green space analyzed. Regarding sustainable urban strategies, it was possible to identify patterns of strategies that are repeated in most of the areas studied, this condition would allow defining future projects that incorporate the aforementioned, acting in the territory in a multiscale, gradual and tactical way with the aim to improve the quality standard of each space individually and collectively. It is proposed to transform the historical perception of school playground as spaces for the permanence of students between formal classes and of green spaces as ornamental and recreational spaces, understanding the multiple functions, acts and activities that they can host. Under this logic, the school playgrounds should be seen as an extension of the classroom and, in turn, the green spaces as an extension of the school playgrounds.
The lack of quality spaces in educational establishments in Chile has led to outsourcing part of educational activities, mainly sports, artistic and cultural activities. For their part, the spaces that make up the urban green infrastructure (green spaces) can be places that embrace this multifunctionality, at the same time that they pose a specific response to the requirements of the neighborhood in which they are inserted. The present work seeks to be a piece for a plan that links the green infrastructure with the educational one (school playgrounds) under a systemic, multiscale and complementary logic of these spaces. The primary objective of this work is to prospectively analyze the current state and the multifunctional urban link between municipal school playgrounds and their surrounding green spaces, using the city of Los Angeles (Chile) as a case study. For this, a mixed methodology was used that is divided into four stages; the first, gives the research a documentary base, seeking to identify and characterize the objects under study; the second is participatory, gathering perceptual information from the main actors present in the territory, allowing the consolidation of the previous characterization and serving as an input for the third stage, which has a prospective character in the definition of sustainable urban strategies. Finally, the operational stage synthesizes the existing and potential sources of financing, closely related to the planning and management instruments of direct interference in the areas under study and according to the strategies previously proposed. The results show that in the city of Los Angeles there are 16 green areas surrounding the 18 educational establishments under study, totaling 12.9 ha. The latter have 4.6 ha of school playgrounds, which reach a "low" range of general quality, in contrast to the surrounding green spaces, they present a general range of "medium-high" quality. Regarding the link between these places, it can be established that they have a weak relationship, supported by sporadic uses of green spaces for educational purposes, their scarce visual relationship and a low degree of complementarity with regard to the provision of equipment for the development of educational activities in the surrounding green spaces. Among the main strategies identified, we can highlight; the pacification of streets, reorganization and provision of urban furniture, creation of meeting spaces, generation of green shadows, reuse of water, among others. The study concluded that the best school playground in Los Angeles is comparable to the worst green space analyzed. Regarding sustainable urban strategies, it was possible to identify patterns of strategies that are repeated in most of the areas studied, this condition would allow defining future projects that incorporate the aforementioned, acting in the territory in a multiscale, gradual and tactical way with the aim to improve the quality standard of each space individually and collectively. It is proposed to transform the historical perception of school playground as spaces for the permanence of students between formal classes and of green spaces as ornamental and recreational spaces, understanding the multiple functions, acts and activities that they can host. Under this logic, the school playgrounds should be seen as an extension of the classroom and, in turn, the green spaces as an extension of the school playgrounds.
Description
Tesis presentada para optar al grado de Magister en Procesos Urbanos Sostenibles
Keywords
Áreas verdes, Sustentabilidad, Patios Diseño y construcción