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2o1o NATIONAL URBAN PLANNING AWARD
Proxecto
ass ociat es :
TERRA
NOVA ESCOLA GALEGA
co - f inan ced by :
Universality
Our Website
A cooperation project with the world of education aimed at the different stages of compulsory education in order to contribute to improving the knowledge that Galician schoolchildren should have about the people, spaces and places we live in. An educative experience that can increase their critical and pro-active skills in order to achieve better living conditions in our environment. We are firmly committed to the idea of elaborating educational resources arising from the involvement and mediation of teachers at each of the educational levels, trusting they will have a permanent impact on the teaching-learning processes and helping to achieve the objectives that should be considered in the different stages of education from 0 to 18 years of age regarding knowledge and interaction with our habitat. enCoRo de CaStRelo de miño
As vides plántanse entre os 80 e os 300 m de altitude, cotas nas que non xea en primavera, nas orientacións máis solleiras.
os solos onde se cultiva a vide proceden de granitos meteorizados. Son areentos, permeables e máis ben secos. A súa cor clara reflicte a radiación solar e favorece a maduración das uvas. os solos dos fondos dos vales son de aluvión do cuaternario e neles adóitanse plantar hortas.
os vales do Ribeiro, bañados por numerosos ríos, están protexidos dos ventos atlánticos polas estribacións montañosas das Serras do Faro e do Suído, pertencentes á dorsal Galega.
os núcleos de poboación aséntanse ao pé das abas entre as zonas de hortas e os viñedos. Son un conglomerado de aldeas diseminadas e cercanas ás zonas de produción agrícola.
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adega e un doS SeuS CampoS de VideS
RibadaVia
ARCAICA
700 Millóns de Anos
(PRECÁMBRICA)
PRIMARIA
(PALEOZOICO)
CÁMBRICO
COAG COLEXIO OFICIAL DE ARQUITECTOS DE GALICIA
PAGUS
Sabela
Sabela vai percorrer, coas súas zocas,
os seus espazos coñecidos para investigar o que hai neles, por medio dos seus sentidos, dándolle nome a cada lugar e describindo o que vai atopando. Galicia, un país de paisaxes
COFINANCIADO
SABELA Galicia, un país de paisaxes
e as zocas máxicas
Todo iso prodúcelle fermosos sentimentos que serven para acadar un maior agarimo polos lugares que percorre.
Sabela da casa á escola?
PAGUS
Acompañas a
ENTIDADES COLAbORADORAS
proxectoterra
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PAGUS
Entidades colaboradoras NOVA ESCOLA GALEGA
proxecto
terra 2ooo 2 o 15
Cofinanciado pola NOVA ESCOLA GALEGA
CONSELLERÍA DE MEDIO AMBIENTE TERRITORIO E INFRAESTRUTURAS Secretaria Xeral de Ordenación do Territorio e Urbanismo
proxectoterra
COLEXIO OFICIAL DE ARQUITECTOS DE GALICIA C. O. A. G.
From home to school Sabela and the magic clogs” Hello! Hello! I’m Sabela, I’m five years old, I live in a small town but I love to go to my grandparents’ house to the village where I found my magic travelling clogs... Now open your eyes wide, tune your ears, touch with your hands, smell with your nose and run with light feet.
500 M. A.
430 M.A.
ORDOVÍCICO
(NEOZOICO)
Ribadavia é a cabeceira comarcal do Ribeiro. Bañada polo río Avia, foi declarada Monumento Histórico Artístico en 1947. O seu casco urbano está dominado polo castelo dos condes de Sarmiento e alberga os restos dunha destacada xudaría en Galicia. Foi un punto neurálxico nas comunicacións co interior de Galicia por estrada e ferrocarril. Na actualidade conta coa proximidade da autovía Vigo-Madrid. 350 M.A.
400 M.A.
SILÚRICO
DEVÓNICO
270 M.A.
CARBONÍFERO
245 M.A. PÉRMICO
200 M.A.
TRIÁSICO
SECUNDARIA
(MESOZOICO)
XURÁSICO
65 M.A. TERCIARIA
140 M.A.
CRETÁCICO
(CENOZOICO)
1,6 M.A.
10.000 Anos CUATERNARIA
4.600 Millóns de Anos
O gran crecemento da vide fai necesaria a poda anual, e a súa condución en empalizadas de postes e arames en espaldeira (antigamente, en estacas atadas con vimbios). A distancia normal entre espaldeiras son 2 m para facilitar os labores. A produción media son 10.000 kg/ha, obtendo de cada hectárea unhas 7.500 botellas, que deben levar unha contraetiqueta oficial que certifica a súa orixe.
Curricular Integration
•I N
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de
o
Space and time are the basic coordinates where we develop our lives and they are a vital reference point to construct our idea of reality. Our aim is to promote critical thinking about the spaces we inhabit, about their genesis and transformation processes over time, about the inherited traditions which we must learn about or question and about the architectural and territorial occupation practices that must be emulated or avoided in order to be in a better position to suggest and desire our spaces to inhabit. It is necessary that the students acquire a progressive autonomy that allows them to manage with wisdom and responsibility their interaction with the territory, as a scenario and support for our existence, the realm of our life. Resources
Primary Teaching Staff
o Río aVia ao Seu paSo poR RibadaVia
eStaCión de RibadaVia
No Ribeiro hai un cento de adegas, que elaboran entre 15 e 20 millóns de litros de viño controlados polo Consello Regulador da Denominación de Orixe, para o mercado local e internacional.
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Early Childhood Teaching Staff
os montes están plantados de piñeiros e, cada vez máis, cubertos dunha especie alóctona que medra descontrolada: as mimosas, que conforman unha masa impenetrable.
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inteRioR dunha modeRna adega
QR
Basic principles
Teacher
O encoro de castrelo de miño retén as augas do río Miño entre os concellos de Ribadavia e Castrelo de Miño. A construción da central hidroeléctrica no ano 1969 anegou extensas zonas de cultivo, nas que se producía moi bo viño, e mudou o microclima da zona. O Clube Naútico Castrelo de Miño instalado nel é un centro de referencia en Galicia para a práctica destes deportes e de actividades de lecer.
Val de beade.
A paisaxe do viño é unha creación humana. desde a Idade media, contruíronse socalcos para o cultivo das vides.
n t he
Secondary Teaching Staff
Totality
Our universe has always been the totality of students in Galicia in the different stages of compulsory education, both in public and private schools. With a population of some 2,720,000 people, we have a school population of approximately 288,000 students between the ages of 4 and 16, enrolled in some 1,323 early childhood, primary and secondary schools in a country with the highest degree of population dispersion in Spain.
Reception and Permanence
Teachers are necessary and irreplaceable mediators for any initiative aimed at the world of education if they expect it to be accepted by teachers and students, be valid and remain as long as necessary until its normal integration into the education system. It is our aspiration to provide adequate resources which have always been developed by teachers of the educational level they are aimed at, easily adaptable and acceptable to most teachers, accompanied by specific training provided in more than 60 courses that more than 2500 teachers in Early Childhood, Primary and Secondary Education have already attended.
Diversity
In our proposal we have taken into account the conditions in which the educational activity is developed in the different stages: •Limitation and diversity of resources in schools •Diversity of students •Teacher diversity •Diversity of spatial references according to contours and contexts
Experimentation
All the materials were previously tested in collaborating schools in different contexts (rural, urban, coastal, inland...) that acted as critical and pro-positive receptors and allowed their revision and readjustment before their final edition and sending them to the schools.
Interdisciplinarity
The places where we live are the ideal setting to bring together the multiple visions that have emerged from the world of architecture, urban planning, geography, economics, environmental sciences, sociology, language... a perfect setting for the confluence of diverse knowledge. A set of multiple visions will contribute to making the image we can and should have of our country more complex, complete and intense.
Experience
To live in the spaces and places object of study and have first-hand experience. The students are guided by the previous work in the classroom, the orientations of the teaching staff and the curiosity of each one stimulated by being in the place and feeling the place. To know and give time to live, incorporating the experiences into the individual memory and the collective worldview as elements of contrast and comparison and as proof that other realities are possible.
Inter-territoriality
Proxecto TERRA seeks to contribute to incorporating the scope of the Galicia-North Portugal Euro-region into the collective worldview of Galician students as a space for collaboration, cooperation and mutual recognition of two communities with many centuries of common history, perfectly recognizable in our territories.
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Idea
Val de gomaRiz
o
Globality
We understand that the objectives pursued can only be achieved if we involve the organizations, institutions, groups... that are interested and committed actors in the construction of the spaces we inhabit, both in financing and supporting the project and sharing initiatives and resources. The Xunta de Galicia has been co-financing Proxecto TERRA since 2003.
Current curricula already reflect our areas of concern. We develop educational resources contextualized to the reality of our country that can complement or replace those currently available to teachers and students.
BOE (Official State Bulletin) of June 28, 2011
A superficie agraria tradicional está fragmentada en multitude de parcelas de pequeno tamaño. Isto dificulta a mecanización e obter unha rendibilidade comercial. Por estes motivos, nos últimos anos amplas zonas de monte están sendo substituídas por novos viñedos. Estes procesos son claramente visibles nas paisaxes.
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...“for having articulated an instrument that makes use of compulsory education as an essential resource for the change towards a model of sustainable development of the territory and architecture”.
AC T I V E
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Presentation Video
2010 National Urban Planning Award
ER
It is necessary to reach out to all citizens in order to present the basic problems associated with the places we inhabit and the occupation/ construction of the territory. The different stages of compulsory education are, in our opinion, the preferred area on which it should have an impact.
PD
http://proxectoterra.coag.es
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All educational resources developed are available on our website freely and free of charge.
Shared resources
Madrid 2016 III International Meeting
S econdary E ducation O ne C ountry : I ts
Our activities
A Coruña 2017 C ourse UIMP
architecture and territory
Pontevedra 2018 LUDANTIA. I I nternational B iennial
T erritorial E xchanges Presentation
T erritorial E xchange Allariz
T erritorial E xchange COUREL & RIBEIRA SACRA
Guided tours of architecture and the city
E arly C hildhood E ducation F rom home to school
They are held in each of the seven Galician cities (7 hours), hoping that students will be able to recognize in the cities their historical process of shaping at the same time as they discover the most recent actions of urban regeneration and new examples of contemporary architecture through the experience of the spaces that provide us with significant samples of our country’s recent architecture.
S econdary E ducation PAGUS. Galicia, a country
P rimary E ducation T he place where we live
Territorial Exchanges
They take place over two days in the Galicia-North Portugal Euroregion. Suppor ted by the previous classroom work on the Landscape and Territorial Identity units, they allow us to approach the historical process of construction of the territory in a more complex and intense way, making us aware of its diversity and realize that the closest things are not the most unknown. Our territory has been conscientiously built on the basis of five basic forms of settlement and organization - village, parish, town, city and metropolitan area - so we understand that its evolution and transformations over time, the object of previous study in the classrooms, must be reinforced with the presence and experience of the place.
of landscapes
Developed resources
We provide specific educational resources that expand or improve those currently available to students and teachers, completed with guided tours of the architecture and city and territorial exchanges that can be incorporated into the programming of complementary activities of educational centers. All the resources have been elaborated by teachers of the educational level they were aimed at and presented to the educational community in training courses in which the writing teams shared the educational intentions and the work proposals included in each of them. All the resources have been distributed free of charge to the 1.323 schools in Galicia (public, subsidized and private) of Early Childhood (997=780+217), Primary (946=746+200) and Secondary (441=326+115) Education.
Complementary activities
With the Guided Visits of Architecture and City and with the Territorial Exchanges, we would like the students to have first-hand experience of the spaces and territories that they study in the classrooms, putting them in direct contact with the five basic forms of territorial organization analyzed in the project: village, parish, town, city and metropolitan area. This spatial and territorial experience extends to the geographical and cultural space of the Galicia-Nor th Por tugal Euro-region. We need to make the students aware that the processes of territorial construction transcend present and past political-administrative divisions, driven by the social, economic and cultural dynamics of the people who inhabited it and inhabit it.
S econdary E d . - D idactic U nit Popular Architecture
V ideo : Popular Architecture
C omic : THE PAMPIN FAMILY´S MANSION
T erritorial E xchange CAMINO DE SANTIAGO
T erritorial E xchange ALLARIZ
Guided tours of architecture and the city FERROL
S econdary E d . - D idactic U nit Contemporary Architecture
V ideo : Contemporary Architecture
Our Guides
T erritorial E xchange FRAGAS DEL EUME
Guided tours of architecture and the city VIGO
T erritorial E xchange GUIMARAES
O ur ACTIVITIES of origin and destination
of the activities offered S econdary E d . - D idactic U nit Territorial Identity COFINANCIADO
P roxecto terra for S econdary E ducation by
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PAGUS
COAG
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CONSELLERÍA DE POLÍTICA TERRITORIAL, OBRAS PÚBLICAS E TRANSPORTES Dirección Xeral de Urbanismo
CONSELLERÍA DE VIVENDA E SOLO
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DE EDUCACIÓN CONSELLERÍA UNIVERSITARIA E ORDENACIÓN
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ASOCIACIÓN SOCIO-PEDAGÓXICA
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COLEXIO OFICIAL DE ARQUITECTOS DE GALICIA C. O. A. G.
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COFINANCIADO POLA
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S pots 30” Cartoons
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COLEXIO OFICIAL DE ARQUITECTOS DE GALICIA C. O. A. G.
P rimary E d - S tory 1 a world of sensations
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E d . I nfantil From home to school
V ideo : L andscapes 24 HOURS. 4 locations - 4
COFINANCIADO POLA
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Galicia, un país de paisaxes
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Galicia, un país de paisaxes
COLEXIO OFICIAL DE ARQUITECTOS DE GALICIA
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COLEXIO OFICIAL DE ARQUITECTOS DE GALICIA C. O. A. G.
P rimary E d - S tory 3 the journey of ulo
Camino
G uided
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• • • • • • •
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Santiago a
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Pontevedra Ourense Vigo
Allariz
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T erritorial E xchanges :
• C amino de S antiago de O C ebreiro a S amos • A llariz • F errol /F ragas del E ume • C ourel /R ibeira S acra • M elgaço • G uimaraes • P orto
de
S ince
the beginning of the
complementary activities
Guimaraes
Porto
2005, we have 950 activities in which 45,000 secondary children from 150 schools offered in
carried out
in all galicia have already participated .
B ACK G ROU N D I M AG E: G EO G R A P H I C AL M A P O F GA L IC IA - D O MING O FO NTA N 1 8 45
P laces