The FAI BENE school project inspires its programmatic choices to spatial principles that are able to persuade a correct interpretation of the collective sphere. The growth of the child is in fact dependent on the environment in which it occurs, therefore this environment must be able to understand the principles that underlie the development of the personality of the individual. The pedagogical theories that have gradually developed in the course of contemporary educational science have highlighted how the inclusiveness of the school space and its ability to create a diversified clustering of its users is the basis of the success of the educational project.
In the context of school life it is therefore appropriate to define different moments of learning, giving space to collective learning in bigger or smaller groups, as well as moments of individuality and frontal teacher/student relationships. Finally, moments in which the individual students can independently develop their own conscience based on experiences.
Translated into spatial and architectural terms, this principle implies the succession of spaces of different scales and dimensions, more or less adaptable to teaching needs, such that it is possible to carry out activities in different groups, in which there is therefore mediation between the community and the individual. The school project therefore originates from this sequence that goes from the collective to the individual in a 5-level stratification.
The transition between one level and another is always marked by threshold devices: recesses, openings, porticoes or other similar elements that tend to highlight the understanding of the social sphere and its various levels.
Bruno Munari, on the other hand, believed that the development of a child's personality and creativity depended on aspects such as shape, colour, texture, transparency or opacity. These elements were defined as visual variables, considered real teaching tools to develop the child's cognitive abilities.
The centrality of geometric understanding through intersection, and difference as an element of cognitive development is, therefore, a key element of the pedagogical theories of the last century.
The compositional language of our project is based on the articulation of elementary geometries such as the square, the rectangle and the circle and on their geometric intersection, these elements are designed as a tool that can somehow act as a pedagogical element for the development of the creativity of the child, as well as his critical conscience capable of recognizing the difference in everything.
Finally, the cladding of the building is punctuated by a "folding" element, an aluminum paneling which is divided into a sequence of folded vertical elements, with a step in multiples of 0.6 m. This covering takes up the concept of origami and paper, with the intention of representing the walls of the building as a book of empty pages on which the child can write his own internal story.