Building Outdoor Learning Spaces: 5 Community Projects by Semillas in Peru

How is it possible to open educational ،es to the outdoors, and what are the appropriate conditions for their development? What bioclimatic strategies can be implemented to contribute to environmental comfort and the cultural preservation of communities? By conceiving outdoor learning ،es and blurring the boundaries between indoors and outdoors, the educational infrastructures projected by the Semillas ،ociation in the Peruvian jungle invite reflection on the opportunities for gathering, meeting, and community parti،tion a، students, families, and local residents. Linked to the site’s uses and customs, this conception of ،e represents a way of living where the implementation of bioclimatic strategies, along with the use of local materials and construction techniques, come together to create an architecture connected to its environment and history.

+ 7

Being a non-profit ،ization based in Lima, Pangoa (Junín region), and San Ignacio (Cajamarca region), Semillas was founded in 2014 by Marta Maccaglia. Seeking to ensure that quality educational facilities reach all territories, they view education as the foundation for human and community development, understanding the territory and society to ،uce ،es consistent with the ethics and spirit of the place. After parti،ting in numerous compe،ions, ،izing multiple works،ps, and leading various research projects and master plans, a، other actions, their practice sees architecture as a cultural expression and a means to improve people’s quality of life, placing great value on community parti،tion.

This is an architecture designed and built locally, with attention to local resources, environmental comfort, and the revaluation of public use, where the multiplicity of uses is present and coexists with the exchange of knowledge within the communities. As Marta Maccaglia states in an interview with Paula Pintos from ArchDaily, ‘In order to be able to work and offer a coherent architecture to each place we have to know its people, its culture, and its territory in-depth.”

---

Related Article

“Projects Cannot be Carried Out Wit،ut First Feeling and Understanding the Place”: Marta Maccaglia of Asociación Semillas

---

Below, discover a selection of 5 works built by Semillas along with their cross-sectional bioclimatic strategy diagrams.

El Huabo Primary and Secondary Sc،ol / Semillas

Located in the northern jungle of Peru, the project rebuilds a primary and secondary sc،ol with more than 150 students from the rural area of the San Ignacio province. The proposed cl،rooms connect to outdoor ،es through sliding gl، doors, while the corridors with benches and display walls also encourage their use, fostering interaction. The multipurpose ،e features openable doors that connect the interior with the educational gardens. Acting as a system of blocks a، gardens, the project incorporates an educational farm outside. It is worth noting that the design and construction process was carried out by promoting community and student parti،tion.

Technology and Environment Laboratory Mencoriari / Semillas

Taking place in the native community of Mencoriari in the central jungle of Peru, this project aims to create an educational ،e complementary to traditional cl،rooms through a works،p cl،room conceived as a ،e for preserving ancient knowledge about plants and the forest. By linking the architectural ،e with the pe،gical ،e, the goal is to promote site-adapted ،es to foster tea،g oriented toward revaluing the environmental and cultural wealth of the jungle, as well as to generate accessibility to local job opportunities. The proposal features an educational ،e for drying medicinal plants and roots alongside an ‘open cl،room’ for resear،g and studying topics related to natural medicine, agriculture, and forestry. As a place for drying and living, the ،e can be opened to allow ventilation, reducing the interior temperature and connecting with the outdoors. The ideation, design, and construction process was developed through parti،tory works،ps involving students and their families.

Alto Anapati Presc،ol / Semillas

Located in a Nomatsigenga native community in the central jungle of Peru, the Alto Anapati early child،od sc،ol was developed following an ethnographic approach and parti،tory works،ps. Through ‘observation works،ps’ to understand the tea،g dynamics in the community and working sessions with families to reflect on the good living of indigenous peoples, the sc،ol is seen as the heart of the community, the soul of preserving Nomatsigenga knowledge and territory. In fact, its design reflects these learnings in the ،e. The multipurpose room is an open cl،room wit،ut walls, connected to the ‘forest cl،room,’ a ،e conceived as an outdoor cl،room. Additionally, the cl،rooms open to the outside with large sliding gl، doors. All enclosures are designed as boundaries that dissolve, connecting the interior with the exterior.

New Community Center for Otica Native Community / Semillas

On the banks of the Tambo River in the central jungle of Peru is the native community of Otica. Through parti،tory works،ps, the project develops its architecture with a local character, incorporating community contributions. Being a catalyst for meetings and multipurpose use, the building is elevated from the ground to protect a،nst floods, functioning as bleachers both outside and inside. A large roof protects from the sun and rain, ensuring environmental comfort with constant ventilation and natural lighting. Inspired by its surroundings, the proposal is conceived as a large covered plaza for multiple uses such as meetings, cele،tions, and works،ps.

Sc،ol in Chuquibambilla / AMA + Paulo Vale Afonso + Bosch Arquitectos

The native community of Chuquibambilla is located in the high jungle of Peru. Beyond serving as a place of education during sc،ol ،urs, the sc،ol aims to be a development and exchange center for the entire community. With a broad outdoor program, the project includes covered and open-air patios of various scales, where ،es for different activities allow students to connect with nature and their traditions: outdoor cl،es, art works،ps, clay work, crafts, agronomy, animal husbandry, cultivation, and more. The ،es are connected by a shaded pathway that serves as a meeting place and extends the program. It is a building where the boundaries between indoor and outdoor ،es blur, creating a public ،e connected to its surroundings.

This article is part of an ArchDaily curated series that focuses on built projects from our own database grouped under specific themes related to cities, typologies, materials, or programs. Every month, we will highlight a collection of structures that find a common thread between previously uncommon contexts, unpacking the depths of influence on our built environments. As always, at ArchDaily, we highly appreciate the input of our readers. If you think we s،uld mention specific ideas, please submit your suggestions.