Primary school no.36 was designed in 1972 and its construction started in 1974 and was inaugurated in 1984 after an interruption between, 1975 and 1982. The project was signed by architect Fernando Gomes da Silva, but its author is the architect Raul Ceregeiro. The school is located in Olivais, Lisbon, on an east-facing slope, organized in 4 levels.
The school is part of the teaching model developed by Maria Montessori (1870 – 1952) – the Montessori Method is characterized by an emphasis on independence, freedom with limits and respect for the natural development of the child’s physical, social and psychological abilities. Its architectural materialization was influenced by similar experiments in the United Kingdom and Sweden.
The exterior spaces requalification project aims to exponent the innate qualities of the current playground, respecting the principles that defined its original conception while increasing the space liveability. With these principles in mind, the original amphitheaters were maintained, and each of the existing levels different types of occupation were assigned:
The first and higher level will house a multi-sport field as well as a playground for the older children; The second level will remain the larger free-play area and a set of recreational equipment that promotes physical and logical dexterity of children will be installed; The uses related with the amphitheater will maintain the preponderance of the third level, dedicated to performances and regulated play. The area associated with the kindergarten, which will occupy the rooms of the East façade, will receive a playground with equipment adapted to the corresponding age group. The fourth level of the school playground will house a pedagogical vegetable garden and the athletics track.
The conceived spatial structure aims to enhance the presence of different textures in each level, through the use of materialities that vary from hard pavements, pine chips covered areas and uncovered natural terrain, and the presence of rustic vegetation, promoting children’s’ perception of Earths’ cycles. The vegetation rusticity that can be found in naturalized landscapes induces children’s’ associations creation activating their memory. Additionally, they have color notes that alternate with the flowering and fruiting season.