Porvenir Kindergarden

Porvenir Kindergarden


Bosa, Bogotá - Bogota, Colombia

4.616944 | -74.19

Commissioned in


Complete in


# of floors



Nicolas Parra


Ministry of Social Integration

Other collaborators

Fredy Pantoja, Susan Somoza, Ricardo Silva, Andrés Sarmiento, Juliana Angarita, Rocio Lamprey, Jairo Ovalle, Andres Morales, Maria Alejandra Perez

Rodrigo Davila

Starting from the special understanding of Malaguzzi Loris pedagogical philosophy, was born the idea of creating an element that suggests 3 interrelated centralities, and which cause a range of situations and experiences among children, teachers and family.

Moreover, in pragmatic terms there is a need to generate progressive growth for future linkage more children to the Center, is thought to employ a modular system (based on the 3 centers) which can be added modules depending on the needs and expansion possibilities in terms of available area.

Following the morphology of the site, a chain system is created, based on a module type that holds the architectural program requirements and spatially follows the education center. Therefore creating meeting places for the free entertainment that involves learning.

The module type is characterized as a flexible and neutral space that allows the development of multiple activities within it. It relates with the nearest external surroundings [indoor and outdoor yard] allowing a close relationship among all children and teachers.

Rodrigo Davila
Rodrigo Davila
Alejandra Loreto
Alejandra Loreto
Alejandra Loreto
Alejandra Loreto
Rodrigo Davila
Rodrigo Davila
Concept Model
Ground Layout

A MODULAR STRUCTURE regulated by procedures. The project is planned like an adaptable system to the most diverse situations, like topographical, urban or the program of the DABS. MORE THAN TWO PROJECTS, WHAT WE PLAN IS AN APPLICABLE AND REPEATABLE SYSTEM OF MULTIPLE OPTIONS.

Based in the construction of a system (a-ADAPTABLE SYSTEM). GROUPING OF TAPE AND MODULES, it can mix an act according to the site, the solar radiation, topography and the events (b-PROTOCOLS), and in a regulated procedures and ordered actions series; system rules to follow to be implemented.

There are twodesign strategies to the model construction:

  1. ADAPTIVE SYSTEM.  The project seeks to build a model based on the combination of recognizable units (the tape, rotated module-class room (children), public use modules (adults)), whit the possibility of the production of a unique pieces system that can development a more complex organizational structure and adaptive than the sum of the parts (adapted).A
  2. DULT CHILDREN. What is into the tape belongs to children (class rooms) is colorful, is infantile, there are defined sub-spaces for small groups, is introverted and private; outside of the tape are grouping the uses that can be publics (administration, kitchen, etc), is outgoing and toward the city, ideal for meetings of large groups.

I – The tape which defines the edges of the project (public-private, adult-child), and produces the adaptation to different types of lands and lots forms, is an element able to assume the differences, is the system organizer.

II – The rotated modules – class rooms (children), are planedlike a chain construction, each module is related to the next, generates spaces in which produces diagonal sides and holes, that enrich the journey and the uses of school. Forming yards, streets, sub-spaces in the gardens and isolates wooded in the inside space, ideal for meetings of child groups.

III – Use public Modules (adults), those are planed and act around the tape, turning around and adapting to the possible types of lots, allow itself to be used without entering the circle (tape) of the children, making of them open spaces. It defines the accesses.


The tape: it delimits the public-private space, the space of adults and children respect and the yard.

Use and Program: Circulation and thematic spaces (little house, exhibition spaces, corners, etc.)

Type of user: adults and children. Is privately owned.


Class room Modules: The class room system chain relates the inside of the tape and creates an intimate space between the class rooms and the tape.

Use and program: In the class rooms are toddlers, pre kinder, kinder and maternal well as balls and education spaces.

Type of User: Is a space for children and is private.

Definition of spaces: the chain system of class room produces sub-spaces in the outside of them for each school level and according to the age.


Public Modules: They are around the tape and public owned.

Use and program: they are situated the administration, general services, the kitchen, the infantile club auditorium, the dinner room. Some of these spaces as the auditorium and the hall will be at the community service.

Type of user: children and adults. According to the moment, it will be public or private

Definition of spaces: Demarcates the access and allows use from the outside.


Inside yard: There are sub-spaces inside the tape formed by the class rooms.

Use and Program: Thematic kinder for ages at infantile scale and there is a current ownership of each of the yards.

Type of User: Children

Definition of spaces: Each one of the school levels has a thematic yard, where the education continues.


Outside Yard: Defines the access to the project.

Use and Program: It is a yard for group games, swing sets, etc.Also serves as meeting place for the community.

Type of User: Children and adults, is public and privately owned.

Definition of spaces: It is a place for meetings of large groups and games for the children of community on weekends.