RT info:eu-repo/semantics/doctoralThesis
T1 La palabra que construye. Espacios de transición en la primera arquitectura escolar de Antonio Fernández Alba (1957-1975)
A1 Martínez Gutiérrez, Raquel
A2 Universidad de Valladolid. Escuela de Doctorado
K1 Fernández Alba, Antonio (1957-1975)
K1 Antonio Fernández Alba
K1 Transitional space
K1 Espacio de transición
K1 Language and architecture
K1 Lenguaje y arquitectura
K1 School architecture
K1 Arquitectura escolar
K1 6201 Arquitectura
AB Antonio Fernández Alba conceives architectural space as an “enclosure of poetic event “. In his design process for the definition of this space, words assume a significant role, not only as a means of signification but also as a constructive and operative instrument. Through language, architecture becomes inhabitable.The following research focuses on the lesser-explored aspects of Antonio Fernández Alba’s school architecture in his early years (1957-1975). It broadens the scope of works usually referenced within this theme, as is the case with the schools linked to state educational plans.The period of study of Fernández Alba’s work spans from 1957, when he graduated as an architect, to 1975, a year marked by significant political events and the consolidation of an architecturallanguage that would become a permanent feature in his later works. Throughout this timeframe, his architecture evolved, experimenting with various compositional and formal solutions, synthesising Nordic-rooted organicism with elements of vernacular architecture, and balancing the platform-plane with the possibilities of climate-responsive roof. All this while maintaining geometry as a means for project control.His school architecture has been selected as the vehicle for analysis, as it combines attention to language with spatial responses to the school’s pedagogical program. This confluence of theoryand practice unites the three facets developed by Fernández Alba in his career: architect, writer and educator, which makes these school projects an ideal field for examining the full breadth of hisintellectual pursuits. Particularly relevant within these projects are what may be termed transitional spaces, which enable architecture to operate on multiple levels: physical, psychological and social. This transitional space facilitates the deployment of the pedagogical curriculum within architecture, transforming the school into an activator of the educational program.Among Fernández Alba’s school architecture, three families have been defined, characterized chronologically by: the presence of an interior courtyard (1959-1965); the articulation of spacebetween the ground plane and the roof plane (1966-1968); and the use of geometry as a principle of composition (1969-1975). All these schools are analysed as paradigms of the use of transitionalspaces in a triple aspect of material, emotional and social connection, highlighting the capacity of words to construct architecture.
YR 2025
FD 2025
LK https://uvadoc.uva.es/handle/10324/77734
UL https://uvadoc.uva.es/handle/10324/77734
LA spa
NO Escuela de Doctorado
DS UVaDOC
RD 21-sep-2025