Francisco Perez Anampa (Tate) School

Related program: Happy Hearts Schools

The Francisco Perez Anampa School is part of the: Happpy Hearts Fund – SURA rebuilding program. The school is the first project in which Architecture for Humanity took part in by providing design services and construction administration.

The school
The Francisco Perez Anampa school is located in the community of Tate, a small town in the Ica Region 300 kms south of Lima, Peru. The geographical context is very arid and dry within the southern Peruvian desert, the weather conditions are not extreme, still the comfort of the school children can be addressed with a proper building.

The school building attended by approximately 160 primary school students was heavily damaged by the 7.9 earthquake in 2007 that affected the Ica region in Peru. The entity assessing the quality of the buildings after the earthquake, Defensa Civil, confirmed that the building cannot be used any more, as a safety precaution. The school had to be moved to a temporary location for more than 3 years, into improvised temporary school structures. Those times are remembered as very harsh as there was a lot of dust, limited water accessibility, no electricity, and the classrooms proved to be very cold in winter and extremely hot in summer.

The Project
Happy Hearts & ING decided to rebuild the school as the pro-activeness of the community and the big necessity to provide an effective educational environment was essential. The new facility will include six brand new classrooms, one library, a state-of-the-art computer lab, two administrative offices, a meeting room, upgrade of the toilets, a courtyard, and playing area for the children.

SCHOOL AFTER RECONSTRUCTION

SCHOOL RECONSTRUCTION
SCHOOL BEFORE RECONSTRUCTION

During the school construction the design team worked closely with the community in order to engage a participatory process in which students and teachers were involved in a series of workshops. Engaging the community was very effective in directing design of a welcoming school using local construction procedures, materials and stamping some local flavor in the building. Also, participation was the key to highlighting the importance of having an environmentally friendly school in which passive systems, recycling, and construction waste management were all practiced during the design and construction process.

Sustainable features

Environmental Sustainability:

  • Recycling rebar from ruble after demolition not only promotes the reuse of materials but also reduces pollution from construction waste and construction waste transportation
  • The local community recycling and reusing window frames and doors from old building before the demolition took place, helping reduce the construction waste.
  • Building block efficiently orientated to have efficient natural cross ventilation by letting fresh air flow across the room, cooling and renewing the air in the classroom.
  • Natural light by orientating the buildings in a position in which the classrooms won’t need to use electricity during daytime activities.
  • The materials used provide adequate insulation to the local climate in order for the classrooms not to need heating or air conditioning devices.
  • Use of local materials such as cement, wood, stone, sand, rebar, etc. widely available close to the community in order to reduce the impact of transportation pollution.
  • Labor transport impact reduced by having most of the workforce relocated to the worksite during construction.
  • Use of local organic materials for exterior shading such as wood and bamboo. These materials provide a more refreshing insulation and their waste don’t pollute the environment.
  • Outdoor vernacular shading construction procedure lets air pass through the openings producing more effective ventilation.

Cultural Sustainability:

  • Design a building that is easily related with the local context and has the features of an efficient building in structural and educational terms.
  • Community participation by integrating teachers, students and parents in the design process and decision making by doing a series of workshops, meetings and community consultation.
  • Support in different educational activities not related with construction such as drawing contest, photography classes, reading workshops, etc.
  • The complete building is affordable to maintain and easily to repair in order for not be a burden for the school’s administration.
  • Architectural typology is adequate to the local context providing a sense of ownership from the community to the school.
  • Support the local community by generating a post-demolition event to recycle materials from construction waste.

Architecture for Humanity
The role of Architecture for Humanity was essential to review the existing project and provide design services in order to build more with less. The first step was to engage the community involving them in workshops and design charrettes in which the architects will learn more from the users and be more confident about the main necessities and best design solutions for the school. Also during the construction stage Architecture for Humanity was closely monitoring the construction site and providing construction administration services in order to build a quality infrastructure that will be used by the children of Tate the next years to come.

“…The new school is very nice and some people even think it is a private school! The work of Architecture for Humanity was essential as they were overseeing the construction progress and reviewing that the building is effective against future earthquakes. We don’t have technical knowledge, so for us it was very important to have somebody to check the quality of the construction…”
Isabel Huamani head teacher & 4th grade teacher

“…really like the new school is very comfortable unlike the prefabricated classrooms which were very hot inside. Now we can have classes in suitable classrooms…”

Nayeli Cordova 6th Grade Student (11 years old)

“…I think the school is very nice have nice colors and we really enjoyed having classes here this year; it is a shame that I’m in 6th grade and next year I will need to go to a different secondary school…”

Diana Valenzuela 6th Grade Student (12 years old)

Activities during construction
The following list includes the links to the reports and presentations of the most relevant activities that took place during the design and construction process as well as other school activities.

Participatory design workshops:
Participatory design workshops: Report explaining the different workshops that took place in the school in order to engage children and professors in brainstorming design solutions and understanding their most important necessities.
Architecture for Humanity proposal:
Presentation explaining how small design ideas could be introduced in the school in order to promote a more friendly environment and address the most important issues.
Demolition & recycling construction waste:
Report showing some community based coordination was developed in order to promote recycling of construction waste and generating community partnerships.
School environmental day:
Slideshow showing some activities that took place during springtime in which children promoted the sustainable environment. These events mark the beginning of spring.
Local architecture construction details:
Presentation describing the construction process of some of the most innovative construction details that took place during construction.
Opening ceremony:
Slide show describing one of the most important days at the school as the community, authorities and special guests gathered together for the opening ceremony.

View this project on the Open Architecture Network

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