This paper is part of a line of work that addresses the interference between Architecture and Pedagogy, examining those cases where projects and school buildings legitimize and promote pedagogical statements. In this framework we analyze the selection and dissemination in the 1930s of a set of modern architectural experiences centered on the spatial, typological and linguistic renovation of primary schools. Many of the mainly European and American “models” presented, legitimized or promoted different adjectives for modern architecture, as well as a series of innovative or alternative pedagogical statements. It is in this context that the GATEPAC and AC magazines are introduced as key pieces of the link between modern architecture and pedagogy. Moreover, concepts, such as representation and character, are redefined, in order to use them to research, the architectural resources through which these new ideals were materialized. Questioning the history of the approach to children´s culture from historical examples with an interdisciplinary standpoint paves the way for the creation of a reservoir of the links between architectural and pedagogical models applied to school architecture with the intent of transforming reality.
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