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Escola Aubrick

Andrade Morettin Architects

São Paulo, SP, Brazil

August, 2021


Vinicius Andrade (Founding Partner), Marcelo Morettin (Founding Partner)


Roberto Zocchio (Project Coordinator), Fernando Botton (Project Coordinator), Daniel Zahoul (Project Coordinator), Pedro Meneghel (Project Coordinator), Izabel Sigaud (Project Coordinator


Fátima Mendes Lopes


Pedro Kok


The project begins with an understanding of the vision that the school has built for itself and for the future of education. According to these principles, the school spaces are designed for both accommodation and pedagogical exploration. The spaces are flexible, providing great freedom in their use. Consequently, the open and landscaped spaces are considered the heart of the school, where leisure and socialization activities are encouraged and can also be used for teaching.

A space where architecture and all its elements, such as the relationship with light, landscaping, and furniture, seek to shape a safe place, allowing for free play and establishing the internal classroom spaces and collective spaces as protagonists, capable of establishing themselves as the 'third teacher'.

The project was conceived from a very slender metal structure to seek a horizontal building and allow for quick construction, according to the school's implementation schedule. The school's circulations communicate through a set of stairs open to the courtyards, allowing for generous flow between all floors and activating the uncovered areas present on the roofs, important places for pedagogical dynamics. The classrooms receive careful acoustic treatment and visual communication capable of identifying cycles and types of activities through colored surfaces, both on walls and floors.


The project for the new headquarters of the elementary school for Aubrick School, located in the Campo Belo region of São Paulo, was born with the dual purpose of bringing together units that were separated in small buildings and updating the physical space in accordance with the recent developments in the school's pedagogical project.

The project was developed through a series of dialogues between the architecture team, the school, its educators and teachers, which allowed us to gain a good understanding not only of the institution's pedagogical project but also of its familial atmosphere.

Based on a teaching philosophy that aims from a humanistic education to proficiency in Portuguese and English, the school space was designed to promote both collective and individual experiences in equal measure.

In a neighborhood where urban transformation is primarily impacted by the real estate market, the school is located in a set of lots that expand in the middle of the block, marking the importance of this educational institution in the city as an urban transformation agent.

The project's implementation seeks to respect the scale of the neighborhood in its surroundings, through a sequence of courtyards and a ground floor that prioritizes the continuity of open areas, allowing for free circulation. The relationship with the street is established through a raised volume that protects a courtyard covered by a metal brise, providing constant activity on the building's facade proposed in relation to urban life.


Keeping in mind the aforementioned values, the project moves on to the occupation of the land, where gardens are the protagonists of the space, so that the built blocks are organized around them. The buildings, designed from a lightweight and sustainable construction system, constitute a cohesive and harmonious whole, making use of various materials. This diversity is leveraged to also become didactic agents. The generous presence of wood elements and colors creates a domestic and pleasant atmosphere, contributing to the composition of a variety of differentiated spaces, conducive to the diversity of experiences in children's daily lives.

After its operation begins, the school surprises with the protagonism that open spaces assume in the institution's dynamics. Especially in a post-pandemic moment, the community begins to reuse the school space, increasingly emphasizing outdoor pedagogical activities. This is an architectural infrastructure project that enables flexible appropriation and future adaptations.

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