The school sits on a triangular plot with sloping ground, a condition turned to advantage by organising three volumes that follow the terrain and are linked to one another by half levels and flights of steps.

The volumes are placed towards the main road, leaving distance from the neighbouring housing blocks and producing a transition that softens the noise that comes with the teaching and play of a nursery and primary school.

In Kennedy, one of the boroughs of Bogotá, marked by high population density and a need for school buildings, Colegio Próspero Pinzón is designed as a civic and educational facility of real importance.

The proposal starts from an open central space that acts as the main square. The entrances and principal routes are organised from it, and it is at the same time a place for meeting, for social exchange and for cultural events. Around this core sit the separate blocks holding the academic and supporting uses: classrooms, library, auditorium, dining halls, administration and services. This modular arrangement gives a clear layout, easy movement and room for future adjustment as the needs of the institution change.

Colegio Bicentenario de la Independencia is a distinctive architectural proposal in Bogotá D.C., centred on a circular and permeable structure that integrates the architecture with its urban and natural context. The design favours fluid circulation through a central courtyard with oval ramps, wide and accessible, that make movement inclusive.

The project highlights the key part institutional initiatives play in building an educational and urban vision for the future. Its outdoor spaces (sports areas, gardens and play areas) encourage meeting and exchange. The continuous façade gives the school a clear and open face towards the community.

Urban notes. The project seeks to consolidate a single architectural entity: an austere, clear and recognisable volume, able to last and to offer versatility. Its organisation allows key areas to be made independent for community use, such as the classroom precinct, given over to learning. Taking advantage of a privileged location, the design strengthens the relationships the site suggests. Three zones are defined: singular buildings to the north, a sports centre to the south and the classroom building as the central axis. This arrangement values the residential surroundings and proposes a cross connection between Transversal 70D and the inner park of the neighbourhood.

Architectural notes. The building answers a forward-looking educational vision, aimed at placing state education at the highest pedagogical level. Its central idea turns on the “production of knowledge”. Like a factory, the complex organises spaces that are open yet integrated, where theatre, multi-purpose room and library work independently and in concert. The classroom building is set out as the formative core. Its classrooms are arranged around green courtyards, recalling the traditional city blocks with gardens inside them. Each stage of education is conceived as a collective unit which, through this pairing of classroom and courtyard, produces a learning environment that is both autonomous and integrated.

The new Centro de Formación Sur Colombiano for SENA (the national vocational training service) stands in the municipality of Ipiales, Nariño, and is conceived as a regional technical training facility. Its design answers a rural and productive context, bringing vocational training together with a careful reading of the landscape. The building settles onto the ground organically, following the contours, to give an efficient and accessible infrastructure fitted to its surroundings.

The brief is organised into four main teaching blocks: industry, humanities, hospitality and tourism, and agriculture. Each one works fairly autonomously, but all are linked by a large transverse shed that organises the shared areas of the project. This shed gathers the support spaces (auditorium, library, cafeteria, services and administration) and acts as the hinge between the main Ipiales–Aldana road and the farmland at the back of the site.

The project for the new home of the SENA Centro de Formación en Actividad Física y Cultura (CFAFC) in Kennedy, Bogotá, starts from two premises: a clear organisation of the brief and a precise reading of the urban context. The brief is grouped into four main components: sports, cultural, teaching and administrative areas. These uses, with different acoustic and spatial requirements, are stacked vertically in a twelve-storey tower with an efficient layout.

The building is structured around a central core of vertical circulation and services, which guarantees a clear connection between the two side blocks: the left wing given over to sport and the right wing to teaching and administration. This arrangement keeps active and quiet uses from interfering with one another and improves the experience for users.

This project is conceived as an architectural and urban system that ties several scales together: the neighbourhood, the park and the future metropolitan avenue. Its siting follows an 8 x 8 metre grid that allows functional flexibility, adaptation to the topography and construction in phases. This strategy makes it possible to organise the teaching, social and technical spaces modularly, optimising their growth and constructional efficiency.

The brief is distributed across two academic bars holding primary, lower secondary and upper secondary, joined by a Social Hub that articulates the relationships between school and community. Spaces such as the dining hall, the auditorium and the library are tied to the immediate surroundings, allowing shared uses and access from the public realm. The school opens onto the Villas del Progreso park, forming a meeting square that reinforces its open and communal character.

Jardín Infantil Los Álamos is conceived as an urban piece with an educational and social vocation, bringing architecture and public space together to produce a setting with pedagogical, emotional and community meaning. On the corner of Carrera 99A and Calle 70, the project consolidates a civic node by tying itself to a future park handed over under planning obligations and to three neighbouring pocket parks, weaving a local network of open and accessible spaces.

The building proposes an architecture that is open, flexible and playful. Through half levels, ramps, stairs and slides, the route becomes a continuous experience of play, discovery and learning. The spaces are dynamic and adaptable to teaching needs, so that the setting can be reconfigured by the activity within it. The child transforms the setting through experience, and the garden classroom connects every level as an open, central and communal space. The technical, administrative and service spaces form a defined, functional and workable urban edge. It faces the city and regulates the contact between the adult world outside and the world of the children, which opens visually and functionally towards the park.

The proposal is set out as a threshold between the linear park and the town: an active cultural edge, open and permeable. It is not a closed building but a structure that organises the relationships between the urban, the natural and the communal.

The architecture takes the form of a system of porticoes that gathers a range of spaces under a sheltered climate. This continuous colonnade allows flexible appropriation, connects the volumes of the brief and multiplies the possible uses: market, fair, stage or open gallery. Walls of rammed earth recall the local landscape and provide thermal mass. The passive strategy guarantees efficiency: cross ventilation, daylight, solar control and the use of local materials.

In an area with an educational vocation and a number of metropolitan facilities, Colegio Pradera El Volcán is proposed as a civic infrastructure of considerable impact. The project is structured around a large open central square that organises the entrances, articulates the different functional blocks and becomes a place for meeting and cultural expression.

The volumes around this square hold the enclosed uses (library, theatre, classrooms, dining halls, administration and services) and are laid out independently to ease circulation, keep the plan clear and allow future adjustment as the project requires. This strategy not only improves the experience of learning, it also makes the spaces easier to manage and to maintain over time.

The project extends the facilities of Colegio Bolívar with a series of volumes placed with landscape in mind, settling into the ground like “piedras cansadas”, the great stones the Andean builders left resting along the road to a building site. The analogy suggests a harmonious relationship with the natural setting, where each building appears to rest in the landscape without imposing itself.

The volumes keep a solid and contained image thanks to a permeable skin that links inside to outside, filtering light and producing spatial transitions that enrich the experience of learning. This envelope not only provides protection from the climate, it also reinforces the institutional character of the whole.