The kindergarten was built in response to the need for comprehensive academic training space for the families’ children that inhabit this citadel of the same name located in the southwest of the city.

This space introduces nature to form flexible spaces for learning and integration with the community, allowing encounters both inside and on the edges, through transition zones that invite one to remain in an interiorized-exterior. Like a garden of gardens, a shared didactic experience in and with nature. Introducing a nearby landscape, the ecosystem from the Bogota savanna and re-creating it in the interior, but making it accessible to the neighborhood and the adjoining city. Thus, making everything come together, through landscapes created for learning. The project was developed from the idea of ​​creating a space that favors meetings based on three postulates:

Encounter with the environment: Incorporating nature, shaping nearby and distant landscapes, generating an internal ecological microsystem that connects a structure of green spaces and recreation.

Encounter with others: Through a flexible and comfortable space that fosters meetings between different communities.

Encounter with oneself: Alluding to a haptic system of learning, the garden allows the child to obtain information about the elements that make up this space. Being the center of reflection between man and nature, a typological position was adopted that corresponds to the spatial premises: The archetype of the pavilion, understood as an isolated volume, inscribed in the natural environment and capable of internalizing and externalizing the activity simultaneously. This one appropriated the urban context by incorporating nature to the interior by means of the typology of a patio, around which all the dependencies of the architectonic program are arranged. Thus, the design of the kindergarten starts by recognizing the landscape, the city, the spaces and the people, as a continuity that interacts with the learning process, organized in rituals of displacement and placement that integrate everything in a pedagogical and natural reality.

The building’s different elements were developed in conjunction with the premises that guide the kindergarten. The classroom, understood not as a closed room, but as a spatial system susceptible to expansion and compression. The playground, which is located to the side that borders the neighborhood, we find walls, gardens and furniture that encourage leisure and fun, observed by the staff room and the friend room. The furniture, understood as an extension of man to allow comfort along with recreational activities, are constructed from the activities and anthropometry of the adults and the children’s bodies.

The building envelope serves as a mechanism of exchange for information and energy with the external environment to fulfill different functions.
All this provides the city as a backdrop for children and in turn, the kindergarten is the backdrop of life in the community.