RIBADEO
PONTEVEDRA
CHANGING THE VILLAGE THROUGH PROTAGONIST PARTICIPATION
“Every city has its own history, its own landmarks. I’m not only referring to those buildings officially recognised as important parts of the nation’s historical heritage. I mean, above all, the places that belong to the city’s memory — places that are fundamental to its identity, to the sense of belonging to a city. Whether it’s a factory, an old tram stop, or one of those grocery shops where everything was ingenuously displayed.”
Jaime Lerner
The right of children and adolescents to PARTICIPATE in the CONSTRUCTION of their VILLAGE or CITY as part of an ACTIVE CITIZENSHIP, in such a way that they become both participants in and agents of change in their surroundings.
For this sense of protagonist to exist, CHILDREN and ADOLESCENTS must reflect on their surroundings (the space in which they live their lives), their context and propose solutions for change become aware of what it means to be a legal entitlement and the importance that their participation can have as a driving force for change in the rest of society.
The village or city in which we are working, transformed into a game board, a laboratory of experimentation where children and teenagers can act from a new point of view.
We understand the village as a game board, as a meeting place and as a learning laboratory for children and teenagers, through the tools of childhood such as their own movement and play. They have to discover, live, know and value their habitat in order to be able to act in it as an active citizen, thus encouraging protagonist participation from childhood.
A CORUÑA
Changing the village through protagonist participation
A few years ago, in a context where measuring distances between bodies became urgent, in A Vila do Mañá we took the floaters out to the street.
They helped us make visible the invisible space, the one we occupy when we notice, the one that separates or unites us.
Today we recover the floaters, but from a different perspective: not as a defense, but as a tool for perception, not to mark distances, but to measure presence, scale, and the right to public space.
How much space does a body in motion occupy?
How much space does a person need to walk, stop, play, or talk without having to step aside?
In Pontevedra, a city that has been standing by people’s side for years, we went out to check.
We want to make visible what is already working, and also what can still improve.
The floaters, with their playful shape and enveloping volume, help us to feel the space with our bodies, to experience the city from a human scale, and to ask ourselves collectively:
Is my city designed for me?
The village or city in which we are working has been turned into a game board, a laboratory of experimentation where girls, boys and teenagers can act from a new point of view.
SADA
CHANGING THE VILLAGE THROUGH PROTAGONIST PARTICIPATION
“Every city has its own history, its own landmarks. I’m not only referring to those buildings officially recognised as important parts of the nation’s historical heritage. I mean, above all, the places that belong to the city’s memory — places that are fundamental to its identity, to the sense of belonging to a city. Whether it’s a factory, an old tram stop, or one of those grocery shops where everything was ingenuously displayed.”
Jaime Lerner
The right of children and adolescents to PARTICIPATE in the CONSTRUCTION of their VILLAGE or CITY as part of an ACTIVE CITIZENSHIP, in such a way that they become both participants in and agents of change in their surroundings.
For this sense of protagonist to exist, CHILDREN and ADOLESCENTS must reflect on their surroundings (the space in which they live their lives), their context and propose solutions for change become aware of what it means to be a legal entitlement and the importance that their participation can have as a driving force for change in the rest of society.
The village or city in which we are working, transformed into a game board, a laboratory of experimentation where children and teenagers can act from a new point of view.
PONTECESURES
CHANGING THE VILLAGE THROUGH PROTAGONIST PARTICIPATION
“Every city has its own history, its own landmarks. I’m not only referring to those buildings officially recognised as important parts of the nation’s historical heritage. I mean, above all, the places that belong to the city’s memory — places that are fundamental to its identity, to the sense of belonging to a city. Whether it’s a factory, an old tram stop, or one of those grocery shops where everything was ingenuously displayed.”
Jaime Lerner
The right of children and adolescents to PARTICIPATE in the CONSTRUCTION of their VILLAGE or CITY as part of an ACTIVE CITIZENSHIP, in such a way that they become both participants in and agents of change in their surroundings.
For this sense of protagonist to exist, CHILDREN and ADOLESCENTS must reflect on their surroundings (the space in which they live their lives), their context and propose solutions for change become aware of what it means to be a legal entitlement and the importance that their participation can have as a driving force for change in the rest of society.
The village or city in which we are working, transformed into a game board, a laboratory of experimentation where children and teenagers can act from a new point of view.
PADRÓN
CHANGING THE VILLAGE THROUGH PROTAGONIST PARTICIPATION
“Every city has its own history, its own landmarks. I’m not only referring to those buildings officially recognised as important parts of the nation’s historical heritage. I mean, above all, the places that belong to the city’s memory — places that are fundamental to its identity, to the sense of belonging to a city. Whether it’s a factory, an old tram stop, or one of those grocery shops where everything was ingenuously displayed.”
Jaime Lerner
The right of children and adolescents to PARTICIPATE in the CONSTRUCTION of their VILLAGE or CITY as part of an ACTIVE CITIZENSHIP, in such a way that they become both participants in and agents of change in their surroundings.
For this sense of protagonist to exist, CHILDREN and ADOLESCENTS must reflect on their surroundings (the space in which they live their lives), their context and propose solutions for change become aware of what it means to be a legal entitlement and the importance that their participation can have as a driving force for change in the rest of society.
The village or city in which we are working, transformed into a game board, a laboratory of experimentation where children and teenagers can act from a new point of view.
XARÍO
Changing the village through protagonist participation
“I confront the city with my body; my legs measure the length of the arcades and the width of the square; my gaze unconsciously projects my body onto the cathedral facade, where it wanders along the mouldings and contours, feeling the size of the ins and outs; the weight of my body meets the mass of the cathedral door and my hand grips the door handle as I enter the dark empty space behind it. I feel myself in the city and the city exists through my embodied experience. The city and my body complement and define each other: I inhabit the city and the city inhabits me.”
Juhani Pallasmaa
The right of children and adolescents to PARTICIPATE in the CONSTRUCTION of their TOWN or CITY by forming part of ACTIVE CITIZENSHIP, in such a way that they are participants and executors of the changes in their environment.
Article 11. Active citizenship. 1. The public authorities must promote the right of children and adolescents to actively participate in the construction of a fairer, more supportive and democratic society. 2. The public authorities must foster solidarity and social sensitivity in order to increase the social participation of children and adolescents and create new social spaces that stimulate the responsible participation of this sector of the population and favour coexistence and social integration at local and community level. (Law 14/2010, of 27 May, on the rights and opportunities for children and adolescents. Published: BOE no. 156, of 28/06/2010 )
The village or city in which we are working has been turned into a game board, a laboratory of experimentation where girls, boys and teenagers can act from a new point of view.
MIÑO
“The opportunity for the child to discover his or her own movement is part of the city itself; the city is also a play space. The child uses all the elements of the city, all the built objects, all the surfaces he or she can climb or climb on. Children know how to play with these things very well, even if they are not allowed to.”
Aldo van Eyck
‘A Vila do Maña’ works with three-dimensional elements, based on Froebel’s “third gift”.
In architecture we have Froebel as a reference, through Frank Lloyd Wrigth who was educated with this method. It is a system based on the creativity and intuition of the child through direct experience, play and nature. It creates a pedagogical resource based on ‘gifts’ and ‘occupations’. The ‘gifts’ are pedagogical materials that do not change, but are transformed; the ‘occupations’ are activities in which children play by transforming the objects they manipulate. The ‘gifts’ are precursors of today’s building blocks.
The village or city in which we are working has been turned into a game board, a laboratory of experimentation where children and teenagers can act from a new point of view.
TOURO
CHANGING THE VILLAGE THROUGH PROTAGONIST PARTICIPATION
In a place lacking strong identity references (where the main element of collective memory was a disused nightclub), the project begins with a latent infrastructure: the town’s street map, whose names pay tribute to authors of Galician literature. Based on this cultural cartography, A Vila do Mañá turns words into infrastructure and literature into a tool for urban activation.
The figures of children and teenagers themselves (their silhouettes, bodies, and gestures) become the visual protagonists of the urban space. The aim is not to represent them, but to allow them to inscribe themselves into the landscape with their scale, their language, and their living presence. Their image occupies façades, walls, and partitions, intervening in the urban environment with their collective identity and symbolic power.
The village or city in which we are working, transformed into a game board, a laboratory of experimentation where children and teenagers can act from a new point of view.
Proxecto financiado por:
