Localización / Location: Mali (2009)Arquitectos / Architects: ar2com (http://www.architektur.ar2com.de/)"
Fotografías / Images: ar2com (1, 2), Didier Van Der Heyden (3)
Enlaces / Links: worldarchitecture, architizer
La Escuela Escarabajo (promovida por la asociación Amigos de Mali, AmiMali) combina dos tradiciones: la de la construcción en adobe de la ciudad de Tombuctú, y la del levantamiento de tiendas de los nómadas tuareg del Sahara del Sur. La combinación de estas dos culturas es muy sencilla, pero en realidad no existe. . .
The Scarab School (project by AmiMali) in the desert combines two traditions: the local one of the city of Timbuktu which is adobe and the moving one of the Tuareg nomads from the Southern Sahara which is the tent. This combination of the two cultures is simple and real but in reality there is . . .
Album completo de imágenes / Picasa album
TEXTO COMPLETO / FULL TEXT
Además de la propia construcción, se puede calificar el método de trabajo también como sostenible, ya que el proyecto se ha podido llevar a cabo gracias a las nuevas tecnologías de la comunicación. La colaboración entre culturas situadas a más de 4000 km de distancia (los tuaregs de Mali y un estudio de arquitectura situado en Darmstadt, Alemania) se ha realizado a través de Internet y del teléfono móvil. Este primer establecimiento de educación permanente promovido por la asociación Amigos de Mali, AmiMali (http://www.amimali.de/) consta de un basamento de adobe, sobre el que se levanta una estructura de madera (con el objeto de proporcionar una mejor ventilación), cubierta por la misma tela que se utiliza para las tiendas. Se trata de una construcción que garantiza unas condiciones favorables para el aprendizaje en el clima desértico, y cuya construcción se realizó en el plazo de 3 meses y medio (finalizándose en de julio de 2009).
A lo largo de todo el proceso (diseño, dirección de obra, recepción, así como el uso del edificio, la restauración después de las copiosas lluvias y un anexo adicional) se observaron dos características: la comunicación armoniosa, así como la colaboración horizontal que se estableció entre un país "en desarrollo" - o como es el caso de los tuaregs, de una nación "sin patria"-, y un país "industrial altamente civilizado".El mundo de hoy en día se caracteriza por estar en constante evolución, y los procesos son más importantes que los inmutables resultados finales. Un proceso abierto permite mucho mejor integrar todas las ideas que le han sobrevivido.
Complementariamente, se diseñó también un “dispositivo-móvil” (45 x 35 cm) que tiene la capacidad de transformarse en asiento, mesa y cartera, y que constituye un pasaporte para la educación para los niños tuaregs.
Todos lo que un alumno nómada necesita es esta bolsa portátil realizada fundamentalmente con una tabla de madera: por un lado está el escritorio, mientras que la parte trasera tiene un asiento de cuero para sentarse, entre el asiento y la mesa hay una bolsa para lápices, cuadernos, libros. No se necesita nada más, además de un profesor… para que la escuela puede comenzar.Los padres tuareg estaban preocupados por la educación de sus hijos, ya que la subsistencia mediante el transporte de sal a través del desierto ya no está garantizada. Los tuareg se enfrentan además al problema de la discriminación, que se traduce, entre otros problemas, en el nulo acceso a la educación.
El primer requisito fue crear para los niños un símbolo que les transmitiera a ellos y al mundo su derecho a la educación. Una pertenencia personal que mantuvieran siempre a su lado, como una libreta de ahorro.
Los tuareg resistieron la invasión colonial de finales del siglo XIX, pero después de sangrientos conflictos tuvieron que firmar tratados con Malí y Níger. Su territorio fue reorganizado. Hasta hoy en día se reparten entre diversos estados modernos y en realidad son una nación sin tierra. Sus derechos en Malí son limitados, en la década de 1990 las luchas por la independencia se reavivaron. El problema de la desertificación, la inutilidad del transporte transahariano mediante camellos, y el crecimiento de la población, representan grandes restricciones para las difíciles condiciones de vida de los nómadas y han obligado a muchos de los tuareg a sedentarizarse. Pero derechos básicos, como el agua y la educación no siempre se les conceden.
Además de un salvoconducto a la educación, el dispositivo móvil debía de ser también sostenible y práctico. En el desierto la madera es el material más caro y escaso, así que las sillas y mesas se sustituyen por este dispositivo que sirve para sentarse en el suelo siguiendo la tradición, apoyarse, y transportar las pertenencias con un peso mínimo.
Se está tratando de promover este dispositivo móvil en otras partes del mundo, ya que simboliza tres principios por los que merece luchar: la infancia, la educación y la igualdad.
The Scarab School in the desert combines two traditions: the local one of the city of Timbuktu which is adobe and the moving one of the Tuareg nomads from the Southern Sahara which is the tent. This combination of the two cultures is simple and real but in reality there is . . .
Besides the construction itself the working method was exceptional and should be mentioned in a project of sustainability. Sustainable mostly means something which has grown – the project of the Scarab School has grown within two continents. The locals as well as the Germans were included equally in every single step of the process of design and construction. Due to the electronic communication we had to express ourselves precisely and talk it over on the phone. We had to accept this way of communication since we could not fly over to meet.
This is the century of communication. Collaboration between cultures happens via internet or via mobile phone. We knew this Tuareg-clan settling since a few years north of Timbuktu, who had asked us, an interpreter and an architect from Darmstadt, Germany, to help with the construction of their first permanent (educational) building for their kids. Of course, we joined in; didn’t we have a splendid time together some years ago in the desert …
A process between two continents got started – running almost 4,000 km: some presentation sketches were sent via email as JPGs from middle Europe to Mali, West Africa; but the adequate communication had still to be learnt; the newly found name Scarab School brands a tangible idea for all participants and motivates the whole team. Proposing, presenting, asking, checking and asking again is done via VoIP-mobile phone-connection.
The above text sounds like the beginning of one of those futuristic stories from the seventies, yet this is our built reality on the desert sands of Timbuktu. Completion of the Scarab School was within 3 and half months of construction time in July 2009. Throughout the whole process consisting in designing, site management, completion as well as use of the building, restoration after heavy rainfalls and in an additional annex two characteristics were noted: the harmonious communication as well as the horizontally structured collaboration between a „developing country“ or for the case being a „nation without country“ and on the other hand a „highly civilized industrial country“. The concept, the work flow, the building itself and hopefully the didactic in this building will thrive on dehierarchization! Our collaboration is about processes, which are – given our constantly changing world – more important than results and more important than immutable ultimate results.
An open process allows much better to integrate all those ideas which have survived the process.
All nomad pupils need is a portable bag made basically of a wooden board: one side is the writing desk, the back side has a leather seat to sit on; between seat and table there is a pocket for pencils, notebooks, books. Nothing else needed — besides a teacher . . . and school can begin.
(Img: Didier Van der Heyden)
Tuareg parents were concerned about the education of their children given new challenges in their every day life, since subsistence by transporting salt through the desert is no longer assured. In addition to the problem of learning different skills the Tuareg are facing the problem of discrimination, which results among others in no access to schooling.
First requirement was to create for the children (and more so for the world beyond) a signal approving that they, too, have a right for education. We wanted to give the children a personal belonging, their “own thing” which they keep for ever and take everywhere > a savings book.
The Tuareg resisted the colonial invasion at the end of the 19th century, but after bloody conflicts they had to sign treaties with Mali and Niger. Their territory was reorganized. Until nowadays they are divided between various modern states and are actually a nation without land. Their rights in Mali are limited; in the 1990s fights for independence would arise. The problem of desertification, the uselessness of transsaharan transport by camel and the population growth, all this presents a tough restriction of nomad conditions and has forced many of the Tuareg to settle down. But the right to basics such as water and education are not granted.
On the one hand the mobile device is the ticket to education but its philosophy requires on the other hand that this device be approved under practical points of view. In the desert, where wood is the most expensive material and where - in respect to nature – nothing should leave any impact behind, we were looking not for tables and chairs but for mobile solutions offering three topics: a desk to write on, a place to sit on and a container to carry the belongings – and all this at almost no weight. Together with the Tuareg - they are sitting and writing in the sand and they optimized their language, the Tamacheq, to be written in this passing medium - we designed the mobile device for the desert: either you sit on the sand writing on your desk, or you sit on your school bag comfortably, or you take it with you walking, your device carrying all the rest.
(Img: Didier Van Der Heyden)
The design of the mobile device, i.e. the leather side, follows the local tradition– each one uniquely personalized and handmade by the mothers and their contribution free of charge. The mobile device makes no difference between boys and girls. In Mali only about half of all girls are enrolled in schooling.
We are looking forward to promote this mobile device elsewhere in the world, since it stands for three principles: children, education, equality, all well worth supporting. We would like to export the idea to other regions. And we are anxious to see other countries designs of the mobile device.
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