ABSTRACT
The education system is the structural pillar to forming individuals and communities, being the most effective tool for promoting communities and nations’ qualification and human development. The present case sets from this conscience and explores, in the territorial setting of Inharrime in Mozambique, a project that promotes with the local population the conditions to study and learn in the context of creative sharing. The community of Inharrime depends entirely on subsistence farming, complemented by a fragile local economic trade system, highlighting the needs of its population aggravated by the years of civil war. Resorting to the reinterpretation of vernacular construction strategies, the new School of Ocuana’s proposal takes architecture as a strategy to empower the territory’s starting point to enhance human development. Recognizing the benefits of education for discovering the paths of progress, the project takes advantage of participation processes as strategies for integrating and developing ties of belonging with the site, working beyond the school, houses that are added to it and sow the logic of a desired urbanity, adjusted to a territory in reconfiguration. The project methodology accommodates the chosen materials, the constructive process, and the locals’ ways of living essence, articulating the functions and the intervention scales, using the school building project as an emotional anchor for sustained development.
