Educational architecture as cultural space: structuralist influences in the work of Hestnes Ferreira

This article explores the cultural and architectural significance of the José Gomes Ferreira Secondary School (JGFSS) in Lisbon, designed by Raúl Hestnes Ferreira, through the lens of Dutch structuralism and the humanist theories of Herman Hertzberger. More than an educational facility, the school is conceived as a civic and cultural microcosm: an adaptable urban fabric that fosters community interaction, symbolic meaning, and spatial versatility. Drawing on key structuralist principles such as Hertzberger’s “architecture as a half-product,” Aldo van Eyck’s polyvalent space, and John Habraken’s “Supports” theory, the study situates the school within a broader European discourse on architecture’s social role. It also reflects on Ferreira’s formative 1974 study trip to Scandinavia, which reinforced his commitment to human-centred design and spatial openness. The article aims to examine how structuralist principles informed the design of the José Gomes Ferreira Secondary School, to analyse the influence of Hestnes Ferreira’s engagement with Scandinavian educational architecture, and to assess how adaptability, modularity, and social space contribute to the school’s role as a cultural and socially sustainable environment. This study adopts a qualitative case study methodology, combining archival research, analysis of architectural drawings, photographic documentation, and interpretation of interviews and recorded lectures by the architect. The research is grounded in a theoretical framework based on structuralist and humanist architectural theories. The findings highlight the school’s enduring relevance as a model of culturally engaged architecture, where modularity, symbolism, and social adaptability converge to create a space that transcends its educational function and contributes to the cultural identity of its community.