Parque de Educação Ambiental Professor Mello Barreto: Difference between revisions
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The park is situated in the Lagoon-Margin Protection Belt around the Jacarepagua Lagoon, along one kilometre of a seven kilometres area that involves the Via Parque. | The park is situated in the Lagoon-Margin Protection Belt around the Jacarepagua Lagoon, along one kilometre of a seven kilometres area that involves the Via Parque. | ||
*How has it been shaped? Were there any critical decisions? | *How has it been shaped? Were there any critical decisions? | ||
The project process involved: | The project process involved: | ||
1.Recuperation of the mangrove forest. | 1. Recuperation of the mangrove forest. | ||
2.Recreation of a substitution ecosystem. | 2. Recreation of a substitution ecosystem. | ||
3.Restructuration of the mangrove forest and the restinga vegetation (vegetation of a salty and sandy land near by the sea) with native flora. | 3. Restructuration of the mangrove forest and the restinga vegetation (vegetation of a salty and sandy land near by the sea) with native flora. | ||
4.Education through the park – the visitors can appreciate and learn about the Atlantic vegetation along the park ways. | 4. Education through the park – the visitors can appreciate and learn about the Atlantic vegetation along the park ways. | ||
5.The park excludes any intensive use, like sport courts – the idea is to rest, to appreciate the nature along the ways and to learn with it. | 5. The park excludes any intensive use, like sport courts – the idea is to rest, to appreciate the nature along the ways and to learn with it. | ||
Revision as of 11:40, 9 January 2009
| Name | Parque de Educação Ambiental Professor Mello Barreto by Architect Fernando Chacel | |
| Place | Rio de Janeiro, Barra da Tijuca | |
| Country | Brazil | |
| Topic | Revitalisation of an illegal residential occupation area to a city park | |
| Author(s) | Juliana Aschwanden-Vilaça | |
| Completion | Please enter the date of completion | |
| Client | Please enter the client | |
| Project costs | Please enter the costs (if known) | |
| ||
| <googlemap version="0.9" lat="-22.997745" lon="-43.352909" type="satellite" zoom="13" width="300" height="300">
</googlemap> | ||
Rationale: Why is this case study interesting?
- The project shows how a natural and protected area that suffered the impact of an illegal occupation can be restored through the called “ecogenesis”.
According his friend and botanic Luiz Emygdio de Mello Filho ”the idea of ecogenesis as the main purpose of man’s creation of substitute ecosystems for degraded or lost ecosystems as result of human interventions stems from the 40’s. It was proposed by team members of the National Museum and has perfectly adjusted to the country’s socioenvironmental reality. It is therefore essential that these anthropic substitute ecosystems, through different from the original ones, maintain, preserve and convey to the future the values they once sustained so that they may endure in the environment reality.”
- The Architect Fernando Chacel, that was Burle Marx's trainee in the 50's and today is one of the most important Landscape Architect in Brazil, with more than 50 years of experience, is author of this project.
Author's perspective
- What theoretical or professional perspective do you bring to the case study?
Description
- Rio de Janeiro is the second biggest city of Brazil, with more than 6 million people in an area of 1200 km2. The Professor Mello Barreto Nature Education Park is located in Barra da Tijuca, around the Jacarepagua Lagoon.
The park was financed through a local community (Acibarra) that wanted to recuperate the degraded area and guarantee the protection of the Lagoon-Margin Protection Belt.
Fernando Chacel, one of the greatest Landscape Architect of Brazil, made the project during around three months.
Landscape and/or urban context
- Biogeography, cultural features, overall character, history and dynamics
Situated on a peninsula around the Jacarepagua Lagoon, surrounded by the Atlantic Rainforest of Rio de Janeiro, the area is in the Tijuca Lagoon-Margin Protection Belt, covered by a good-sized mangrove before it was illegally occupied.
The Park is an answer to the recuperation of the mangrove ecosystem into the Lagoon-Margin Protection Belt. The whole landfill that landed the mangroves during the years of destruction was used to build the park, that is situated in a higher level.
Illustration: Map; sketches; short descriptive analyses
Cultural/social/political context
- Brief explanation of culture, political economy, legal framework
Around thirty years ago, this area, that is twenty times bigger than Rio downtown, was empty and with a difficult access. Just in the 70's, when the access was improved, big undertake companies began to buy lands for a very low price to build for the rich people. At the same time the poor population that worked on the construction, built their "favelas" around, what contributed too for the destruction of the ecosystem, through the trash they threw into the lagoon.
During the construction of the big luxurious buildings around the lagoon, the mangroves were landed. The ecosystem was almost totally destroyed. Although the area is regarded as permanently preserved area by the Brazilian Constituition, the government didn't interfere. After some years, the area got value and the “favelas” turned inconvenient for the rich population and for the traders. The simply removal of this population would be against the human rights. But the permanent accusation of ecological degradation “helped” them to accuse the “favelas” as the responsible for the destruction, what served as an excuse to remove them.
To avoid the forced removal of this poor population, a local community (Acibarra), leaded by a lawyer, started a project of environmental education for the people about the importance of the mangrove ecosystem for the fauna and for the human life quality. The community could convince the population to move back their constructions from the Lagoon-Margin Protection Belt and to replant the local vegetation. Despite all efforts during two years and the new mentality, the government and the builders didn’t care and decided to move the “favelas” away through violence. In 1994 was all the “favelas” completely remoed. The local community and the government dislocated the population to a new popular houses complex nearby, specially built to shelter them.
Once the area was reclaimed for the public domain, the municipal government and private enterprise again joined forces to recuperate the Lagoon-Margin Protection Belt, under the supervision of the Municipal Environmental Protection Agency. Today, the Professor Mello Barreto Nature Education Park occupies this area.
Illustration:
Bullet points, image, background notes
History
- How did the area/project/plan at the focus of the case study evolve?
Illustration: Table or time line
Spatial analysis of area/project/plan
- What are the main structural features?
The park is situated in the Lagoon-Margin Protection Belt around the Jacarepagua Lagoon, along one kilometre of a seven kilometres area that involves the Via Parque.
- How has it been shaped? Were there any critical decisions?
The project process involved:
1. Recuperation of the mangrove forest.
2. Recreation of a substitution ecosystem.
3. Restructuration of the mangrove forest and the restinga vegetation (vegetation of a salty and sandy land near by the sea) with native flora.
4. Education through the park – the visitors can appreciate and learn about the Atlantic vegetation along the park ways.
5. The park excludes any intensive use, like sport courts – the idea is to rest, to appreciate the nature along the ways and to learn with it.
Illustration: Map/diagram/sketches photos and background notes
Core Questions Working Group Nature Conservation / Water
What is the role of user groups?
What is the role of the city?
How do urban and natural structures interact?
What is the role of water?
What is the evolution of the urban relation between humans and nature?
Date? Architect maybe from Government?
The project shows how a natural and protected area that suffered the impact of an illegal occupation can be restored through the called “ecogenesis”. It is therefore essential that these anthropic substitute ecosystems, through different from the original ones, maintain, preserve and convey to the future the values they once sustained so that they may endure in the environment reality
Analysis of program/function
- What are the main functional characteristics?
- How have they been expressed or incorporated?
Illustration: Map/diagram/sketches photos and background notes
Analysis of design/planning process
- How was the area/project/plan formulated and implemented?
- Were there any important consultations/collaborations?
Illustration: Map/diagram/sketches photos and background notes
Analysis of use/users
- How is the area/project/plan used and by whom?
- Is the use changing? Are there any issues?
Illustration: Map/diagram/sketches photos and background notes
Future development directions
- How is the area/project/plan evolving?
- Are there any future goals?
Illustration: Map/diagram/sketches photos and background notes
Peer reviews or critique
- Has the area/ project/plan been reviewed by academic or professional reviewers?
- What were their main evaluations?
Pleas add references, quotes...
Points of success and limitations
- What do you see as the main points of success and limitations of the area/project/plan?
Illustration: Summary table
What can be generalized from this case study?
- Are there any important theoretical insights?
Short statement plus background notes
Which research questions does it generate?
Short statement plus background notes
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References
Please add literature, documentations and weblinks
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