# Risk and Resilience Assessment of Lisbon's School Buildings Based on Seismic Scenarios
## 3 Characterization of 32 School Buildings in Lisbon  
The first consistent national program related to the construction of educational infrastructures started at the beginning of the military dictatorship (1930-1933). Later, the 1938, 1947, and 1958 plans implemented common programs, based on the values of modernist architecture in agreement with the ideals of the _Estado Novo_ (dictatorial) regime, resulting in the construction of technical schools as a major outcome. The expression of normalization becomes particularly relevant from the beginning of the sixties with the adoption of several standardized building typologies, as well as the design of school-based and technical-based models at the end of the sixties. Buildings built between the 1970s and 1990s are mainly based on prefabrication processes and followed the program for the execution of preparatory and secondary (1980) schools. These schools follow a typified strategy through a common infrastructure around the country. The _Parque Escolar_ program [19] proposed a chronological organization of Portuguese school buildings in three periods: from the end of the 19 th century to 1935, from 1936 to 1968, and from 1968 to the present. Following this organization, among the 32 CML schools represented in Figure 1 that are part of this research study, only one was built before 1935, whereas eleven where built in the period between 1935 and 1968. Finally, twenty schools were built after 1968. These schools correspond to the secondary education, and second and third cycles of basic education schools that are managed by CML and include the bigger and more complex schools of the CML school buildings portfolio. The analysis of the 32 public schools, started by the systematization of the available information, namely the one coming from: (i) design and/or construction drawings provided by CML; (ii) information contained in publications about the national school buildings portfolio, namely the annexes of the \"Atlas of School Architecture in Portugal\" [23]; and (iii) visual inspections of schools, carried out by LNEC, in which some small-scale tests were carried out (drilling) to assess the position of structural elements and construction materials. The schools were then divided into the following structural typologies, corresponding to groups that differ in the type of structural analyses to be developed. The typologies are:  
* Composite masonry-concrete structure (\"composite MC\")
* Composite concrete-masonry structure (\"composite CM\")
* Reinforced concrete structure (\"RC\")
* 3 \(\times\) 3 reinforced concrete pavilion (\"3 \(\times\) 3\")
* _Vale Rosal_ reinforced concrete pavilion (\"VR\")
* Compact 24T reinforced concrete pavilion (\"C24T\")  
These six typologies are represented in Figure 2 with examples of schools from each of the typologies. These different typologies correspond to different construction periods. It should be noted that the distinction between the first two typologies lies in the relative contribution of the masonry elements to resist horizontal actions, such as earthquakes. In the first case (composite masonry-concrete structure), the masonry elements represent a significant portion of the primary elements resisting horizontal actions. On the other hand, in the second typology (composite concrete-masonry structure), the masonry elementsessentially possess the function of supporting the gravity loads coming from the slabs, being the resistance to horizontal actions conferred by the reinforced concrete elements. Although the difference between the two can be diluted within each construction period, this differentiation is essential to define a consistent and accurate methodology for analyzing the seismic structural response of the buildings. In terms of what concerns the reinforced concrete buildings, the 3 \(\times\) 3, VR, and C24T typologies all correspond to framed reinforced concrete structures based on a modular system (possibly prefabricated).