ABSTRACT
This article falls on the relationship of students with school spaces and prospect their symbolic and sensory dimensions. These are discussed within the immaterialities we designate the school as the wide field that goes from the culture of schools, the hidden curriculum and now in search of the meaning of immaterialities of its own architecture.
In a first approach taken in 2011, we were able to see that after the construction of a model of school by students, they expressed themselves in a new and peculiar form the reality on study, that is, on the school itself. In specific aspects they indicate critical aspects and new architectural solutions in order to bring "more comfort" to its final users. This established a connection with the new dimension of sensitive of knowledge.
Now we put the hypothesis to study more closely this question by putting forward the concerns of a group of students, the sensations experienced from a closer relationship in field work (the school spaces) with such "immateriality " and finally those experiences shaped  in a scale model built with the aim to achieve more well being for its users .

It seemed then that the explanations produced by students around the scale model corresponded to a new relationship with the school spaces; this relationship was related to the handling of spaces during the construction of the model; and that this relationship seemed to deeply sensitive and critical. In reality such utterances translated a new sensibility about the school and particularly about the architecture of their spaces.
To aim this purpose, we put, by a methodological point of view, a group of students in study of school spaces, whose priority is to study and capture the spaces already constructed sensations (visual, tactile, hearing). For research we employ mechanisms of sensory activation (videos, drawings and decals, recordings) to guide the search for the capture of spaces in their sensory and symbolic meaning.
The objective is to awaken in the research group, strategies to "go beyond the immediate knowledge" of school spaces and take them to the consideration that this reality can be seen in a different scale, the scale of sense. Mechanisms beyond those group members were "trained to see (go) farther "to" not settle on the obvious "but rather" open up sneaking sensations in the spaces "that can escape in a only superficial approach”, i.e. the everyday approach.
It is then that the concept of the mechanisms of sensory activation that are addressed in order to go looking for the " hidden space " (the collection of decal textures - walls, ground, woods, trees; collecting video of the spaces in between and his analysis of their visual, plastic, sound elements; the design of the "imagined reality " that seeks to blaze new volumes, new features, new plastic elements, colors, dimensions, and other elements on spaces, etc…).
This knowledge, in our point of view, represents a new knowledge since it is going to express more emergency sensations produced by spaces. As a new knowledge, can substantiate the need for a school architecture more concerned with the welfare of students, with new plastic parts, new spatial arrangements. A school that matches a new spatial culture that put a priority objective the welfare of the school community.

Hence the importance of a translation scale model. Actually we want to ask whether the knowledge so seized can set "a new school space", a new arrangement and a new configuration of the architecture school more sensitive to the opinions of students now in consideration social actors.

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