The video that will present bits of my research, from the empirical work developed with a group of young students in a school. The starting point was to rethink school space and the ways in which young people relate to it.

It tries to understand how symbolic and sensory dimensions of the reality of school spaces, supports a new critical awareness of students over that reality. The objective is study the processes of subjectivity in production of a new kind of knowledge, from the symbolic and sensitive relationships of students with school spaces in their appropriations and perceptions of use of it. 

Readings taken, have been allowing designing a consolidated theoretical framework and necessary for to cross with the multiple possibilities offered by research. The research condition puts it on a level of analysis with bond to areas such as architecture, history of education and arts education, and to an international movement, configured in projects which focus this same desire to critically analyze school space currently in its symbolic dimensions, of power and a critical thought, from the perspective of those who inhabit it.

The outside school spaces are apparently “non learning space”, but also spaces filled by sensory signs. Its condition imposed that the perception was focused on the subjective perspective of the architecture school (as an artistic question), and on the subjective field of its symbolic perception (as a self-identification and identity question).

we felt that the content of material produced from student´s engagement with school spaces,  can reveal new perspectives and the idea that school spaces have a "hidden meaning", an unknown "immateriality” and possibly a “fourth dimension“ as emotional dimension. This could lead us to “another kind of discursive speech" which expresses the symbolic, affective, sensory and aesthetic dimensions of spaces.

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