My experience on the role of architecture in education has led me to explore how young people relate to school spaces. I am particularly interested in understanding the ways in which what we can call sensory knowledge exists, acts and is reflected upon by those that everyday live within the architectures of schools. My research took place in a secondary school and I invited some students to be my 'pairs' in the research. I proposed the use of multi-modal forms of approach to the school space and a subsequent representation of these 'realities'.

I was interested in understanding if different approaches to space, with the conscience of being there and capturing what was meaningful for the students, would give me, as an architect and as a researcher in arts education, new ways of seeing the school space, but also to them (the students), new ways of relating, positioning and make meaning of these spaces.

I had some goals in mind and, even if these goals are to general, I believe that through this participatory project, I will be able to question and to discuss mechanisms and methodological frameworks to work with young people about their own experiences in their everyday lifes, and more, to work with young people around the questions of producing knowledge. Not the the official knowledge of school, but to open up the possibility of considering other ways of constructing meaningful knowledge for them.

These issues came to prove decisive in the context of our work for some reasons, but it was the distance from this project that gave me the possibility of looking into the processes and results and question everything again.

In the paper, I will discuss the methodological process of this research practice.

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