It is an extremely complex challenge no longer consists only run a theoretical prototype, but to change it to suit a specific, complex reality, as it is a very deep business premises without ventilation and natural lighting in its initial condition, and just three meters façade.
Today the educational community is aware of the mistake that has been an education focused almost exclusively on the promotion of linguistic and logical-mathematical intelligences. The architecture must be sensitive to this change in pedagogy and propose a scenario in which the eight intelligences develop.
Apart from the physical reality of the place, we began updating the concept of classroom, turning it into a polycentric space, with a number of interconnected nodes or subspaces, relative proximity. The spatial relationship between them will show the tangency between different intelligences. Each of these subspaces has certain characteristics that support becomes an activity linked to an array intelligence. Therefore, limits should dissolve, become blurred. The space "core" is called "watering hole space", a space of socialization, support common activity. In this space the rest concentrically are linked.
A number of sub-uses to be repeated as many times as there are educational units, forming the minimum unit they are established. Other sub-uses, after analysis, it appears that is not productive to repeat in each unit, but by its spatial character, must be diluted in the common space and adhere or discard the minimum unit as necessity demands.
The boundaries of each educational unit established in one place or another depending on the need and specific activity at a given time, to grow or shrink the space which appropriates. In this case it was decided by two different materialities for defining those limits.