Spatial configurations in the Argentine rural secondary school.

The case of a Cordoba school

Abstract

In this article analyze the relationships between school space and architecture for education, spatial configurations and educational processes in a rural high school. Focusing on the actors, we investigate the development history of the school complex and analyze uses, meanings and experiences that take place in the school space. We present the case of a rural high school organized in multi-course, with mixed optional shelter, located in the Valle de Traslasierras (Córdoba - Argentina). The processes of appropriation and translation of the school complex are characteristic notes of the identity that each school configures and can be seen crystallized in the spatial sphere.