SCHOOL SPACES AS DRIVERS OF LEARNING AND SOCIALITY

Abstract

This paper explored the relationship between school spaces, learning, and sociability, considering the school space as an active environment in students' formation. Drawing on the contributions of Antonio Vinão Frago and Agustín Escolano (2001), who conceive of the school space as a spatial dimension of human activity and Georg Simmel's (2006) fundamental analyses of sociability, we conducted a literature review to understand how these spaces can be designed and utilized to promote meaningful and constructive interactions among students.