El aula como experiencia_neuroarquitectura en espacios de aprendizaje

Abstract

The municipality of Sonsón, Antioquia, currently faces a significant educational coverage crisis due to insufficient infrastructure and the concentration of educational services in the urban center, particularly within Ciudadela Educativa El Lago. This situation forces students from rural and peri-urban areas to undertake long daily commutes, limiting equitable access to education while maintaining traditional learning environments that overlook the influence of space on emotional well-being and academic performance. In response, this research proposes the design of a non-traditional educational facility located on the peri-urban edge of Sonsón, based on the principles of neuroarchitecture. The project aims to transform the built environment from a passive container into an active agent that promotes curiosity, creativity, emotional regulation, and meaningful learning, understanding architecture as a "third teacher." A mixed-methods approach was employed, combining territorial analysis, socio-spatial site diagnosis, and the development of evidence-based design criteria derived from the relationship between the brain and the built environment. The architectural proposal takes advantage of the site's irregular topography and the proximity of La Ramada Creek, integrating these natural features as pedagogical resources within a co-educational landscape. The spatial organization follows an ascending sequence structured around four stages of cognitive development: Discover (3–6 years), Create (7–10 years), Understand (11–14 years), and Project (15–18 years). Through the incorporation of cognitive breathing spaces, sensory nests, and flexible multidirectional learning environments, the project transcends its educational function to become a tool for social equity, fostering emotional well-being and enhancing the learning experience in expanding territories.