Diagnóstico para la generación de estrategias proyectuales desde la neuroarquitectura para la configuración de las aulas de clase de niños entre los 4 y los 7 años. Caso de Estudio: Fundación Colegio UIS, Edificio Preescolar Explora, Floridablanca, Santander.

Abstract

Neuroarchitecture applied to learning and teaching spaces is a subject that brings constant discussion within which various disciplines such as architecture, cognitive neuroscience, philosophy, psychology and anthropology converge. The relationship of physical space and the human mind has been built mainly in the field of neuroscience and psychology about brain functioning at a biological, psychological and cognitive level, based on mental processes and human behavior influenced by different architectural elements of the place. In this way, the present project seeks to study from a phenomenological approach the cognitive development from the first approximations with the architectural space during childhood between 4 and 7 years, which allows to analyze and understand the apprehension of the built space and how it can be done. It produces sensory stimuli caused by environmental, individual and stimulation levels that modify the learning and memory process. Likewise, it shows the link of the human being with nature through the abstraction of natural elements that articulate the formal components of the pedagogical spaces, the physical and psychological affectation caused by an aggressive sensory stimulation and the conditioning of the cognitive and emotional processes through the spatial perception, all this, with the aim of generating sensitive architecture, that is, a more human architecture.