Architecture to encourage the experience of knowing in school

Abstract

This article is an invitation for teachers to assume the challenge of asserting ourselves as mediators of culture within the framework of a non-authoritarian pedagogical link. This means, assuming the responsibility of transmitting knowledge, prodding the experience of knowing; subsequently, the student will do with that knowledge what he wants, can or needs, but after having had it available. In order to develop a topic, within the framework of a non-authoritarian pedagogical linkage that can stimulate the students’ experience of knowing, it is suggested to consider the construction, elaboration, exercise and application phases during the classes, not in isolation, but very articulated between each other.