Abstract
In recent years the relationship between pedagogy and architecture, insofar as it concerns spaces and places of education, has been increasingly investigated. Pedagogical reflections on the processes of building new schools or renovating existing ones are increasingly requested by both architectural firms and those commissioning tenders, partly as a result of legislative provisions to achieve a global and complementary vision. This contribution presents some current experiences to better understand how the actors involved in this dialogue between human sciences, who appear distant from each other, are proceeding in the development of a common vision. In particular, this paper will explore the aspects related to how those directly inhabiting the educational spaces (school managers, teachers, students, families) can participate in contributing to the project of redesigning educational spaces, through proposals aimed at creating new educational facilities or revitalizing existing ones which are pedagogically well founded.