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In close connection with the thinking of Loris Malaguzzi and the theory of the 100 languages of children, spaces in the pedagogy of Reggio assume a role of "central and necessary educators." A culture of living in the places of early childhood that has come to life through many experiments and research within the idea of a new public school, designed as a place of culture and knowledge. The valuation of expressive and poetic languages in the learning processes contributes to redefine the aesthetic perception as a cognitive strategy, something inherent in both children and adults, and a perceptive modality that infects the quality of the architectural space.

Education, Environment, Aesthetics, Knowledge, Architecture.

Cavallini, I., Quinti, B., Rabotti, A., & Tedeschi, M. (2017). Las arquitecturas de la educación: El espacio de lo posible. La cultura del habitar en la experiencia de las escuelas municipales de educación infantil de Reggio Emilia [The architectures of education: The space of the possible. The culture of dwelling in the experience of the municipal schools of early childhood education of Reggio Emilia]. Revista Internacional de Educación para la Justicia Social, 6(1), 181-197.
https://doi.org/10.15366/riejs2017.6.1.010