Enrique explains that the teacher is central in the classroom for the generation of environments that favor learning by acting as mediator by designing student-centered learning situations; Generating motivating and meaningful situations for students, which fosters the autonomy to learn, develop critical and creative thinking, as well as collaborative work. It is in this sense that it is up to him to foster communication, dialogue and agreement with his students, in order to promote respect and tolerance.
The school constitutes an environment of learning from this perspective, which assumes the organization of common spaces, since the learning environments do not present themselves spontaneously, since it mediates the teacher intervention by integrating them, constructing them and using them as such.
It would be of no use if a space is modified by introducing innovations in its materials if they remain unalterable closed educational actions and practices, vertical, merely instructional. For this reason the real transforming role of the classroom is in the hands of the teacher, the decision making and the openness and coherence between his democratic discourse and his actions, and the problem and critical reflection that he realizes of his practice and place In front of the others.
In addition to the use of spaces and elements to support directly or indirectly to the learning which allows the interactions between the students and the teacher since it must act as a mediator between the experiences of the students and the knowledge that will be built. Therefore, the interaction dimension plays a determinant role because the school coexistence is understood as that set of interpersonal relationships between the members of an educational community and generate a certain school climate.
Values, forms of organization, spaces of real or virtual interaction, the way to confront conflicts, the expression of emotions, the type of protection that is provided to the students, and other aspects make up in each school a special way of living together Which influences the quality of learning, the training of students and the school environment.
Learning based on the experiences of individuals, what the real world provides them and their previous knowledge will be those that allow them an intellectual growth.
Manuel Esteban argues that the constructionist model is “… part of a problem, question or project as the core of the environment for which the learner is offered various systems of interpretation and intellectual support derived from his surroundings” where the student has to solve the problem Or find the answer to the questions asked.
It also mentions five types of learning: formulating and answering questions, comparing examples, solving problems, completing projects; Learning based on questions; Learning based on examples; Project-based learning, problem-based learning.
When we give students the opportunity to develop these types of questions they are more interested in discovering, investigating and in the same way they are eager to comment or make known what they have discovered, researched or learned both the teacher and his companions. This is where knowledge can be socialized and has a high level of concreteness.
The quality of education implies that all students achieve educational purposes and learning environments become the essential means to achieve it. Romero (1997), quoted in Arte’s work, says that “spaces consecrate power relations, both in the pedagogical process and in the organizational and governmental power.” Being that the learning environments are one of the key factors for the educational quality, since the learning environment allows to intensify the formation in the students due to its pedagogical mediation and by other characteristics that it possesses.