The learning space, especially in schools, has been analyzed in terms of categories such as air or soil, it is, substrate or frontier. The intervention of historians, philosophers, and urbanists has been necessary in order to change this conception. Today, the learning space is understood in connection to economical and political aspects, as well as to relations of power and knowledge, and to the problems of life and knowledge. These new approaches, perspectives and points of view should be connected to pedagogical proposals for the construction of learning spaces. This is precisely the core of this article: to show how space is related to power and knowledge. It is not just a matter of saying culture, society or subject; it is a more specific matter: relations of dominance and control, and teaching relations. How to reference this article: Quiceno Castrillon, Humberto, “Espacio, arquitectura y escuela”, Revista Educacion y Pedagogia, Medellin, Universidad de Antioquia, Facultad de Educacion, vol. 21, num. 54, mayo-agosto, 2009, pp. 11-27. Received: may 2009 Accepted: june 2009