Un espacio alternativo donde estar y aprender. Niños con experiencias de fracaso escolar construyendo su aula en un centro comunitario

This article is interested on the nega- tive impact left by the scholar failure experiences and the conditions that promote the development of learning possibilities focusing on the space. In this frame, communicate the findings of a case study about a grade with al- ternative conditions to conventional scholar ones. Between them, they had weekly activities in a common school and they functioned daily in the class- room of a Community Center. The ways of using that space are described through the "regions" that the teach- er and the children -with repeated scholar failure experiences- configured during the year. The rebuilding of this process and the analysis of the key role developed by the teacher allowed to identify as features of the organiza- tion and use of the space, the stabil- ity, the openness and the adaptation. These contributed with the children's change from inhibited and repetitive modes of using the classroom to test- ing new ones, increasing their circula- tion and building knowledge about it. Because of this, the space is considered to constitute a third element mediator of the group relations and the action in a positive way to the developing of children's potential.