The word school is loaded with multiple meanings and memories, while within its boundaries are included everyday moments concerning both the space and the relationships formed within it. This dissertation aims to propose a new, polyphonic (re-)design of learning environments and is articulated in 3 parts. In the first part, four learning environments are presented as models of school buildings, expanding from the historical examples of architecture (Aldo van Eyck, Takis Zenetos) to its modern practices (Al Borde Arquitectos, die Baupiloten). In the second part there are bibliographical references and personal observations related to school spaces, organized in three research cycles. The first one consists of the institutional framework of school design. In the second we analyze three programmatic and functional dipoles: interior – exterior, class – room, motion - stop. In the third one we study four properties that define the atmosphere and the experience of the space: adolescence, physicality, privacy, intimacy. The third part analyzes participatory design, in terms of both theory and methodologies. There is an extensive reference to the purpose, the functions and participants in its processes as well as a critique of the problems encountered in its implementation. In addition, the work of five groups (die Baupiloten, Al Borde Arquitectos, Building Schools for the Future, AREA, Design for Better Learning) that have designed learning environments with user involvement is recorded.