Resumen
La presente investigación ha tenido como objetivo analizar la representación subjetiva del espacio educativo. La hipótesis fundamental plantea la existencia de discrepancias ocasionales entre esta y la representación funcional del entorno. Para analizar los resultados se planteó un diseño de tipo mixto, convergente paralelo, basado en el uso combinado de cuestionarios y registros semiestructurados, para el análisis cualitativo, y toma de medidas bioclimáticas y uso de rúbricas en la valoración de espacios como instrumentos para el análisis cuantitativo. Nuestros resultados mostraron que las condiciones ambientales ejercieron un efecto no predictivo sobre la evaluación del espacio y, sin embargo, fueron constatadas discrepancias significativas entre la representación subjetiva del espacio (semántica asociada) y su función. Cruzando los datos de análisis, se concluye la existencia de variables subjetivas que caracterizan la representación, como son la estética del entorno, el carácter natural, el conocimiento del espacio o el modo de interacción social. Las conclusiones de la investigación aportan valor acerca de la identificación eficaz de prioridades de transformación que aproximen la funcionalidad a la forma en que las personas utilizan y reconocen el espacio que habitan.
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