This paper presents a theoretical discussion about space-time as a curricular element which the student learns certain dynamics and positions to knowledge. The interactions to student's whit curriculars elements are necessary to build knowledge, like other curricular elements, the perspective of use of this element is important to type of learning that is built. Both the organization the space-time and the position and orientation of the bodies in classroom can favours different types of social interactions and learnings in students. Traditionally, the disposition of classroom has followed a technical paradigm and has developed an organizational structures and space-times focused on effectiveness. This perspective propose activities and learnings hierarchical which teachers is the centre of knowledge and they expertise and experience are important to learn. In this sense, students have a secondary plan of action based to assimilation and repetition learning. However, other perspectives focus to the distribution of the classroom for build a space-time and bodies focused on construction of horizontal relationships between peer through activities that "use" the space-time to suggest common interaction and learnings. This work is focussed to analyses these organizations to classroom and explain the embodied symbology, the communicative relationships, and the possibilities of knowledge construction that we build through the use of the space-time in classroom.