Neuropaisajismo escolar: un modelo salutogénico de infraestructura de cuidado para la neurodiversidad en el sistema educativo argentino

Abstract

This article proposes school neurolandscaping as a salutogenic model of care infrastructure for the Argentine educational system, with a focus on neurodiversity. Drawing on fourteen years of teaching experience in urban, marginal, and rural contexts (including Indigenous communities in northern Neuquén), it argues that the crisis of the contemporary classroom is, rather than pedagogical, a biological and spatial crisis produced by the design of “concrete classrooms.”