A key aspect in architectural practice is to determine the role or position of the architect in relation to the recipients of the spaces projected. The incorporation of methodologies in the learning process that allow students to experience relationships and communication strategies with users expands its critical eye and ability to propose projects complex and disruptively. This paper reflects on the use of methodologies that can support the experimentation of different positions that the architect establishes user both learning processes and in later stages, linking thus the use of teaching methodologies the project.
