La presente Investigaci?n-Acci?n Participativa (IAP) la llevamos a cabo en el grado 6?C del Conservatorio de Ibagu? Instituci?n Educativa T?cnica Musical Amina Melendro de Pulecio (CI-IETMAMP), con el fin de co-crear ambientes, tangibles e intangibles, para favorecer el aprendizaje y fomentar din?micas de relaci?n, a partir del cuidado. Este proceso investigativo tuvo como fundamento la co-creaci?n, ya que dio paso al di?logo entre las perspectivas de los participantes. Asimismo, consideramos fundamental la intervenci?n del ambiente, ya que durante el proceso de indagaci?n inicial surgi? el desconocimiento del entorno como agente importante en los procesos de aprendizaje. Teniendo en cuenta que las estructuras en las que se desenvuelven los actores son poco aptas para llevar a cabo dichos procesos, debido a que son espacios que promueven y reproducen las formas de un modelo memor?stico, jer?rquico e impositivo, emergente del sistema educativo tradicional que impide la construcci?n individual y colectiva de sentido hacia el aprendizaje y formas de relacionarse. Realizamos un ciclo de IAP en el cual participaron 40 estudiantes, 2 madres de familia del grado 6? C, 12 docentes que dictaban clase en el mismo, el coordinador acad?mico, el coordinador de disciplina y el rector del colegio. Cabe resaltar que la voz de cada actor estuvo presente en los procesos de problematizaci?n, conceptualizaci?n y pr?ctica, co-construyendo as? propuestas de soluci?n de acuerdo a su contexto. Les presentamos este documento que expone todo el proceso llevado a cabo en la Instituci?n, junto con los aprendizajes que ?ste nos trajo.We carried out this Participatory Action-Research (IAP) with the grade 6?C of the Conservatorio de Ibagu? Instituci?n Educativa T?cnica Musical Amina Melendro de Pulecio (CI-IETMAMP by its acronym in English), in order to co-create environments, both tangible and intangible, to promote learning and foster relational dynamics, based on care. This research process was based on co-creation, as it gave way to dialogue between the perspectives of the participants. Likewise, we consider the intervention of the environment to be fundamental, since during the initial inquiry process the ignorance of the environment as an important agent in the learning processes arose. Bearing in mind that the structures in which the actors develop are not quite apt to carry out these processes, because they are spaces that promote and reproduce the forms of a memoristic, hierarchical and impositive approach, emerging from the traditional educational system that impedes the individual and collective construction of meaning towards learning and relationships. We carried out a PRA cycle in which 40 students, 2 mothers in grade 6 C, 12 teachers who taught in the same class, the academic coordinator, the discipline coordinator and the principal of the school participated. It should be noted that the voice of each actor was present in the processes of problematization, conceptualization and practice, thus co-constructing proposals for solutions according to their context. We present this document which explains the entire process carried out in the Institution, along with the lessons learned from it.