The basic argument for this study is that the school-building, as a people-centred type, has the explicit function both of the division of people into categories or class, and their disposition in space in a way to represents a particular field of social practice and knowledge. In this way, besides its purposive character, the building is multifunctional and translates a special scheme of ordering social relations and activities (Markus, 1993). The differentiation of two kinds of social relation occurring simultaneous within the building can be explored, i.e., the relations between those who, by force of their status, have control of knowledge and those which are controlled; they participate as subjects of the system (Hillier & Hanson, 1984; Markus, 1993). Markus stresses the role of classification on the process of development of building types. In the spatial discourse, class seems to be a key factor: classes of equivalent status appear at the same relative distance within the layout, maintaining a specific kind of relationship with other areas. This can be observed in hospital wards, observing the disposition of bed-space and non-patients area and medical staff (Markus, 1987, 1993). In this paper the concept of classification refers not only to what is classified, but also to the nature of the differentiation between classes, as postulated by Bernstein (1975 p88). In other words, classification concerns the degree of maintenance of the boundaries between classes.