This paper will Introduce the problematic of the representation of the envi-ronment with a pedagogic purpose, using constructive references derivedfrom studies of maps in a non-reactive way. These proposals show the pos-sibility of introducing different levels of complexity in the organization ofrepresentation based on a participatory observation of the process and re-sults.Cognitive maps are presented as metaphorical-analogical models of the rep-resentation of a reality (Stea and Downs, 1977; RIBA, 1958). The adapta-tion between representation (mental and depictive) and reality is an inter-vening variable in the construction of a map. Consequently, in the predictiveand evaluative use of the map, knowledge, skills and previous experience ofthe Individual in the environment have an important influence on this vari-able. In the relationship between representation and reality, several ad-justments and adaptations must be made in order to establish the connectionbetween: the structuring itself of the environment, the mental image, re-sources and depictive skills of the subject and the researchers' appraisal ofthe map.The proposals in order to approach this complex framework, since the firststudies of Lynch (1960), have been generally applied under a reductionistcharacter, and they don't always guarantee the connection of the representa-tion and its evaluation with the lifestyles of the subjects (Ladd, 1985). Thestudies on maps have failed to take into account the value of the representa-tional skills used by the subjects, or explore cooperative ways of analyzingthe results or consider the map not as an end in itself but as a result of alongitudinal process. Our work intends to make a contribution within the framework previouslydescribed. In this contet, a group of 30 second-year students of the Facultyof Fine Arts of Barcelona were situated in a village of the Ampurdán (Gero-na) previously unfamiliar to them. There, over the course of a weeknd, theywere told to confront different ways of seeing and represent the environmentwith the specification that it not be reduced to a mere spacial category. Inthe task, it was possible to take in other aspects, such as personal, cultural,epistemological, aesthetic and symbolic facets, that together with the spa-tial, would form a dframework of environmental Interrelations (Teymur1982; Hernandez, 1996).During the experience, the results were being organized and categorized ac-cording to the decision-making process that the subjects had made with theresearcher. Three stages of representation were exposed: (a) Photographic,(b) Differential and (c) Analitical, which made evident the complexity inthe organization of the structure of the environment. This paper elaboratesupon the process of encountering these three stages.