This doctoral thesis focuses on a particular aspect of architectural learning as embodied cognition by studying, from a multidisciplinary approach, the creative processes and design actions that accompany the conception and construction of space. Due to the profound transformations carried out by the culture of digitalization, from many fields there is a growing interest in vindicating the manual and physical in the process and transmission of thought in the design process. In this context, this research aims to review and update the creative spaces of action and experience of the architect. From an openness to a plurality of registers, both theoretical and practical, it seeks new ways of learning from the marginal, the multiple, the heterogeneous. This situated knowledge, open to the relational, seeks to activate the latent potential of embodied creative design processes, a culture that is currently dormant. These immersions through making help developing methodologies of action to create new alternative learning spaces. In a world immersed in a crisis of physical production and climatic deterioration, making can open to diversity, variability, sensitivity and care.