<p>The study of school space and educational infrastructure is an important issue for public policies in Colombia, since the understanding of how schools in the country are lived from their spaces, and the organization and control of the school territory depend on it. The objective of the article is to present the socio-spatial analysis of the Gonzalo Suárez Rendón Technical Institute in the city of Tunja, as a case report, which includes both the subjective, objective and social-spatial knowledge, as well as its territorial characteristic, in the use, appropriation and control over the places where school life takes place. As a method, through the dialectical analysis of space, we proceed to briefly understand the space of the Institution as a historical trajectory, then a location of the social space is made from the academic results of the educational institutions of Tunja in 2018. Afterward, a description of the space conceived as part of the spatial syntax is developed, the description of the lived space through the analysis of the social mapping made by students, and a description of the perceived space through the use of a perception survey. We conclude with the need to broaden the social and territorial dimensions of the evaluation of educational space in the country, to generate better public policies with greater social and educational understanding.</p>