Some of the ideas that have been developed and executed include installing water fountains in the streets and play areas, making areas accessible for outdoor sports, building a vegetated maze for playing, equipping a space for parkour, or adding “facing” benches that encourage social interactions in public spaces. It is worth noting that beyond the functions of these elements, the interventions also have a pedagogical component for children, young people, and the rest of the population, who can see to what extent the smallest members of society are capable of making decisions that affect the entire population.

Thus, a space is offered where adolescent citizens can exchange points of view and concerns about their city and the district where they live, finding common ground and stimulating teamwork to build a set of proposals that improve their experience as adolescents in Barcelona or the respective district.

This process has been carried out through high schools, combining face-to-face sessions in the schools themselves or municipal spaces, and online sessions that offered greater flexibility in attendance and participation.

As an added value, throughout the process, the technical and political team works to listen to the work done by the adolescents, providing them with feedback: informing them of existing initiatives or explaining why they would not be viable, as well as committing to making some of the proposals presented a reality.

Some of the results that have been achieved with this process, in its two editions, include improving communication between the City Council (both at the city and district level) and adolescent citizens, seeking the best channel through which to convey the improvements that they already promote, as well as informing participants of existing formal spaces (assemblies, etc.) in which they could already participate.

In this line, the way has also been opened for political and technical representatives of the district to be closer to the reality of secondary schools, thus improving the resolution of specific needs or collaborations.

Some improvements have also been proposed and executed in the city, such as the installation of sports practice elements in open courtyards that respond to the current needs of the participants, or the creation of a map of existing public sports facilities in the district, with the location and type of resources available.

In conclusion, the adolescent citizenship involved in the process, in both editions, valued the experience very positively, as it allowed them to make political figures a little more real and to understand first-hand how they could participate in the political and social life of their city and district.

The general objectives of the project are:

• Learn the work and biography of Jujol.
• Include children in the process of learning and reading the work and the character of Jujol from the projects located in the municipality. 
• Dealing with topics such as design, materiality, landscape, Jujol’s biography through a creative process.
• Disseminate the works of Territori Jujol in the school, beyond the students who directly participate in the activity.
• Promote the networking of the schools of the different municipalities that work on the projects of the Jujol Territory.

In order to achieve the objectives of the series of workshops, it is proposed to work both experientially and conceptually, and thus understand the complexity of the figure of Jujol from the point of view of his creative thinking and his ability to transform reality.

This cycle of workshops addresses a process of joint creation that begins with a visit to a Jujol work adopted by the school, and which then and during the following work sessions will give shape to the ideas of the students . This work is conveyed around 5 key concepts, which will allow us to link Jujol’s work with the children’s work, applying them in the transformation of an everyday object into something different.

The 5 workshops are:

• Workshop 1 – We discover Jujol [raise awareness, motivate, experiment]: activity carried out in the adopted work, which consists of a guided tour and which aims to bring the creation of Jujol closer to the students in a direct and experiential way.
• Workshop 2 – We rediscover Jujol [experience, analyze]: activity carried out in the classroom, with the aim of deciphering the concepts to Jujol’s methodology for his works, and experiencing it individually.
• Workshop 3 – We think how to Jujol [imagine, collaborate]: activity carried out in the classroom, with the aim of defining the main lines of a collective creation of a larger format.
• Workshop 4 – We create like Jujol [transform, collaborate]: activity carried out in the classroom, with the aim of working together to develop the ideas defined in the third workshop.
• Workshop 5a – We explain Jujol [explain] : autonomous activity in the classroom led by the teachers. It consists of making a recording where each group explains their work.
• Workshop 5b – We celebrate Jujol [do, share]: closing activity, to share the results and disseminate the work done. This part takes place outside the school and is open to all citizens.

Each one of the workshops is accompanied by an audiovisual capsule where the facilitators of Territori Jujol begin to introduce some of the topics that will be worked on in the face-to-face workshop. They aim to motivate and present key concepts.

In this pilot test there are two schools participating in the project, with a total of 3 class groups:

• The Bràfim School: in this case, the activity is carried out with the upper primary cycle (class group made up of boys and girls from 5th and 6th grade).
• The School Arquitecte Jujol dels Pallaresos: In this case, the activity will be carried out with the 5th year of primary school, made up of two class groups.

The idea is that once the process is finished, this process can be extended to other schools.

In this context, talks and debates are scheduled where we invite both our regular collaborators and the neighborhood’s people, and awareness-raising actions are promoted in the public space or educational and informative capsules about Cooperative Urbanism. As a result of this work, and to consolidate learning and disseminate these values, a series of materials will be generated that will be available once the project is finished.

The participatory sessions are focused on the will to open spaces of cooperation between the political-technical team of the City Council, the group of drafting architects (Mangrana architects) of the preliminary draft of the new proposal for the old Col·legi del Carme, and the associated citizens and not associated with Caldes de Montbui. Through restricted technical sessions and workshops open to the public held in the equipment area, a process of cooperative work takes place in which the architectural decisions advance at the same time as the joint report on technical requirements, community needs, and citizen wills.

The participatory process “El Carmen s’obre al poble” developed progressively and cumulatively from face-to-face meetings and digital support tools, including the municipal platform “Decidim” and an electronic suggestion box. It was about, based on the recognition of historical use and the memories and experiences accumulated in the old school, contrasting the current technical and citizen needs of the municipality and trying to distribute them among the different spatial resources offered by the equipment.

Thus, the program of needs enjoyed broad agreement among all the participants, assuming, among others, the opening of the large patio of the equipment as a new public space of the municipality, underlining the importance of the flexibility of the spaces and the maintenance of the social and historical essence of the whole building.

In addition, the Follow-up Commission established during the participatory process assumed the proposal of citizen involvement throughout the planning, transformation, and commissioning process. The method of transforming the equipment will necessarily take time, and we did not want to miss the opportunity to carry out activities in the “meanwhile,” to give continuity to the reflections on co-management initiated in the process and to advance the feeling of belonging and citizen reappropriation of the future equipment.

In this participatory process, apart from combining face-to-face and virtual spaces to facilitate access to the debate, an effort has been made to recognize the territorial complexity of the municipality, where there is a consolidated urban center where the majority of services are located, with a series of low-density urbanization with fairly marked own dynamics. The objective, then, is that the project serves to collect the proposals of all these people involved, at the same time that the process itself helps to increase territorial cohesion and the links between neighborhoods.

The greatest challenges of the participatory work had to do with the socio-territorial scope of the “Superilla Barcelona” program, which had to combine the previous theoretical bases generated by the Driving Group, the necessary pedagogical dissemination of the principles of the superblocks, and the incorporation of the perspectives citizens, especially from a qualitative point of view.

Thus, the participatory process “Superilla Barcelona a l’Eixample” included outings on the street to explain to the neighbors the social and environmental improvements that were expected, and to answer questions or collect suggestions regarding the transformation of the ‘Eixample. Sessions were also held with specific groups to complete the holistic vision that the transformation projects needed: urban walks with residents of the territory, exploratory marches with women, workshops with children and young people from the educational community, and specific interviews with all street vendors affected by urban transformation. And workshops open to all citizens were also held where the progress in the drafting of the different urban transformation executive projects was presented, to clearly expose the criteria used and to incorporate the observations and suggestions of the people attending.

This participatory process is part of the drafting of the architectural and urban projects prior to the material transformation of Barcelona’s Eixample around the main axis that is Consell de Cent street, and which involves Rocafort, Comte Borrell, Enrique Granados and Girona. Barcelona City Council also foresees new participatory processes linked to subsequent phases, during and after the urban transformation.