The notion of learning context has been central in the research related to the socio-cultural turn that has been carried out in the field of Education during the last decades. Context is a fundamental element in the learning process-aprocess that must be understood in relation to the context in which it occurs. In this article we show areconceptualization of the notion of learning context through our teaching practice, which is based in the methodology of learning through contemporary art. This takes place within the framework of two Initial Teacher Education courses: Geography and Pedagogy-Processes and Educational Contexts, Faculty of Education, Psychology and Social Work, University of Lleida, Spain. Our starting point is the notion of the learning context as theorized by Vygotsky and the Cultural-Historical Activity Theory, which has taken us to the notions of situation proposed by Dewey and constructed situation by Situationists and Letterists. We conclude by showing the possibilities that understanding learning contexts from the notion of atmosphere offers. This permits us to suggest the term "learning atmospheres" to overcome some of the limitations and contradictions of Situationist and Letterist discourses and practices, and to put them in tune with the contemporary educational needs.