Design education trains practitioners to read space visually, producing designers who can describe environments but struggle to anticipate how a body inhabiting them adapts over time. This paper describes a pedagogical exercise in which forty-one interior design students at Universidad Marista de Mérida documented four domestic sequences (meal preparation, hygiene, cleaning, and rest) through written description and self-recorded video. Drawing on enactive cognition and affordance theory, the exercise de-automatizes habitual bodily knowledge through verbal articulation and self-observation. Four findings emerged: silent compensatory adaptations to spatial constraints, hidden temporal structures in habitual routines, a shift from allocentric to egocentric spatial imagination, and unprompted connections between domestic gestures and broader systems of energy, labor, and care. The paper argues that this perceptual shift, from invisible bodily habit to conscious systemic awareness, cultivates the epistemic foundation for pluriversal design practice, with implications for Transition Design curricula and educator unlearning.