Territorio educante: Spazi dinamici di istruzione nella città come scuola

Abstract

The relationship between planning and education spaces shows some weaknesses highlighted by the Covid-19 pandemic. The static management of the territories has not allowed to find effective solutions to face the emergency, leading to the total or partial closure of schools, with consequences for the quality of the educational process. However, the pandemic can be an opportunity to redefine the agreement between territories and schools, prompting us to recall some of the most important reforms of the educational system, historically linked to overcoming of medical-health issues. It is therefore proposed, starting from the reactivation of local resources, to identify in the territory the answer to a collective need for education, from a systemic point of view, able to host the virtuous practices of a school that opens up to the city and give back to the city the ability to do schooling.