La città fa scuola, la scuola fa città. Dallo spazio pubblico ai cortili scolastici per una rinnovata permeabilità

Within the context of contemporary urban transformations, the school–city relationship emerges as a privileged field of experimentation for rethinking public space. Exploring their reciprocal permeability enables the envisioning of an integrated, dynamic, and generative system of public spaces, grounded in the progressive blurring of boundaries between these domains. Schools thus act as civic infrastructures and catalysts of both material and immaterial transformations, contributing to framing the city as a pedagogical environment, where interactions between places and communities foster collective growth, strengthen social cohesion, and orient pathways toward sustainable development. School extends beyond its physical limits, activating an educational and relational dimension structured through networks of connections, flows, and spaces of encounter that intertwine with the urban and social fabric. What emerges is a mutually generative condition in which boundaries dissolve and roles converge: the city as school, the school as city.