The layout of spaces, infrastructure and urban equipment put in place the expression of a culture and local identity, the expression of poetic, historically related languages and technologies. The design does not connote as a neutral action. In view of full social participation of citizens, in addition to the aesthetic and functional objectives, it pursues the quality of the relationships that are established between spaces, buildings and inhabitants/users operating in terms of selectivity; through the delineation of limits, boundaries, symbols, the design action is constituted as a powerful vehicle for social inclusion/exclusion. Assuming the concept of public space as a common good and as enabling spatial resource appears as an unavoidable step for the construction of an urban reality in which all the inhabitants can live together harmoniously, with their different abilities and cultures. In this direction there are several ongoing trials, internationally, on sharing spaces, equipment and infrastructure of scholastic buildings so that they can be utilized by urban community, even outside working hours and specific educational activities. They show that the scholastic heritage and in particular the system of open spaces, can be rethought as part of the broader framework of physical environmental strategic resources of the urban-territorial system, convertible into incubators of ideas and practices to build a new quality of living together in cities. Spaces in which to reconnect the disrupted relationships between users, nature, artefacts, living practices. The contribution summarizes the results achieved in the field of research in which scholastic open spaces are analyzed and re-designed as a living complex system that would facilitate social inclusion, through the use of soft and reversible technological solutions. The open spaces of the school may constitute a key opportunity to address not only the adequate availability of spaces for the education of future citizens, but also to approach the broader question of the transfer, between different generations, of knowledge and sensitivity necessary to deal with the nodes of sustainability of urban living in an integrated bio-psycho-social inclusive logic. A strategy therefore aimed to define a co-evolutionary system in which the educational, pedagogical and transformative activities can meet with tasks of daily living in the city, to encourage the formation of a collective intelligence aimed to integrate, develop and cultivate a new culture to think, share, build and care the urban built environment.
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