Schrödinger's [cat] SCHOOL: Engaging the youngest in imagining and transforming the public space for a more inclusive and participatory urban regeneration

Schools have been the main institutionalized cultural spaces widespread and capillary all over Italian territories. The enormous heritage of buildings and open spaces, spread in most towns, centralized the post-war educational drive in a recognizable public space. Even if schools conquered over time a cultural grip on young people's social habits and capacity for self-determination, learning from the territory continues to be the most accessible kind of education. The research investigates the spatial characters of the transition of (institutionalized and non-institutionalized) learning spaces, starting from exploratory fieldwork in the Sardinian territory. Rereading some research-action processes and some emblematic cases, the research denotes a collection of spatial elements and actions of learning. This spatial code of imparai [SRD: verb 1. learning, teaching] combines open and integrated uses of the official schools and incidental or informal education of the "improper school". This code sets the ground rules of a collectively directed game. This role game can engage young people in imagining educational scenarios, in which schools may be open spaces of socialization or territory may be an inclusive and plural educational space.