Per una nuova grammatica urbana: traiettorie pedagogiche e dispositivi educativi

The urban territory, understood both as a physical space and as a symbolic and relational place, constitutes a crucial nexus in the processes of education, inclusion, and social exclusion (Catarci, 2013). The increasing privatization of public space, the phenomenon of overtourism, and housing inequalities are transforming the city into a field of tensions, redefining accessibility, belonging, and forms of community, while challenging those engaged in educational work (Cuesta Moreno, 2010). Adopting a critical, intersectional (Hill Collins, 2019) and decolonial (hooks, 1990, 2003) pedagogical perspective, this paper aims to analyze forms of urban marginalization while simultaneously proposing transformative educational practices that act upon both territories and the individuals who inhabit them (Musaio, 2021). Among these are the creation of Parish Maps – conceived as educational and political tools for the re-signification of territory – and the use of social inquiry as a methodological approach that counters the blind fatalism of social exclusion, contributing to the construction of new forms of knowledge and urban spaces as expressions of rights and new possibilities.