Architetture educanti: intrecci tra pedagogia, welfare e rigenerazione urbana

The growing intersection between social dynamics, urban transformations and new forms of vulnerability requires deep reflection on the role of pedagogy within urban welfare systems. The city, understood as a widespread educational system, can be configured as an urban-educational laboratory in which practices of care, inclusion and active participation are intercrossed (Musaio, 2024; Mortari, 2021). In this context, pedagogy, urban planning and architecture interact with each other to contribute to the design of environments capable of promoting well-being, meaningful relationships and opportunities for intergenerational exchange and learning. In this perspective, the city fully assumes the function of a 'pedagogical space' (De Savi, 2022), where urban (re)generation processes become concrete actions of cultural and social wellbeing (Righettini, 2024), translating social and educational needs into coherent spatial solutions (Zaman & Troiani, 2018) and connecting the educational dimension with the urban one (Cuper et al., 2022). This theoretical paper aims to highlight the interconnections between pedagogy, welfare and urban regeneration in the creation of truly educational architecture.