Children’s Poles 0-14. A case of study and experimentation: IC Simonetta Salacone at Casilino 23

The word “Vision”, in addition to strictly indicating the act of observing “Reality”, contains in itself also the germ of its transformation; “Creativity” is the main tool that offers itself to the Vision as a means of changing Reality. This reflection is part of a larger project, which has identified in schools, as collective institutions, the potential to transform themselves into "integration centers", especially if placed in marginal areas, where they also take on a fundamental social role. The suburbs schools, in fact, are "center of gravity and crossroads of a cultural pluralism, consistent with the socio-urban composition of the context in which they are inserted, schools that can open up to the territory, becoming a reference point for the community, a new urban centrality»(Borri, Indire, 2016). In this way the research intends to investigate the "circular relationship between school and city" (Leschiutta, 1989), namely the ways in which school buildings can be transformed into "urban radiators" for the districts. In particular, this research is also part of a project of the MIUR aimed at creating new "Children's Poles", established with the D.L. 65/17, with the intention to create, in a multi-year national action plan, structures dedicated to education and training for children within the same educational path, from the nursery up to kindergarten, to be placed in new buildings or belonging to existing educational facilities. The S. Salacone C.I., was chosen as a case study for its location on the Casilino 23 suburb, a complex and stratified social and urban structure, but above all because it is expected that within it will be activated the first "0-14 children's center", which intends to bring together in the same educational path 4 levels, from the nursery to the First Degree Secondary School. The main goal, starting from this case study, is to identify effective and plural actions, aimed at outlining a methodological path of intervention on the school environment and at the development of design solutions that can be reiterated in other similar situations. The final goal is to make available innovative and flexible learning environments, which start from the existing “Reality” and which are strengthened to it, which are the result of a creative action capable of stimulating Creativity. Involving users and institutions, operators and families, for which Architecture thus becomes a driving force for riqualification, well-being and social integration.