Poles of integration in the schools of the roman suburbs

The research focuses on the integration, complementarity, flexibility and versatility of learning environments as key to the definition of new and better learning spaces. This assumption does not stop within the school space but the fundamental role that schools play in the urban structure. The primary area of observation in the urban structure is the suburbs, where schools play a key social role for integration and the establishment of active communities. The schools of the suburbs are the centre of gravity and the 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, thus becoming a new urban centrality (Borri, 2016). Analyzed with the instruments of the social disciplines according with architecture, having as objective the possibility to transform them the schools identified from a reconnaissance on the field, become in the objectives of project the poles of integration of the neighborhoods, chosen for conditions of marginalization and exclusion. Particular attention has been given to relations between school and district. The observation has taken place directly through listening to the inhabitants, associations and all those who live in the school. The final objective is to imagine again the learning environments in which all the actors involved (pupils, teachers, families and residents of the neighborhood) can acquire no more and not only knowledge, but those new competences of active citizenship required by the EU in the Agenda 2030. We believe that the achievement of this goal involves the inhabitants and institutions for which architecture manages to build cozy and inclusive spaces.