Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract:
This contribution aims to critically reconsider the notion of the Learning City, distancing it from technocratic and universalistic interpretations, and instead proposing it as a situated theoretical-practical configuration grounded in the interplay of spatial justice, urban pedagogy, and radical feminism. The adopted perspective places feminism of the periphery at its core—not as a local declension of feminist thought, but as an epistemological device capable of deconstructing dominant urban imaginaries and generating counter-cartographies of education rooted in lived experience, structural vulnerability, and transformative relationality. In this framework, the Learning City is not a neutral space to be designed, but a collective subject in becoming, traversed by political tensions, erased memories, and generative potentialities. Urban peripheries are considered not only as symbolic loci of exclusion, but as cognitive laboratories from which situated knowledges, informal practices of care, and alternative forms of habitability emerge—capable of disrupting hegemonic logics of exclusion. From this emerges a vision of critical urban pedagogy based on situated practices, diffuse care, embodied narratives, and collective transformation. The Learning City, thus reinterpreted, is not a model to be replicated, but an open field of co-emergence between education, justice, and space.
