Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
Every city, whatever its history, its diversity in real situations, proposes its own tracks for a possible instructive use of places; among the various tracks there is the one that sees it as a privileged place to give birth to exchanges between cultures and past histories, thus becoming an “educating city” that seeks to recover a balance of forms and contents that makes its project also a pedagogical project. The main objective of the contribution is to propose new didactic approaches to study the history of characters linked to the memory of the city, using as a methodological ploy the focus on toponymy. The research was supported by a laboratory phase, aimed at students, to assess the concrete impact of educational initiatives that utilize liminal spaces (for example, the street). This approach to the study of history ties in with the desire to renew educational spaces. It is an invitation to schools to open up to the local community and implement bottom-up educational regeneration processes, to teach a model of continuous learning that can inspire young people and encourage adults to embrace. In this way, interesting cultural paths on the territory are built, an opportunity for social and urban regeneration and improvement of citizens' quality of life.
