Towards a New Philosophy of the Relationship between School and Territory

Abstract

The essay retraces the theoretical history of the relationship between school and territory, proposing a new philosophy for current scenarios. Starting from the birth of this issue at the height of the 1970s, the approach to the theory of the integrated educational system is summarised, and the socio-cultural processes that, since the 1990s, have eroded the conditions of its implementation are examined. Finally, a new hypothesis for this relationship in the present historical phase is formulated.