SYMBIOSIS by Eleonora Niccoli

SYMBIOSIS

An experimental school for Prato, spaceforthecommunity to educate tomorrow’s citizens through the coexistence of organisms of different species.

SYMBIOSIS AnexperimentalschoolforPrato,aspaceforthecommunitytoeducatetomorrow’scitizens ȗǞȍǽȚǘǞ৹ȗǞǋ৹ǁǽǋΗǡȐȗǋǷǁǋ৹ǽǗ৹ǽȍǘƲǷǡȐǶȐ৹ǽǗ৹ǇǡϥǋȍǋǷȗ৹ȐȊǋǁǡǋȐल AMasterdegreethesisinArchitecture-BuiltEleonoraEnvironment-Interiorscuratedby:Niccoli,SimoneParigiSupervisor:JacopoLeverattoCo-supervisor:AlessandroRoccaAcademicYear:2021-2022

VLPEwzͿL s.f. ǇƲǱ৹%ȍǋǁǽ৹Ƿȗǡǁǽ৹ݚݜݓ݉ݡݠݚݐݙ৹঍ǁǽǷΑǡΑǋǷΝƲ঎ ࡲल৹/Ƿ৹ǀǡǽǱǽǘǡƲळ৹ȗǋȍǶǡǷǋ৹ǘǋǷǋȍǡǁǽ৹Ȋǋȍ৹ǡǷǇǡǁƲȍǋ৹ΑƲȍǥ৹ǶǽǇǡ৹Ǉǡ৹ǁǽǷΑǡΑǋǷΝƲ৹ȗȍƲ৹ ǽȍǘƲǷǡȐǶǡ৹Ǉǡ৹ȐȊǋǁǡǋ৹ǇǡΑǋȍȐƲळ৹ƲǷǡǶƲǱǡ৹ǽ৹ΑǋǘǋȗƲǱǡळ৹Ǉǋȗȗǡ৹ȐǡǶǀǡǽǷȗǡव৹ [ललल] ࡳल৹$ǡǘȚȍƲȗǡΑǽल৹[ȗȍǋȗȗƲ৹ȚǷǡȗƷळ৹ǡǷȗǡǶƲ৹ƲȐȐǽǁǡƲΝǡǽǷǋळ৹ǁǽǋȐǡȐȗǋǷΝƲ৹ǋ৹ ǁǽǶȊǋǷǋȗȍƲΝǡǽǷǋ৹Ǉǡ৹ǗƲȗȗǡ৹ǋǇ৹ǋǱǋǶǋǷȗǡ৹ǇǡΑǋȍȐǡ VLPEwzͿL noun ǗȍǽǶ৹ǷǁǡǋǷȗ৹%ȍǋǋǯ৹ݚݜݓ݉ݡݠݚݐݙ৹঍ǁǽǋΗǡȐȗǋǷǁǋ঎ ࡲल৹/Ƿ৹ǀǡǽǱǽǘΘळ৹Ʋ৹ǘǋǷǋȍǡǁ৹ȗǋȍǶ৹Ǘǽȍ৹ΑƲȍǡǽȚȐ৹ΒƲΘȐ৹ǡǷ৹ΒǞǡǁǞ৹ǽȍǘƲǷǡȐǶȐ৹ǽǗ৹ ǇǡϥǋȍǋǷȗ৹ȐȊǋǁǡǋȐळ৹ƲǷǡǶƲǱȐ৹ǽȍ৹ȊǱƲǷȗȐळ৹ǯǷǽΒǷ৹ƲȐ৹ȐΘǶǀǡǽǷȗȐळ৹ǱǡΑǋ৹ȗǽǘǋȗǞǋȍव৹ [ ] ࡳल৹$ǡǘȚȍƲȗǡΑǋǱΘल৹ǱǽȐǋ৹ȚǷǡȗΘळ৹ǁǱǽȐǋ৹ƲȐȐǽǁǡƲȗǡǽǷळ৹ǁǽǋΗǡȐȗǋǷǁǋ৹ƲǷǇ৹ ǡǷȗǋȍȊǋǷǋȗȍƲȗǡǽǷ৹ǽǗ৹ǇǡϥǋȍǋǷȗ৹ǗƲǁȗȐ৹ƲǷǇ৹ǋǱǋǶǋǷȗȐ

CONTENTS

008 1. 2. 4. 5. 6. 7. 8. 9. 0363. 116 214072 043 051 073 065 081 069 095 037 012 204234 102 ǀȐȗȍƲǁȗ Doingschool /Ǳ৹ΑȚǽȗǽ৹ǁǽǶǋ৹ȐȗȍȚǶǋǷȗǽ৹Ǉǡ৹ǁȍǋȐǁǡȗƲ Traarchitetturaepedagogia =ঌǋΑǽǱȚΝǡǽǷǋ৹ǇǋǘǱǡ৹ȐȊƲΝǡ৹ǋǇȚǁƲȗǡΑǡ উ=ঌǽȍƲ৹Ǉǡ৹ǱǋΝǡǽǷǋ৹ǷǽǷ৹ǀƲȐȗƲঊ Paesaggiodidattico Prato2050 ǁȗǡǽǷ৹UǱƲǷ৹Ȋǋȍ৹ǱƲ৹ǗǽȍǋȐȗƲΝǡǽǷǋ৹ȚȍǀƲǷƲ /Ǳ৹ǁƲȐǽ৹ȐȗȚǇǡǽ৹Ǉǡ৹[ƲǷ৹%ǡȚȐȗǽ Emptinessasatoolforgrowth Betweenarchitectureandpedagogy bǞǋ৹ǋΑǽǱȚȗǡǽǷ৹ǽǗ৹ǋǇȚǁƲȗǡǽǷƲǱ৹ȐȊƲǁǋȐ উ=ঌǽȍƲ৹Ǉǡ৹ǱǋΝǡǽǷǋ৹ǷǽǷ৹ǀƲȐȗƲঊ Learninglandscape Prato2050 ǁȗǡǽǷ৹UǱƲǷ৹Ǘǽȍ৹eȍǀƲǷ৹$ǽȍǋȐȗȍΘ bǞǋ৹ǁƲȐǋ৹ȐȗȚǇΘ৹ǽǗ৹[ƲǷ৹%ǡȚȐȗǽ /ǷȗȍǽǇȚǁȗǡǽǷ Territory,city,district Photographicessay The Postcardsprojectfromthefuture Panels [ǽȚȍǁǋȐ Prefazione $Ʋȍǋ৹ȐǁȚǽǱƲ /ǷȗȍǽǇȚΝǡǽǷǋ bǋȍȍǡȗǽȍǡǽळ৹ǁǡȗȗƷळ৹ȌȚƲȍȗǡǋȍǋ [Ʋǘǘǡǽ৹ǗǽȗǽǘȍƲϮǁǽ /Ǳ৹Ȋȍǽǘǋȗȗǽ ƲȍȗǽǱǡǷǋ৹ǇƲǱ৹ǗȚȗȚȍǽ bƲΑǽǱǋ

SYMBIOSIS 008 ABSTRACT

SYMBIOSIS 009 The Anthropocene৹ǡȐ৹ǁǞƲȍƲǁȗǋȍǡȐǋǇ৹ǀΘ৹ȗǞǋ৹ǡǶȊƲǁȗ৹ǽǗ৹ ǞȚǶƲǷ৹ƲǁȗǡΑǡȗǡǋȐ৹ǽǷ৹ȗǞǋ৹ǋΑǽǱȚȗǡǽǷ৹ǽǗ৹ȗǞǋ৹ȊǱƲǷǋȗल৹bǞǋ৹ continuousexploitationofitsnaturalresources,aimed ǋΗǁǱȚȐǡΑǋǱΘ৹Ʋȗ৹ȐƲȗǡȐǗΘǡǷǘ৹ǽȚȍ৹ǽΒǷ৹ǷǋǋǇȐळ৹ǞƲȐ৹ǱǋǇ৹ȗǽ৹ ȐȚǀȐȗƲǷȗǡƲǱ৹ǡǶǀƲǱƲǷǁǋȐ৹ȗǞƲȗ৹ǞƲΑǋ৹ǁƲǱǱǋǇ৹ǡǷȗǽ৹ȌȚǋȐȗǡǽǷ৹ ȗǞǋ৹ǁǋǷȗȍƲǱǡȗΘ৹ǽǗ৹ǶƲǷ৹ƲǷǇ৹ǞǡȐ৹ȍǋǱƲȗǡǽǷȐǞǡȊ৹ΒǡȗǞ৹ǷƲȗȚȍǋल৹ bǞǡǷǯǡǷǘ৹ƲǀǽȚȗ৹ UǽȐȗॺǷȗȍǽȊǽǁǋǷǋ৹ȐǁǋǷƲȍǡǽȐ৹ǶǋƲǷȐ৹ ȌȚǋȐȗǡǽǷǡǷǘ৹ȗǽǇƲΘঌȐ৹ƲǷȗǞȍǽȊǽǁǋǷȗȍǡǁ৹ΑǡȐǡǽǷ৹ǡǷ৹ǽȍǇǋȍ৹ ȗǽ৹ǶƲǯǋ৹ȐȊƲǁǋ৹Ǘǽȍ৹ƲǷ৹ǋǁǽǁǋǷȗȍǡǁ৹ǋǇȚǁƲȗǡǽǷल৹ǞƲȍǱǋȐ৹ ƲȍΒǡǷঌȐ৹ȗȍǋǋ৹ǽǗ৹ǱǡǗǋ৹ǽǗ৹ࡲࡹࡴࡸ৹ǗȚǱǱΘ৹ǋΗȊȍǋȐȐǋȐ৹ȗǞǡȐ৹ΑǡǋΒ৹ ΒǞǋȍǋ৹ǶƲǷ৹ǡȐ৹ȍǋȊȍǋȐǋǷȗǋǇ৹ƲȐ৹ǽǷǋ৹ǽǗ৹ȐǋΑǋȍƲǱ৹ǀȍƲǷǁǞǋȐ৹ƲǱǱ৹ ǀǋǱǽǷǘǡǷǘ৹ȗǽ৹ȗǞǋ৹ȐƲǶǋ৹ȐǞƲȍǋǇ৹ȗȍȚǷǯल The thesis proposes the archetype of the school as a fundamental root to graft changes into society so that, through its multiple declinations, it can make ȗǞǋ৹ǁǡȗǡΝǋǷȐ৹ǽǗ৹ȗǽǶǽȍȍǽΒ৹ȚǷǇǋȍȐȗƲǷǇ৹ȗǞǋ৹ȐȗȍǽǷǘ৹ΑƲǱȚǋ৹ of relationships: social and with the surrounding ǋǷΑǡȍǽǷǶǋǷȗल৹bǞǋ৹ǷǋΒ৹ȐǁǞǽǽǱ৹ǶǽǇǋǱ৹ǘǡΑǋȐ৹ȐȊƲǁǋȐ৹ȗǞǋ৹ ǋǷǋȍǘΘ৹ȗǞǋΘ৹ǷǋǋǇ৹ȗǽ৹ȍǋॺǘǋǷǋȍƲȗǋ৹ȗǞǋ৹ǁǡȗΘळ৹ǀǋǁǽǶǡǷǘ৹ȗǞǋ৹ ǷǋǡǘǞǀǽȚȍǞǽǽǇঌȐ৹ǶǋǋȗǡǷǘ৹ȊǽǡǷȗ৹ƲǷǇ৹Ʋȗ৹ȗǞǋ৹ȐƲǶǋ৹ȗǡǶǋ৹ ƲǷ৹ǽȊȊǽȍȗȚǷǡȗΘ৹Ǘǽȍ৹ǋΗȊǽǷǋǷȗǡƲǱ৹ǀǡǽǱǽǘǡǁƲǱ৹ǘȍǽΒȗǞल৹ ৹ȊǱƲǁǋ৹ΒǞǋȍǋ৹ȗǞǋ৹ȐǋǷȐǋ৹ǽǗ৹ǡǷǇǡΑǡǇȚƲǱ৹ƲǷǇ৹ǁǽǱǱǋǁȗǡΑǋ৹ ȍǋȐȊǽǷȐǡǀǡǱǡȗΘ৹ǁƲǷ৹ǀǋ৹ǘȚƲȍǇǋǇ৹ƲǷǇ৹ȍǋǁǽΑǋȍǋǇल৹%ȚǡǇǋǇ৹ ǀΘ৹ƲǷ৹ǋΑǽǱȚȗǡǽǷ৹ǽǗ৹ǋǇȚǁƲȗǡǽǷƲǱ৹ȐȊƲǁǋȐ৹ǗǽǁȚȐǋǇ৹ǽǷ৹ȗǞǋ৹ ȗǞǋǶǋ৹ǽǗ৹ȐǽǁǡƲǀǡǱǡȗΘळ৹ȗǞǋ৹ȍǋȐǋƲȍǁǞ৹ǇǋΑǋǱǽȊȐ৹ǗȍǽǶ৹Ʋ৹ ȊǋǇƲǘǽǘǡǁƲǱ৹ǶǋȗǞǽǇ৹ȗǞƲȗ৹ȊȚȗȐ৹ȗǞǋ৹ȐǞƲȍǋǇ৹ǋǷΑǡȍǽǷǶǋǷȗ৹ ϮȍȐȗळ৹ȗȍƲǷȐǗǽȍǶǡǷǘ৹ȗǞǋ৹উǁǱƲȐȐȍǽǽǶ৹ਭ৹ǁǽȍȍǡǇǽȍȐঊ৹ ȊƲȍƲǇǡǘǶ৹ǡǷȗǽ৹Ʋ৹ǱǋƲȍǷǡǷǘ৹ǱƲǷǇȐǁƲȊǋल bǞǋ৹ǶȚǱȗǡॺȐǁƲǱƲȍ৹ȐǋƲȍǁǞ৹Ǘǽȍ৹Ʋ৹ǷǋΒ৹ǁǋǷȗȍǋ৹ǽǗ৹ǘȍƲΑǡȗΘ৹ ǀǋȗΒǋǋǷ৹ȗǞǋ৹ƲǷǡǶƲǱ৹ƲǷǇ৹ǷƲȗȚȍƲǱ৹ΒǽȍǱǇȐ৹ΒƲȐ৹ƲȊȊǱǡǋǇ৹ȗǽ৹ ȗǞǋ৹[ƲǷ৹%ǡȚȐȗǽ৹ǇǡȐȗȍǡǁȗळ৹UȍƲȗǽल৹৹ΑǡǀȍƲǷȗळ৹ǁǽǷȗȍƲǇǡǁȗǽȍΘळ৹ ǡǷǷǽΑƲȗǡΑǋ৹ǁǡȗΘ৹ȗǞƲȗ৹ȍǋȊȍǋȐǋǷȗȐ৹Ʋ৹ǗǽȍǶǡǇƲǀǱǋ৹ȚȍǀƲǷळ৹ ȐǽǁǡƲǱळ৹ǁȚǱȗȚȍƲǱ৹ƲǷǇ৹ǋǁǽǷǽǶǡǁ৹ǱƲǀǽȍƲȗǽȍΘळ৹ǁǽǷȗǡǷȚǽȚȐǱΘ৹ ǽȊǋǷ৹ȗǽ৹ǷǋΒ৹ǋΗȊǋȍǡǶǋǷȗȐल৹[ȗƲȍȗǡǷǘ৹ǗȍǽǶ৹ȗǞǋ৹ǘȚǡǇǋǱǡǷǋȐ৹ ǽǗ৹ȗǞǋ৹ǁȗǡǽǷ৹UǱƲǷ৹Ǘǽȍ৹ȚȍǀƲǷ৹ƲǷǇ৹ȊǋȍǡॺȚȍǀƲǷ৹ǗǽȍǋȐȗƲȗǡǽǷ৹ of the city, the project has tried to adapt as much as ȊǽȐȐǡǀǱǋ৹ȗǽ৹ȗǞǋ৹ǶǽȍȊǞǽǱǽǘǡǁƲǱ৹ƲȐȊǋǁȗ৹ǽǗ৹ȗǞǋ৹ȗǋȍȍǡȗǽȍΘ৹ whilerespectingtheanthropicandnaturaltracesofthe ƲȍǋƲल ৹ȊȍǽȊǽȐƲǱ৹ΒǞǡǁǞळ৹ȗǞȍǽȚǘǞ৹ȗǞǋ৹ǁǽǶǀǡǷƲȗǡǽǷ৹ǽǗ৹Ʋ৹ kindergartenschool,aprimaryschoolandasecondary school, accompanies the transition from domestic to ȊȚǀǱǡǁ৹ǱǡǗǋ৹ƲǷǇ৹ǞǋǱȊȐ৹ǗȚȗȚȍǋ৹ǘǋǷǋȍƲȗǡǽǷȐ৹ȗǽ৹ȚǷǇǋȍȐȗƲǷǇ৹ ǞǽΒ৹ǡǶȊǽȍȗƲǷȗ৹ǡȗ৹ǡȐ৹ȗǽ৹ǋΑǽǱΑǋळ৹ǘȍǽΒ৹ƲǷǇ৹ϱǽȚȍǡȐǞ৹ǡǷ৹ ȐΘǶǀǡǽȐǡȐल

SYMBIOSIS 010 PREFAZIONE

SYMBIOSIS 011 L’Antropocene è caratterizzato dall’impatto delle ƲȗȗǡΑǡȗƷ৹ȚǶƲǷǋ৹ȐȚǱǱঌǋΑǽǱȚΝǡǽǷǋ৹ǇǋǱ৹ȊǡƲǷǋȗƲल৹/Ǳ৹ǁǽǷȗǡǷȚǽ৹ ȐǗȍȚȗȗƲǶǋǷȗǽ৹ǇǋǱǱǋ৹ȐȚǋ৹ȍǡȐǽȍȐǋ৹ǷƲȗȚȍƲǱǡळ৹ϮǷƲǱǡΝΝƲȗǽ৹ ƲǱǱঌǋȐǁǱȚȐǡΑǽ৹ȐǽǇǇǡȐǗƲǁǡǶǋǷȗǽ৹ǇǋǱǱǋ৹ȊȍǽȊȍǡǋ৹ǷǋǁǋȐȐǡȗƷळ৹ ǞƲ৹ȊǽȍȗƲȗǽ৹Ʋ৹ȐǽȐȗƲǷΝǡǽȐǡ৹ȐȌȚǡǱǡǀȍǡ৹ǁǞǋ৹ǞƲǷǷǽ৹ǶǋȐȐǽ৹ǡǷ৹ ǇǡȐǁȚȐȐǡǽǷǋ৹ǱƲ৹ǁǋǷȗȍƲǱǡȗƷ৹ǇǋǱǱঌȚǽǶǽ৹ǋ৹ǡǱ৹ȐȚǽ৹ȍƲȊȊǽȍȗǽ৹ǁǽǷ৹ ǱƲ৹ǷƲȗȚȍƲल৹UǋǷȐƲȍǋ৹Ʋ৹ǇǋǘǱǡ৹ȐǁǋǷƲȍǡ৹ǇǋǱ৹ȊǽȐȗॺǷȗȍǽȊǽǁǋǷǋ৹ ȐǡǘǷǡϮǁƲ৹Ƕǋȗȗǋȍǋ৹ǡǷ৹ǇǡȐǁȚȐȐǡǽǷǋ৹ǱƲ৹ΑǡȐǡǽǷǋ৹ǽǇǡǋȍǷƲ৹ antropocentrica per dare spazio ad un’educazione ǋǁǽǁǋǷȗȍǡǁƲल৹ =ঌƲǱǀǋȍǽ৹ǇǋǱǱƲ৹ΑǡȗƲ৹Ǉǡ৹ǞƲȍǱǋȐ৹ƲȍΒǡǷ৹ ǇǋǱ৹ࡲࡹࡴࡸ৹ǋȐȊȍǡǶǋ৹Ʋ৹ȊǡǋǷǽ৹ȌȚǋȐȗঌǽȗȗǡǁƲ৹ǇǽΑǋ৹ǱঌȚǽǶǽ৹ ǒ৹ȍƲȊȊȍǋȐǋǷȗƲȗǽ৹ǁǽǶǋ৹ȚǷǽ৹Ǉǋǡ৹ǇǡΑǋȍȐǡ৹ȍƲǶǡ৹ȗȚȗȗǡ৹ ƲȊȊƲȍȗǋǷǋǷȗǡ৹ƲǱǱǽ৹ȐȗǋȐȐǽ৹ȗȍǽǷǁǽ৹ǁǽǷǇǡΑǡȐǽल La tesi propone l’archetipo della scuola come ȍƲǇǡǁǋ৹ǗǽǷǇƲǶǋǷȗƲǱǋ৹Ȋǋȍ৹ǡǷǷǋȐȗƲȍǋ৹Ǉǋǡ৹ǁƲǶǀǡƲǶǋǷȗǡ৹ ƲǱǱঌǡǷȗǋȍǷǽ৹ǇǋǱǱƲ৹ȐǽǁǡǋȗƷ৹ƲϨǷǁǞǌळ৹ƲȗȗȍƲΑǋȍȐǽ৹Ǳǋ৹ molteplici sue declinazioni, possa far comprendere Ʋǡ৹ǁǡȗȗƲǇǡǷǡ৹Ǉǡ৹ǇǽǶƲǷǡ৹ǡǱ৹Ǘǽȍȗǋ৹ΑƲǱǽȍǋ৹Ǉǋǡ৹ȍƲȊȊǽȍȗǡऴ৹ ȐǽǁǡƲǱǡ৹ǋ৹ǁǽǷ৹ǱঌƲǶǀǡǋǷȗǋ৹ǁǡȍǁǽȐȗƲǷȗǋल৹/Ǳ৹ǷȚǽΑǽ৹ǶǽǇǋǱǱǽ৹ ȐǁǽǱƲȐȗǡǁǽ৹ƲȗȗȍǡǀȚǡȐǁǋ৹ƲǘǱǡ৹ȐȊƲΝǡ৹ǱঌǋǷǋȍǘǡƲ৹ǷǋǁǋȐȐƲȍǡƲ৹Ȋǋȍ৹ ȍǡॺǘǋǷǋȍƲȍǋ৹ǱƲ৹ǁǡȗȗƷळ৹ǇǡΑǋǷȗƲǷǇǽ৹ǡǱ৹ǗȚǱǁȍǽ৹ƲǘǘȍǋǘƲȗǡΑǽ৹Ǉǡ৹ ȌȚƲȍȗǡǋȍǋ৹ǋ৹ƲǱǱǽ৹ȐȗǋȐȐǽ৹ȗǋǶȊǽ৹ǽǁǁƲȐǡǽǷǋ৹Ȋǋȍ৹ȚǷƲ৹ǁȍǋȐǁǡȗƲ৹ ǀǡǽǱǽǘǡǁƲ৹ǋȐȊǽǷǋǷΝǡƲǱǋल৹eǷ৹ǱȚǽǘǽ৹ǇǽΑǋ৹Ȋǽȗǋȍ৹ǁȚȐȗǽǇǡȍǋ৹ ǋ৹ȍǋǁȚȊǋȍƲȍǋ৹ǡǱ৹ȐǋǷȐǽ৹ǇǋǱǱƲ৹ȍǋȐȊǽǷȐƲǀǡǱǡȗƷ৹ǡǷǇǡΑǡǇȚƲǱǋ৹ ǋ৹ǁǽǱǱǋȗȗǡΑƲल৹ %ȚǡǇƲȗǡ৹ǇƲ৹ȚǷঌǋΑǽǱȚΝǡǽǷǋ৹ǇǋǘǱǡ৹ȐȊƲΝǡ৹ ǋǇȚǁƲȗǡΑǡ৹ǁǽǷǁǋǷȗȍƲȗǡ৹ȐȚǱ৹ȗǋǶƲ৹ǇǋǱǱƲ৹ȐǽǁǡƲǱǡȗƷळ৹ǱƲ৹ȍǡǁǋȍǁƲ৹Ȑǡ৹ ȐΑǡǱȚȊȊƲ৹Ʋ৹ȊƲȍȗǡȍǋ৹ǇƲ৹ȚǷ৹ǶǋȗǽǇǽ৹ȊǋǇƲǘǽǘǡǁǽ৹ǁǞǋ৹Ƕǋȗȗǋ৹ ǱঌƲǶǀǡǋǷȗǋ৹ǁǽǷǇǡΑǡȐǽ৹ƲǱ৹ȊȍǡǶǽ৹ȊǽȐȗǽ৹ȗȍƲȐǗǽȍǶƲǷǇǽ৹ǡǱ৹ ȊƲȍƲǇǡǘǶƲ৹উǁǱƲȐȐǋ৹ਭ৹ǁǽȍȍǡǇǽǡঊ৹ǡǷ৹ǱǋƲȍǷǡǷǘ৹ǱƲǷǇȐǁƲȊǋल =Ʋ৹ȍǡǁǋȍǁƲ৹ǶȚǱȗǡॺȐǁƲǱƲȍǋ৹Ǉǡ৹ȚǷ৹ǷȚǽΑǽ৹ǀƲȍǡǁǋǷȗȍǽ৹ȗȍƲ৹ ǶǽǷǇǽ৹ƲǷǡǶƲǱǋ৹ǋ৹ǷƲȗȚȍƲǱǋ৹ǒ৹ȐȗƲȗƲ৹ƲȊȊǱǡǁƲȗƲ৹ƲǱ৹ȌȚƲȍȗǡǋȍǋ৹ Ǉǡ৹[ƲǷ৹%ǡȚȐȗǽळ৹UȍƲȗǽल৹ǡȗȗƷ৹ΑǡǀȍƲǷȗǋळ৹ǁǽǷȗȍƲǇǇǡȗȗǽȍǡƲळ৹ ǡǷǷǽΑƲȗǡΑƲळ৹ǁǞǋ৹ȍƲȊȊȍǋȐǋǷȗƲ৹ȚǷ৹ǗǽȍǶǡǇƲǀǡǱǋ৹ǱƲǀǽȍƲȗǽȍǡǽ৹ ȚȍǀƲǷǽळ৹ȐǽǁǡƲǱǋळ৹ǁȚǱȗȚȍƲǱǋ৹ǋǇ৹ǋǁǽǷǽǶǡǁǽळ৹ƲȊǋȍȗƲ৹ ǁǽǷȗǡǷȚƲǶǋǷȗǋ৹Ʋ৹ǷȚǽΑǋ৹ȐȊǋȍǡǶǋǷȗƲΝǡǽǷǡल৹ UƲȍȗǋǷǇǽ৹ dalle linee guida dell’Action Plan per la forestazione ȚȍǀƲǷƲ৹ǋ৹ȊǋȍǡॺȚȍǀƲǷƲ৹ǇǋǱǱƲ৹ǁǡȗȗƷळ৹ǡǱ৹Ȋȍǽǘǋȗȗǽ৹ǞƲ৹ǁǋȍǁƲȗǽ৹ Ǉǡ৹ƲǇƲȗȗƲȍȐǡ৹ǡǱ৹Ȋǡȟ৹ȊǽȐȐǡǀǡǱǋ৹ƲǱǱঌƲȐȊǋȗȗǽ৹ǶǽȍǗǽǱǽǘǡǁǽ৹ǇǋǱ৹ territorio rispettando le tracce antropiche e naturali ǇǋǱǱঌƲȍǋƲल eǷƲ৹ȊȍǽȊǽȐȗƲ৹ǁǞǋळ৹ƲȗȗȍƲΑǋȍȐǽ৹ǱঌȚǷǡǽǷǋ৹Ǉǡ৹ȚǷƲ৹ȐǁȚǽǱƲ৹ d’infanzia,diunaprimariaediunasecondariadiprimo ǘȍƲǇǽळ৹ƲǁǁǽǶȊƲǘǷƲ৹ǷǋǱ৹ȊƲȐȐƲǘǘǡǽ৹ǇƲǱǱƲ৹ΑǡȗƲ৹ǇǽǶǋȐȗǡǁƲ৹ Ʋ৹ȌȚǋǱǱƲ৹ȊȚǀǀǱǡǁƲ৹ǋ৹ƲǡȚȗƲ৹Ǳǋ৹ǘǋǷǋȍƲΝǡǽǷǡ৹ǗȚȗȚȍǋ৹Ʋ৹ǁƲȊǡȍǋ৹ ȌȚƲǷȗǽ৹ȐǡƲ৹ǡǶȊǽȍȗƲǷȗǋ৹ǋΑǽǱΑǋȍȐǡळ৹ǁȍǋȐǁǋȍǋ৹ǋ৹Ϯǽȍǡȍǋ৹ǡǷ৹ ȐǡǶǀǡǽȐǡल

SYMBIOSIS 012 INTRODUCTION INTRODUZIONE

SYMBIOSIS 013 bǞȍǽȚǘǞǽȚȗ৹ǞǡȐȗǽȍΘ৹Βǋ৹ǞƲΑǋ৹ƲǱΒƲΘȐ৹ǗǽǁȚȐǋǇ৹ǽǷ৹ȗǞǋ৹ ǁǋǷȗȍƲǱǡȗΘ৹ǽǗ৹ǶƲǷळ৹ǗǽǁȚȐǡǷǘ৹ǋΗǁǱȚȐǡΑǋǱΘ৹ǽǷ৹ǞǡȐ৹ǀǽǇΘ৹ ȐȗȍȚǁȗȚȍǋ৹ǡǷ৹ȍǋǱƲȗǡǽǷ৹ȗǽ৹ȗǞƲȗ৹ǽǗ৹ȗǞǋ৹ȚǷǡΑǋȍȐǋल৹bǞǋ৹ϮȍȐȗ৹ ΒǞǽ৹ǶƲǷƲǘǋǇ৹ȗǽ৹ǽǀȗƲǡǷ৹Ʋ৹ȊǋȍǗǋǁȗ৹ǘȍƲȊǞǡǁ৹ȐΘǷȗǞǋȐǡȐ৹ǽǗ৹ ȗǞǡȐ৹ǁǽǷǁǋȊȗ৹ΒƲȐ৹=ǋǽǷƲȍǇǽल৹/Ƿ৹ǞǡȐ৹ǇȍƲΒǡǷǘळ৹ΒǞǡǁǞ৹ǡȐ৹ ȗǞǋ৹ǋǶǀǱǋǶ৹ǽǗ৹ȗǞǡȐ৹ƲǷȗǞȍǽȊǽǁǋǷȗȍǡǁ৹ǁǽǷǁǋȊȗǡǽǷळ৹ȗǞǋ৹ ǶƲȗǞǋǶƲȗǡǁƲǱ৹ȍȚǱǋȐ৹ǁȍǋƲȗǋ৹Ʋ৹ǞƲȍǶǽǷΘ৹ǡǷ৹ȗǞǋ৹ǇǽȚǀǱǋ৹ ȊǽȐȗȚȍǋ৹ǽǗ৹ȗǞǋ৹ǞȚǶƲǷ৹ϮǘȚȍǋ৹ȗǞƲȗ৹ǶƲǯǋȐ৹ȗǞǋ৹ǡǶƲǘǋ৹ kinetic, triggering a game of mutation and perpetual ǶǽΑǋǶǋǷȗ৹ƲȍǽȚǷǇ৹ǶƲǷल৹ bǞǡȐळ৹ȗǽǘǋȗǞǋȍ৹ΒǡȗǞ৹ȗǞǋ৹ humanistic concept of man as the “mirror of the ȚǷǡΑǋȍȐǋঊळ৹ǶƲǯǋȐ৹qǡȗȍȚΑǡƲǷ৹ǶƲǷ৹Ʋ৹ȐΘǶǀǽǱ৹ǽǗ৹ǁǱƲȐȐǡǁƲǱ৹ ȊǋȍǗǋǁȗǡǽǷ৹ǽǗ৹ǀǽǇΘ৹ƲǷǇ৹ǶǡǷǇळ৹ǽǗ৹ǶƲǷ৹ƲǷǇ৹%ǽǇळ৹ƲǷ৹ ǋΗȊȍǋȐȐǡǽǷ৹ǽǗ৹ȗǞǋ৹ǶǡǁȍǽǁǽȐǶ৹ƲǷǇ৹ȗǞǋ৹ǋǷȗǡȍǋ৹ǁǽȐǶǽȐल৹ ॠ$ǡǘȚȍǋ৹ࡲॡ /ȗ৹ǡȐ৹ǗȍǽǶ৹ȗǞǋ৹ǋǷǇ৹ǽǗ৹ȗǞǋ৹ϮȍȐȗ৹ǡǷǇȚȐȗȍǡƲǱ৹ȍǋΑǽǱȚȗǡǽǷ৹ ȗǞƲȗ৹ȗǞǡȐ৹ǁǽǷǁǋȊȗǡǽǷ৹ǡȐ৹ȐǱǽΒǱΘ৹ȌȚǋȐȗǡǽǷǋǇ৹ǀΘ৹ǶƲǷঌȐ৹ ƲΒƲȍǋǷǋȐȐ৹ǽǗ৹ǞƲΑǡǷǘ৹Ʋ৹ǁǽǷȐǡǇǋȍƲǀǱǋ৹ǗǽǽȗȊȍǡǷȗ৹ǽǷ৹ȗǞǋ৹ ȊǱƲǷǋȗल৹৹ǁǽǷȐǁǡǽȚȐǷǋȐȐ৹ǘǡΑǋǷ৹ǀǽȗǞ৹ǀΘ৹ȗǞǋ৹ǗƲǁǡǱǡȗΘ৹ΒǡȗǞ৹ ΒǞǡǁǞ৹Ǟǋ৹ǡȐ৹ƲǀǱǋ৹ȗǽ৹ǶƲǷǡȊȚǱƲȗǋ৹ȗǞǋ৹ǶƲȗǋȍǡƲǱ৹ȍǋȐǽȚȍǁǋȐ৹ǽǗ৹ ȗǞǋ৹ǋƲȍȗǞळ৹ȗǞȍǽȚǘǞ৹Ʋ৹ǶƲȐȐǡΑǋ৹ǡǷǁȍǋƲȐǋ৹ǡǷ৹ȗǞǋ৹ǋΗȗȍƲǁȗǡǽǷ৹ of coal in mines for greater energy production, and for the manufacture of an unprecedented amount of ǘǽǽǇȐळ৹ȗǞƲǷǯȐ৹ȗǽ৹ȗǞǋ৹ȍǋǷǋΒƲǱ৹ǽǗ৹ǡǷǇȚȐȗȍǡƲǱ৹ȗǋǁǞǷǽǱǽǘǡǋȐल৹ This scenario laid the foundations for one of the ǶǽȐȗ৹ǡǶȊǽȍȗƲǷȗ৹ǋǁǽǷǽǶǡǁ৹ȍǋΑǽǱȚȗǡǽǷȐ৹ǽǗ৹ƲǱǱ৹ȗǡǶǋ৹ƲǷǇ৹ ǘƲΑǋ৹ȍǡȐǋ৹ȗǽ৹ȗǞǋ৹ǷǋΒ৹ǁǽǷǁǋȊȗ৹ǽǗ৹ǁƲȊǡȗƲǱǡȐǶल৹ǱǱ৹ȗǞǡȐ৹ǡȐ৹ ǋǶȊǞƲȐǡΝǋǇ৹ǀΘ৹ȗǞǋ৹ȐȗȚǇǡǋȐ৹ǽǗ৹ǷȗǽǷǡǽ৹[ȗǽȊȊƲǷǡ৹ΒǞǽळ৹ ǡǷ৹ȗǞǋ৹ȐƲǶǋ৹ΘǋƲȍȐळ৹ȊȍǽȊǽȐǋȐ৹Ʋ৹ǷǋΒ৹ȐȊǋǁǡϮǁ৹ǇǋϮǷǡȗǡǽǷ৹ forthegeologicalerainwhichtheEarthanditsnatural ȐȊǞǋȍǋ৹ȗȚȍǷȐ৹ǽȚȗ৹ȗǽ৹ǀǋ৹ǶƲȐȐǡΑǋǱΘ৹ǶƲȍǯǋǇ৹ǀΘ৹ǞȚǶƲǷ৹ ƲǁȗǡΑǡȗǡǋȐऴ৹ȗǞǋ৹ƲǷȗǞȍǽȊǽΝǽǡǁ৹Ʋǘǋल /Ǘ৹ǽǷ৹ȗǞǋ৹ǽǷǋ৹ǞƲǷǇ৹ȗǞǋ৹ƲǷȗǞȍǽȊǽǁǋǷȗȍǡǁ৹ΑǡȐǡǽǷ৹ǽǗ৹ CǋǱ৹ǁǽȍȐǽ৹ǇǋǱǱƲ৹ȐȗǽȍǡƲ৹ǁǡ৹Ȑǡ৹ǒ৹ȐǋǶȊȍǋ৹ȐǽϥǋȍǶƲȗǡ৹ ȐȚǱǱƲ৹ǁǋǷȗȍƲǱǡȗƷ৹ǇǋǱǱঌȚǽǶǽळ৹ȊǽǷǋǷǇǽ৹ǱঌƲȗȗǋǷΝǡǽǷǋ৹ ǋȐǁǱȚȐǡΑƲǶǋǷȗǋ৹ȐȚǱǱƲ৹ȐȚƲ৹ȐȗȍȚȗȗȚȍƲ৹ǇǋǱ৹ǁǽȍȊǽ৹ǡǷ৹ȍǋǱƲΝǡǽǷǋ৹ Ʋ৹ȌȚǋǱǱƲ৹ǇǋǱǱঌȚǷǡΑǋȍȐǽल৹ /Ǳ৹ȊȍǡǶǽ৹ǁǞǋ৹ǒ৹ȍǡȚȐǁǡȗǽ৹ƲǇ৹ ǽȗȗǋǷǋȍǋ৹ȚǷƲ৹ȊǋȍǗǋȗȗƲ৹ȐǡǷȗǋȐǡ৹ǘȍƲϮǁƲ৹Ǉǡ৹ȌȚǋȐȗǽ৹ǁǽǷǁǋȗȗǽ৹ ǒ৹ȐȗƲȗǽ৹=ǋǽǷƲȍǇǽल৹CǋǱ৹ȐȚǽ৹ǇǡȐǋǘǷǽळ৹ǋǶǀǱǋǶƲ৹Ǉǡ৹ȌȚǋȐȗƲ৹ concezione antropocentrica, le regole matematiche ȗǋȐȐǽǷǽ৹ȚǷঌƲȍǶǽǷǡƲ৹ǷǋǱǱƲ৹ǇȚȊǱǡǁǋ৹ȊǽȐȗȚȍƲ৹ǇǋǱǱƲ৹ϮǘȚȍƲ৹ umana che rende cinetica l’immagine, innescando un ǘǡǽǁǽ৹Ǉǡ৹ǶȚȗƲΝǡǽǷǋ৹ǋ৹Ǉǡ৹ǶǽΑǡǶǋǷȗǽ৹ȊǋȍȊǋȗȚǽ৹ƲȗȗǽȍǷǽ৹ ƲǱǱঌȚǽǶǽल৹ WȚǋȐȗǽळ৹ȚǷǡȗǽ৹ƲǱ৹ǁǽǷǁǋȗȗǽ৹ȚǶƲǷǡȐȗǡǁǽ৹ ǇǋǱǱঌȚǽǶǽ৹উȐȊǋǁǁǞǡǽ৹ǇǋǱǱঌȚǷǡΑǋȍȐǽঊळ৹ǗƲ৹ǇǋǱǱঌȚǽǶǽ৹ qǡȗȍȚΑǡƲǷǽ৹ȚǷ৹ȐǡǶǀǽǱǽ৹Ǉǡ৹ȊǋȍǗǋΝǡǽǷǋ৹ǁǱƲȐȐǡǁƲ৹ǇǋǱ৹ǁǽȍȊǽ৹ e della mente, dell’uomo e di Dio, espressione del ǶǡǁȍǽǁǽȐǶǽ৹ǋ৹ǇǋǱ৹ǁǽȐǶǽ৹ǡǷȗǋȍǽल৹ॠ$ǡǘȚȍƲ৹ࡲॡ !৹Ʋ৹ȊƲȍȗǡȍǋ৹ǇƲǱǱƲ৹ϮǷǋ৹ǇǋǱǱƲ৹ȊȍǡǶƲ৹ȍǡΑǽǱȚΝǡǽǷǋ৹ǡǷǇȚȐȗȍǡƲǱǋ৹ ǁǞǋ৹ȌȚǋȐȗƲ৹ǁǽǷǁǋΝǡǽǷǋ৹ΑǡǋǷǋ৹ȊǡƲǷǽ৹ȊǡƲǷǽ৹ǶǋȐȐƲ৹ǡǷ৹ ǇǡȐǁȚȐȐǡǽǷǋ৹ǇƲǱǱƲ৹ǁǽǷȐƲȊǋΑǽǱǋΝΝƲ৹ǇǋǱǱঌȚǽǶǽ৹Ǉǡ৹ƲΑǋȍǋ৹ ȚǷঌǡǶȊȍǽǷȗƲ৹ǁǽǷȐǡǇǋȍǋΑǽǱǋ৹ȐȚǱ৹ȊǡƲǷǋȗƲल৹eǷƲ৹ǁǽȐǁǡǋǷΝƲ৹ ǇƲȗƲ৹ȐǡƲ৹ǇƲǱǱƲ৹ǗƲǁǡǱǡȗƷ৹ǁǽǷ৹ǁȚǡ৹ȍǡǋȐǁǋ৹Ʋ৹ǶƲǷǡȊǽǱƲȍǋ৹Ǳǋ৹ ȍǡȐǽȍȐǋ৹ǶƲȗǋȍǡƲǱǡ৹ǇǋǱǱƲ৹ȗǋȍȍƲळ৹ƲȗȗȍƲΑǋȍȐǽ৹ȚǷ৹ǡǶȊǽǷǋǷȗǋ৹ ǡǷǁȍǋǶǋǷȗǽ৹ǇǋǱǱঌǋȐȗȍƲΝǡǽǷǋ৹Ǉǡ৹ǁƲȍǀǽǷǋ৹ǷǋǱǱǋ৹ǶǡǷǡǋȍǋ৹ per una maggior produzione di energia, sia per la ǗƲǀǀȍǡǁƲΝǡǽǷǋ৹Ǉǡ৹ȚǷƲ৹ȌȚƲǷȗǡȗƷ৹Ǉǡ৹ǀǋǷǡ৹ȐǋǷΝƲ৹ȊȍǋǁǋǇǋǷȗǡळ৹ ǘȍƲΝǡǋ৹ƲǱ৹ȍǡǷǷǽΑƲǶǋǷȗǽ৹ǇǋǱǱǋ৹ȗǋǁǷǽǱǽǘǡǋ৹ǡǷǇȚȐȗȍǡƲǱǡल৹ eǷǽ৹ȐǁǋǷƲȍǡǽ৹ǁǞǋ৹ǘǋȗȗƲ৹Ǳǋ৹ǀƲȐǡ৹Ȋǋȍ৹ȚǷƲ৹ǇǋǱǱǋ৹Ȋǡȟ৹ ǡǶȊǽȍȗƲǷȗǡ৹ȍǡΑǽǱȚΝǡǽǷǡ৹ǋǁǽǷǽǶǡǁǞǋ৹Ǉǡ৹ȗȚȗȗǡ৹ǡ৹ȗǋǶȊǡ৹ ǋ৹ǁǞǋ৹ǇƲ৹ΑǡȗƲ৹ƲǱ৹ǷȚǽΑǽ৹ǁǽǷǁǋȗȗǽ৹Ǉǡ৹ǁƲȊǡȗƲǱǡȐǶǽल৹bȚȗȗǽ৹ ǁǡȂ৹ΑǡǋǷǋ৹ǋǷǗƲȗǡΝΝƲȗǽ৹ǇƲǘǱǡ৹ȐȗȚǇǡ৹Ǉǡ৹ǷȗǽǷǡǽ৹[ȗǽȊȊƲǷǡ৹ ǁǞǋळ৹ǷǋǘǱǡ৹ȐȗǋȐȐǡ৹ƲǷǷǡळ৹ȊȍǽȊǽǷǋ৹ȚǷƲ৹ǷȚǽΑƲ৹ǇǋϮǷǡΝǡǽǷǋ৹ ȐȊǋǁǡϮǁƲ৹Ȋǋȍ৹ǱঌǋȍƲ৹ǘǋǽǱǽǘǡǁƲ৹ǡǷ৹ǁȚǡ৹ǱƲ৹bǋȍȍƲ৹ǋ৹ǱƲ৹ȐȚƲ৹ȐǗǋȍƲ৹ naturale risulta essere massicciamente segnata dalle ƲȗȗǡΑǡȗƷ৹ȚǶƲǷǋऴ৹ǱঌǋȗƷ৹ƲǷȗȍǽȊǽΝǽǡǁƲल [ǋ৹ǇƲ৹ȚǷƲ৹ȊƲȍȗǋ৹ǱƲ৹ΑǡȐǡǽǷǋ৹ƲǷȗȍǽȊǽǁǋǷȗȍǡǁƲ৹ǇǋǱǱঌȚǽǶǽ৹

SYMBIOSIS 014 ǶƲǷ৹ǡȐ৹ǁƲȍȍǡǋǇ৹ǗǽȍΒƲȍǇ৹ǽΑǋȍ৹ȗǞǋ৹ǁǋǷȗȚȍǡǋȐ৹ǡǷ৹Ʋȍȗ৹ ƲǷǇ৹ƲȍǁǞǡȗǋǁȗȚȍǋळ৹ॠ$ǡǘȚȍǋ৹ࡳळࡴॡ৹ƲȐ৹ȐȚǘǘǋȐȗǋǇ৹ǀΘ৹ =ǋ৹ ǽȍǀȚȐǡǋȍঌȐ৹Le Modulor in the ‘50s in an attempt to ϮǷǇ৹ǶƲȗǞǋǶƲȗǡǁƲǱ৹ȊȍǽȊǽȍȗǡǽǷȐ৹ǁƲȊƲǀǱǋ৹ǽǗ৹ǡǶȊȍǽΑǡǷǘ৹ ǀǽȗǞ৹ȗǞǋ৹ƲǋȐȗǞǋȗǡǁȐ৹ƲǷǇ৹ǗȚǷǁȗǡǽǷƲǱǡȗΘ৹ǽǗ৹ƲȍǁǞǡȗǋǁȗȚȍǋळ৹ ontheotherhand,inthesameyears,immediatelyafter ȗǞǋ৹ǋǷǇ৹ǽǗ৹ȗǞǋ৹[ǋǁǽǷǇ৹sǽȍǱǇ৹sƲȍळ৹ΒǡȗǞ৹ȗǞǋ৹ǷȚǁǱǋƲȍ৹ ǋΗȊǱǽȐǡǽǷ৹ƲǷǇ৹ǱƲȗǋȍ৹ΒǡȗǞ৹ȗǞǋ৹ǞǋȍǷǽǀΘǱঌ৹ǇǡȐƲȐȗǋȍळ৹ȗǞǋȍǋ৹ ǡȐ৹Ʋ৹ǗȚȍȗǞǋȍ৹ǁǽǷϮȍǶƲȗǡǽǷ৹ǽǗ৹ǞȚǶƲǷǡȗΘ৹ƲȐ৹ȗǞǋ৹ǶƲǡǷ৹ ǡǷȐȗȍȚǶǋǷȗ৹ȗǽ৹ȗǞǋ৹ǇƲǶƲǘǋ৹ǽǗ৹ȗǞǋ৹ǁǞƲǷǘǋ৹ǽǗ৹ȗǞǋ৹ȊǱƲǷǋȗल৹ Nowadays more than one third of the territory of ǽȚȍ৹ȊǱƲǷǋȗ৹ǡȐ৹ȐǋȍǡǽȚȐǱΘ৹ǇǋǘȍƲǇǋǇ৹ǇȚǋ৹ȗǽ৹ǡǷȗǋǷȐǡΑǋ৹ ƲǘȍǡǁȚǱȗȚȍǋळ৹ȚȍǀƲǷǡΝƲȗǡǽǷळ৹ǁǱǡǶƲȗǋ৹ǁǞƲǷǘǋळ৹ǋȍǽȐǡǽǷळ৹ ǶǡǷǡǷǘळ৹ǘȍǋǋǷǞǽȚȐǋ৹ǘƲȐ৹ǋǶǡȐȐǡǽǷȐळ৹ǽǁǋƲǷ৹ƲǁǡǇǡϮǁƲȗǡǽǷ৹ ƲǷǇ৹ǇǋǗǽȍǋȐȗƲȗǡǽǷ৹ॠ$ǡǘȚȍǋ৹ࡵॡल৹ǶǽǷǘ৹ȗǞǋ৹ΑƲȍǡǽȚȐ৹ ǁǽǷȐǋȌȚǋǷǁǋȐ৹ǽǗ৹ȗǞǋ৹ȐȗȍǽǷǘ৹ǡǶȊƲǁȗ৹ǽǗ৹ǶƲǷ৹ǡȐ৹ǷǽΒ৹ ǋȐȗƲǀǱǡȐǞǋǇ৹ȗǞǋ৹ǁǱǽȐǋ৹ǁǽǷǷǋǁȗǡǽǷ৹ǀǋȗΒǋǋǷ৹ȗǞǋ৹ exploitation of natural resources, which leads to ȗǞǋ৹ǇǋǘȍƲǇƲȗǡǽǷ৹ǽǗ৹ǞƲǀǡȗƲȗȐळ৹ƲǷǇ৹ȗǞǋ৹ǋǶǋȍǘǋǷǁǋ৹ǽǗ৹ infectious diseases, increasingly of zoonotic origin, ǇǡȍǋǁȗǱΘ৹ǁǽǷǷǋǁȗǡǷǘ৹ȗǞǋ৹ΒǽȍǱǇ৹ǽǗ৹ƲǷǡǶƲǱȐ৹ƲǷǇ৹ǞȚǶƲǷȐल৹ ǽǷϮȍǶǡǷǘ৹ƲǱǱ৹ȗǞǡȐ৹ǡȐ৹ȗǞǋ৹ǽȍǡǘǡǷ৹ǽǗ৹ȗǞǋ৹ǘǱǽǀƲǱ৹ȊƲǷǇǋǶǡǁ৹ [ƲȍȐॺǽΑࡳल bǞǋ৹ȍǋȐȊǽǷȐǡǀǡǱǡȗΘ৹ǽǗ৹ǀǋǡǷǘ৹ȗǞǋ৹ǁƲȚȐǋ৹ǽǗ৹Ʋ৹ȐǡΗȗǞ৹ǶƲȐȐ৹ extinctionisdirectingthehumansciencestowardsthe ǀǡȍȗǞ৹ǽǗ৹Ʋ৹ȗǞǋǽȍΘ৹ȗǞƲȗ৹ȐǋǋȐ৹ǶƲǷ৹Ƿǽ৹ǱǽǷǘǋȍ৹ƲȐ৹Ʋ৹ȐǡǷǘǱǋ৹ ȐȚǀǬǋǁȗळ৹ǀȚȗ৹ƲȐ৹ȊƲȍȗ৹ǽǗ৹Ʋ৹ǱƲȍǘǋȍ৹ȐΘȐȗǋǶ৹ȗǞƲȗ৹ȊȚȗȐ৹ǽǷ৹ȗǞǋ৹ ȐƲǶǋ৹ǱǋΑǋǱ৹ǽȍǘƲǷǡȐǶȐ৹ǽǗ৹ǇǡϥǋȍǋǷȗ৹ȐȊǋǁǡǋȐल৹/ȗ৹ǡȐ৹ǡǷ৹ȗǞǡȐ৹ ΒƲΘ৹ȗǞƲȗ৹ƲǷȗǞȍǽȊǽǁǋǷȗȍǡȐǶ৹ǡȐ৹ǇǋϮǷǡȗǡΑǋǱΘ৹ȌȚǋȐȗǡǽǷǋǇळ৹ ȐȗƲȍȗǡǷǘ৹ȗǽ৹ǀȍǽƲǇǋǷ৹ȗǞǋ৹ǇǋǀƲȗǋ৹ƲǷǇ৹ȗǽ৹ǋǇȚǁƲȗǋ৹ǡǷ৹ƲǷ৹ ǋǁǽǷǁǋǷȗȍǡǁ৹ȊǋȍȐȊǋǁȗǡΑǋ৹ΒǞǋȍǋ৹ǶƲǷ৹ǡȐ৹ǶƲǡǷǱΘ৹ȊȚȐǞǋǇ৹ȗǽ৹ ϮǷǇ৹ǞǡȐ৹ȊǱƲǁǋ৹ΒǡȗǞǡǷ৹ǷƲȗȚȍǋल৹ॠ$ǡǘȚȍǋ৹ࡶॡ HǷǋ৹ǽǗ৹ȗǞǋ৹ϮȍȐȗ৹ȗǽ৹ȍǋƲǱǡΝǋ৹ȗǞƲȗ৹ƲǱǱ৹ǱǡΑǡǷǘ৹ǀǋǡǷǘȐ৹ǇǋȍǡΑǋǇ৹ ΑǡǋǷǋ৹ȊǽȍȗƲȗƲ৹ƲΑƲǷȗǡ৹ǷǋǱ৹ǁǽȍȐǽ৹Ǉǋǡ৹ȐǋǁǽǱǡ৹ǡǷ৹Ʋȍȗǋ৹ǋ৹ǡǷ৹ ƲȍǁǞǡȗǋȗȗȚȍƲ৹৹ॠ$ǡǘȚȍƲ৹ࡳळࡴॡळ৹ǁǽǶǋ৹ȐȚǘǘǋȍǡȐǁǋ৹LeModulor Ǉǡ৹=ǋ৹ǽȍǀȚȐǡǋȍ৹ǷǋǘǱǡ৹ƲǷǷǡ৹ঌࡶࡱ৹ǷǋǱ৹ȗǋǷȗƲȗǡΑǽ৹Ǉǡ৹৹ȗȍǽΑƲȍǋ৹ proporzioni matematiche in grado di migliorare sia ǱঌǋȐȗǋȗǡǁƲ৹ǁǞǋ৹ǱƲ৹ǗȚǷΝǡǽǷƲǱǡȗƷ৹ǇǋǱǱঌƲȍǁǞǡȗǋȗȗȚȍƲळ৹ǇঌƲǱȗȍƲ৹ ȊƲȍȗǋळ৹ǷǋǘǱǡ৹ȐȗǋȐȐǡ৹ƲǷǷǡळ৹ȐȚǀǡȗǽ৹ǇǽȊǽ৹ǱƲ৹ϮǷǋ৹ǇǋǱǱƲ৹ [ǋǁǽǷǇƲ৹ǘȚǋȍȍƲ৹ǶǽǷǇǡƲǱǋळ৹ǁǽǷ৹ǱঌǋȐȊǱǽȐǡǽǷǋ৹ǷȚǁǱǋƲȍǋ৹ ǋ৹ȐȚǁǁǋȐȐǡΑƲǶǋǷȗǋ৹ǁǽǷ৹ǡǱ৹ǇǡȐƲȐȗȍǽ৹Ǉǡ৹ǋȍǷǽǀΘǱঌळ৹Ȑǡ৹ǞƲ৹ ȚǷঌȚǱȗǋȍǡǽȍǋ৹ǁǽǷǗǋȍǶƲ৹ȐȚǱǱঌȚǶƲǷǡȗƷ৹ǁǽǶǋ৹ȐȗȍȚǶǋǷȗǽ৹ ȊȍǡǷǁǡȊƲǱǋ৹Ʋǡ৹ǇƲǷǷǡ৹ǇǋǱ৹ǁƲǶǀǡƲǶǋǷȗǽ৹ǇǋǱ৹ȊǡƲǷǋȗƲल৹ Al giorno d’oggi più di un terzo del territorio del ǷǽȐȗȍǽ৹ȊǡƲǷǋȗƲ৹ǒ৹ǘȍƲΑǋǶǋǷȗǋ৹ǇǋǘȍƲǇƲȗǽ৹Ʋ৹ǁƲȚȐƲ৹Ǉǡ৹ ƲǘȍǡǁǽǱȗȚȍƲ৹ǡǷȗǋǷȐǡΑƲळ৹ȚȍǀƲǷǡΝΝƲΝǡǽǷǋळ৹ǁƲǶǀǡƲǶǋǷȗǽ৹ climatico, erosione, estrazione, emissione di gas serra, ƲǁǡǇǡϮǁƲΝǡǽǷǋ৹ǇǋǘǱǡ৹ǽǁǋƲǷǡ৹ǋ৹ǇǋǗǽȍǋȐȗƲΝǡǽǷǋ৹ॠ$ǡǘȚȍƲ৹ࡵॡल৹ bȍƲ৹Ǳǋ৹ΑƲȍǡǋ৹ǁǽǷȐǋǘȚǋǷΝǋ৹ǇǋǱ৹Ǘǽȍȗǋ৹ǡǶȊƲȗȗǽ৹ǇǋǱǱঌȚǽǶǽ৹ǒ৹ ormaiaccertatalastrettaconnessionetralosfruttamento ǇǋǱǱǋ৹ȍǡȐǽȍȐǋ৹ǷƲȗȚȍƲǱǡळ৹ǁǞǋ৹ȊǽȍȗƲ৹ƲǱ৹ǇǋǘȍƲǇǽ৹ǇǋǘǱǡ৹ǞƲǀǡȗƲȗळ৹ ǋ৹ǱঌǡǷȐǽȍǘǋǷΝƲ৹Ǉǡ৹ǶƲǱƲȗȗǡǋ৹ǡǷǗǋȗȗǡΑǋळ৹ȐǋǶȊȍǋ৹Ȋǡȟ৹ȐȊǋȐȐǽ৹Ǉǡ৹ origine zoonotica, connettendo direttamente mondo ƲǷǡǶƲǱǋ৹ǋ৹ȌȚǋǱǱǽ৹ǇǋǱǱঌȚǽǶǽल৹৹ǁǽǷǗǋȍǶƲ৹Ǉǡ৹ȗȚȗȗǽ৹ǁǡȂ৹Αǡ৹ ǒ৹ǱঌǽȍǡǘǡǷǋ৹ǇǋǱǱƲ৹ȊƲǷǇǋǶǡƲ৹ǘǱǽǀƲǱǋ৹[ƲȍȐॺǽΑࡳल =Ʋ৹ȍǋȐȊǽǷȐƲǀǡǱǡȗƷ৹Ǉǡ৹ǋȐȐǋȍǋ৹ǱƲ৹ǁƲȚȐƲ৹Ǉǡ৹ȚǷƲ৹ȐǋȐȗƲ৹ estinzione di massa sta orientando le scienze umane ΑǋȍȐǽ৹ǱƲ৹ǷƲȐǁǡȗƲ৹Ǉǡ৹ȚǷƲ৹ȗǋǽȍǡƲ৹ǁǞǋ৹ΑǋǇǋ৹ǱঌȚǽǶǽ৹ǷǽǷ৹Ȋǡȟ৹ comesoggettounico,macomepartediunsistemapiù ƲǶȊǡǽ৹ǁǞǋ৹Ƕǋȗȗǋ৹ȐȚǱǱǽ৹ȐȗǋȐȐǽ৹ȊǡƲǷǽ৹ǽȍǘƲǷǡȐǶǡ৹Ǉǡ৹ǇǡΑǋȍȐǋ৹ ȐȊǋǁǡǋल৹ !ঌ৹ǁǽȐǧ৹ǁǞǋ৹ǱঌƲǷȗȍǽȊǽǁǋǷȗȍǡȐǶǽ৹ΑǡǋǷǋ৹ǶǋȐȐǽ৹ ǇǋϮǷǡȗǡΑƲǶǋǷȗǋ৹ǡǷ৹ǇǡȐǁȚȐȐǡǽǷǋळ৹ǡǷǡΝǡƲǷǇǽ৹ƲǇ৹ƲǱǱƲȍǘƲȍǋ৹ ǡǱ৹ǇǡǀƲȗȗǡȗǽ৹ǋ৹Ʋ৹ǋǇȚǁƲȍǋ৹ǡǷ৹ȚǷঌǽȗȗǡǁƲ৹ǋǁǽǷǁǋǷȗȍǡǁƲ৹ǇǽΑǋ৹ ǱঌȚǽǶǽ৹ǒ৹ȐȊǡǷȗǽ৹ȊȍǡǷǁǡȊƲǱǶǋǷȗǋ৹Ʋ৹ȍǡȗȍǽΑƲȍǋ৹ǱƲ৹ȐȚƲ৹ ǁǽǱǱǽǁƲΝǡǽǷǋ৹ƲǱǱঌǡǷȗǋȍǷǽ৹ǇǋǱǱƲ৹ǷƲȗȚȍƲल৹ॠ$ǡǘȚȍƲ৹ࡶॡ $ȍǽǶ৹ǱǋǗȗ৹ȗǽ৹ȍǡǘǞȗ $ǡǘȚȍǋ৹ࡲऴ৹UomoVitruvianoळ৹=ǋǽǷƲȍǇǽळ৹ࡲࡵࡺࡱ $ǡǘȚȍǋ৹ࡳऴ৹UomoVitruviano,৹ǡǱǱȚȐȗȍƲΝǡǽǷǋ৹Ǉǡ৹ǋȐƲȍǋ৹ ǋȐƲȍǡƲǷǽळ৹ࡲࡶࡳࡲ $ǡǘȚȍǋ৹ࡴऴ৹Modulor,=ǋ৹ǽȍǀȚȐǡǋȍळ৹ࡲࡺࡵࡹ

SYMBIOSIS 016 $ǡǘȚȍǋ৹ࡵऴ৹The human being explained to aliens by Yona Friedman, 2016

SYMBIOSIS 017

SYMBIOSIS 018 $ǡǘȚȍǋ৹ࡶऴ৹$ȍǽǶ৹ǷȗǞȍǽȊǽǁǋǷȗȍǡȐǶ৹ȗǽ৹ǁǽǁǋǷȗȍǡȐǶ

SYMBIOSIS 019

SYMBIOSIS 020 $ǡǘȚȍǋ৹ࡶऴ৹$ȍǽǶ৹ǷȗǞȍǽȊǽǁǋǷȗȍǡȐǶ৹ȗǽ৹ǁǽǁǋǷȗȍǡȐǶ

SYMBIOSIS 021

SYMBIOSIS 024 thecenterofthespace,thelandscapesherepresentsare ǽǷǱΘ৹ƲǷǇ৹ǋΗǁǱȚȐǡΑǋǱΘ৹Ʋ৹ǗȍƲǶǋ৹ǽȚȗǱǡǷǋǇ৹ƲȐ৹Ʋ৹ȍǋȐȚǱȗ৹ǽǗ৹ǇǋǋȊ৹ ȐǁǡǋǷȗǡϮǁ৹ȍǋϱǋǁȗǡǽǷȐ৹ƲȍǡȐǡǷǘ৹ǗȍǽǶ৹Ǉǡȍǋǁȗ৹ǽǀȐǋȍΑƲȗǡǽǷ৹ ǽǗ৹ǷƲȗȚȍƲǱ৹ȊǞǋǷǽǶǋǷƲल৹ sǡȗǞ৹ȗǞǋ৹ȊƲȐȐƲǘǋ৹ǽǗ৹ȗǡǶǋ৹ there is a change of course that assigns the landscape Ʋ৹ǶƲǡǷ৹ȍǽǱǋल৹bǞǋ৹locusamoenus৹ȍǋȊȍǋȐǋǷȗǋǇ৹ǡǷ৹ࡲࡶࡱࡱ৹ǀΘ৹ Giorgionein“LaTempestaঊ৹ǡȐ৹Ʋ৹ǁǱǋƲȍ৹ǋΗȊȍǋȐȐǡǽǷ৹ǽǗ৹ȗǞǡȐ৹ ǁǞƲǷǘǋल৹/Ƿ৹ȗǞǋ৹ȊƲǡǷȗǡǷǘळ৹ǶǡǷǇǗȚǱ৹ǽǗ৹=ǋǽǷƲȍǇǽঌȐ৹ƲǋȍǡƲǱ৹ ȊǋȍȐȊǋǁȗǡΑǋळ৹ǷƲȗȚȍǋ৹ǀǋǁǽǶǋȐ৹ȗǞǋ৹ȊȍǽȗƲǘǽǷǡȐȗ৹ȗǞȍǽȚǘǞ৹ ȗǞǋ৹ǶƲǷǡǗǋȐȗƲȗǡǽǷ৹৹ǽǗ৹ǡȗȐ৹ȊǞǋǷǽǶǋǷƲ৹ȚǷǁǽǷȗȍǽǱǱƲǀǱǋ৹ǀΘ৹ ǶƲǷळ৹ΒǞǽȐǋ৹ϮǘȚȍǋ৹ȊƲȐȐǋȐ৹ǡǷȗǽ৹ȗǞǋ৹ǀƲǁǯǘȍǽȚǷǇ৹ȗǽǘǋȗǞǋȍ৹ ΒǡȗǞ৹ȗǞǋ৹ƲǷȗǞȍǽȊǡΝǋǇ৹ǋǷΑǡȍǽǷǶǋǷȗल৹ॠ$ǡǘȚȍǋ৹ࡺॡ ǱȐǽ৹ǡǷ৹ȗǞǋ৹ȍǋȊȍǋȐǋǷȗƲȗǡǽǷȐ৹ǽǗ৹%ǡǽΑƲǷ৹ƲȗȗǡȐȗƲ৹UǡȍƲǷǋȐǡळ৹ ƲȐ৹ȐȚǘǘǋȐȗǋǇ৹ǀΘ৹$ȍƲǷǁǋȐǁǽ৹ƲǱ৹ǽ৹ǡǷ৹Ʋ৹ࡳࡱࡲࡳ৹ƲȍȗǡǁǱǋ৹ উUǡȍƲǷǋȐǡ৹ƲǷǇ৹XǽǶǋঊळ৹ȗhepresenceofnatureontheruins hasanevidentnarrativefunction:itistherepresentation ofthefactthatnature,initscontinuousprogress,reform and rebirth, tends to annul the ruins themselves, ǈȠȠȣȓȠȣǷǈȭǷȍǮॉȭǴǡȌॉǈȍǝॉǗȣǡǈȭǷȍǮॉǈॉǗȓȍψǷǗȭॉǖǡȭ͐ǡǡȍॉȭǴǡॉ timeofman’sthingsandthetimeofnature.ॠ$ǡǘȚȍǋ৹ࡲࡱॡ /ȗ৹ǡȐ৹ƲǱȍǋƲǇΘ৹ǗȍǽǶ৹ UǡȍƲǷǋȐǡঌȐ৹ǋǡǘǞȗǋǋǷȗǞॺǁǋǷȗȚȍΘ৹ ǇȍƲΒǡǷǘȐ৹ȗǞƲȗ৹ȗǞǋ৹ǘȍǋƲȗ৹ǁƲȊƲǁǡȗΘ৹ǽǗ৹ȗǞǋ৹ǋǷΑǡȍǽǷǶǋǷȗ৹ȗǽ৹ ϮǱǱ৹ǋΑǋȍΘ৹ΑǽǡǇ(naturaabhorretavacuo)৹ǋǶǋȍǘǋȐल৹ȗ৹ȗǞǋ৹ ǶǽǶǋǷȗ৹ǡǷ৹ΒǞǡǁǞ৹ǞȚǶƲǷ৹ƲǁȗǡΑǡȗΘ৹ǁǋƲȐǋȐ৹ȗǽ৹ǶƲǷǡǗǋȐȗ৹ ǡȗȐǋǱǗळ৹ǷƲȗȚȍǋ৹ȍǋƲȊȊȍǽȊȍǡƲȗǋȐळ৹ǡǷ৹ΑƲȍǡǽȚȐ৹ǗǽȍǶȐळ৹ȗǞǋ৹ȐȊƲǁǋ৹ ƲǀƲǷǇǽǷǋǇ৹ॠ$ǡǘȚȍǋ৹ࡲࡲॡल৹/Ƿ৹Elogedelafriche,eulogyof ȗǞǋ৹ȚǷǁȚǱȗǡΑƲȗǋǇ৹ǀΘ৹%ǡǱǱǋȐ৹ǱǌǶǋǷȗळ৹Ʋȍǋ৹ƲǷƲǱΘΝǋǇ৹ȗǞǋ৹ ƲǀƲǷǇǽǷǋǇ৹ƲȍǋƲȐ৹ǽȍ৹ȚǷǽǁǁȚȊǡǋǇ৹ǱƲǷǇȐ৹ȗǞƲȗ৹ǶƲǷƲǘǋ৹ȗǽ৹ ǀǋ৹ȊȍǽȐȊǋȍǽȚȐळ৹ǽΑǋȍ৹ȗǡǶǋळ৹ǽǗ৹ȊǱƲǷȗȐ৹ΒǡȗǞ৹Ʋ৹ǁǽǷȐǡȐȗǋǷȗ৹ ǀǡǽǱǽǘǡǁƲǱ৹ƲǶȊǱǡȗȚǇǋ৹ǁǽǶǡǷǘ৹ȗǽ৹ǇǋϮǷǋ৹ΒǞƲȗ৹Ǟǋ৹ΒǡǱǱ৹ ǁƲǱǱळ৹ȗǞǋ৹ȗǞǡȍǇ৹ǱƲǷǇȐǁƲȊǋल৹bǞǋ৹ΒƲǷǇǋȍǡǷǘ৹ǽǗ৹ΑǋǘǋȗƲȗǡǽǷ৹ ƲǷǇ৹ǡȗȐ৹ǷǽǶƲǇǡȐǶ৹Ʋȍǋ৹ƲǀǱǋळ৹ǡǷ৹ǗƲǁȗळ৹ȗǽ৹ǁȍǋƲȗǋ৹ǷǋΒ৹ ȐȊƲȗǡƲǱ৹ǁǽǷϮǘȚȍƲȗǡǽǷȐळ৹ǀȍǡǷǘǡǷǘ৹ǽȚȗ৹ȗǞǋ৹ƲǇƲȊȗƲǀǡǱǡȗΘ৹ǽǗ৹ ƲȍȗǡȐȗǡǁǽ৹ƲȗȗȍƲΑǋȍȐǽ৹ǋȐȊȍǋȐȐǡǽǷǡ৹ǇǡΑǋȍȐǋ৹ȗȍƲ৹ǗǽȍǶƲ৹ǋ৹ ȐǡǘǷǡϮǁƲȗǽल৹ [ǋǀǀǋǷǋ৹ǡǷ৹ =ǋǽǷƲȍǇǽ৹Ʋ৹ qǡǷǁǡ৹ǱঌȚǽǶǽ৹ sia al centro dello spazio, i paesaggi che rappresenta ȐǽǷǽ৹ȐǽǱǽ৹ǋǇ৹ǋȐǁǱȚȐǡΑƲǶǋǷȗǋ৹ȚǷƲ৹ǁǽȍǷǡǁǋ৹ƲǱ৹ǁǽǷȗǽȍǷǽ৹ ǗȍȚȗȗǽ৹Ǉǡ৹ȊȍǽǗǽǷǇǋ৹ȍǡϱǋȐȐǡǽǷǡ৹ȐǁǡǋǷȗǡϮǁǞǋ৹ȐǁƲȗȚȍǡȗǋ৹ ǇƲǱǱঌǽȐȐǋȍΑƲΝǡǽǷǋ৹ǇǡȍǋȗȗƲ৹Ǉǋǡ৹ǗǋǷǽǶǋǷǡ৹ǷƲȗȚȍƲǱǡल৹ǽǷ৹ǡǱ৹ ȊƲȐȐƲȍǋ৹ǇǋǱ৹ȗǋǶȊǽ৹Ȑǡ৹ǞƲ৹ȚǷ৹ǁƲǶǀǡǽ৹Ǉǡ৹ȍǽȗȗƲ৹ǁǞǋ৹ƲȐȐǋǘǷƲ৹ ƲǱ৹ȊƲǋȐƲǘǘǡǽ৹ȚǷ৹ȍȚǽǱǽ৹ȊȍǡǷǁǡȊƲǱǋल৹ /Ǳ৹ locus amoenus rappresentatonel1500daGiorgionenella“Tempesta” ǒ৹ȚǷƲ৹ǁǞǡƲȍƲ৹ǋȐȊȍǋȐȐǡǽǷǋ৹Ǉǡ৹ȌȚǋȐȗǽ৹ǁƲǶǀǡƲǶǋǷȗǽल৹CǋǱ৹ ȌȚƲǇȍǽळ৹ǶǋǶǽȍǋ৹ǇǋǱǱƲ৹ȊȍǽȐȊǋȗȗǡΑƲ৹ƲǋȍǋƲ৹ǱǋǽǷƲȍǇǡƲǷƲळ৹ ǱƲ৹ǷƲȗȚȍƲ৹ǇǡΑǋǷȗƲ৹ǱƲ৹ȊȍǽȗƲǘǽǷǡȐȗƲ৹ƲȗȗȍƲΑǋȍȐǽ৹ǱƲ৹ ǶƲǷǡǗǋȐȗƲΝǡǽǷǋ৹Ǉǋǡ৹ȐȚǽǡ৹ǗǋǷǽǶǋǷǡ৹ǡǷǁǽǷȗȍǽǱǱƲǀǡǱǡ৹ ǇƲǱǱঌȚǽǶǽळ৹ǱƲ৹ǁȚǡ৹ϮǘȚȍƲ৹ȊƲȐȐƲ৹ǡǷ৹ȐǋǁǽǷǇǽ৹ȊǡƲǷǽ৹ǡǷȐǡǋǶǋ৹ ƲǱǱঌƲǶǀǡǋǷȗǋ৹ƲǷȗȍǽȊǡΝΝƲȗǽल৹ॠ$ǡǘȚȍƲ৹ࡺॡ ǷǁǞǋ৹ǷǋǱǱǋ৹ȍƲȊȊȍǋȐǋǷȗƲΝǡǽǷǡ৹Ǉǡ৹ %ǡǽΑƲǷ৹ƲȗȗǡȐȗƲ৹ UǡȍƲǷǋȐǡळ৹ǁǽǶǋ৹ȐȚǘǘǋȍǡȐǁǋ৹ $ȍƲǷǁǋȐǁǽ৹ƲǱ৹ǽ৹ǡǷ৹ȚǷ৹ ƲȍȗǁǡǽǱǽ৹ǇǋǱ৹ࡳࡱࡲࡳ৹উUǡȍƲǷǋȐǡ৹ǋ৹XǽǶƲঊळ৹lapresenzadella natura sulle rovine ha un evidente funzione narrativa: è la rappresentazione del fatto che la natura nel suo continuo progredire, riformarsi e rinascere, tende ad annullare le rovine stesse, appropriandosene e creando ȰȍॉǗȓȍψǷȭȭȓॉȭȣǈॉǷȇॉȭǡȌȠȓॉǝǡȇȇǡॉǗȓȦǡॉǝǡǮȇǷॉȰȓȌǷȍǷॉǡॉǷȇॉȭǡȌȠȓॉ dellanatura.ॠ$ǡǘȚȍƲ৹ࡲࡱॡ ঌ৹ǘǡƷ৹ǇƲǡ৹ǇǡȐǋǘǷǡ৹ȐǋȗȗǋǁǋǷȗǋȐǁǞǡ৹Ǉǡ৹UǡȍƲǷǋȐǡ৹ǁǞǋ৹ǗȚǽȍǡǋȐǁǋ৹ ǱƲ৹ǘȍƲǷǇǋ৹ǁƲȊƲǁǡȗƷ৹ǇǋǱǱঌƲǶǀǡǋǷȗǋ৹Ǉǡ৹ȍǡǋǶȊǡȍǋ৹ǽǘǷǡ৹ΑȚǽȗǽ৹ (naturaabhorretavacuo)ल৹CǋǱ৹ǶǽǶǋǷȗǽ৹ǡǷ৹ǁȚǡ৹ǱঌƲȗȗǡΑǡȗƷ৹ umanacessadimanifestarsi,lanaturasiriappropria,in ǇǡΑǋȍȐǋ৹ǗǽȍǶǋळ৹ǇǋǱǱǽ৹ȐȊƲΝǡǽ৹ƲǀǀƲǷǇǽǷƲȗǽ৹ॠ$ǡǘȚȍƲ৹ࡲࡲॡल৹/Ƿ৹ Elogedelafricheळ৹ǋǱǽǘǡǽ৹ǇǋǱǱঌǡǷǁǽǱȗǽ৹Ǉǡ৹%ǡǱǱǋȐ৹ǱǌǶǋǷȗळ৹ ΑǋǷǘǽǷǽ৹ƲǷƲǱǡΝΝƲȗǋ৹Ǳǋ৹Ʋȍǋǋ৹ǇǡȐǶǋȐȐǋ৹ǽ৹ǡ৹ȗǋȍȍǋǷǡ৹ǷǽǷ৹ occupati che riescono ad essere prosperosi, col tempo, Ǉǡ৹ȊǡƲǷȗǋ৹Ǉǡ৹ƲǶȊǡǋΝΝƲ৹ǀǡǽǱǽǘǡǁƲ৹ǁǽǷȐǡȐȗǋǷȗǋ৹ƲȍȍǡΑƲǷǇǽ৹Ʋ৹ $ȍǽǶ৹ǱǋǗȗ৹ȗǽ৹ȍǡǘǞȗ $ǡǘȚȍǋ৹ࡺऴ৹%ǡǽȍǘǡǽǷǋळ৹LaTempesta,1502-1503 Galleriedell’Accademia $ǡǘȚȍǋ৹ࡲࡱऴ৹UǡȍƲǷǋȐǡळ৹qǡǋΒ৹ǽǗ৹XǽǶǋ $ǡǘȚȍǋ৹ࡲࡲऴ৹%ǡǱǱǋȐ৹ǱǌǶǋǷȗळ৹ǇȍƲΒǡǷǘ৹ǗȍǽǶ৹“Lejardinenmouvement”

SYMBIOSIS 026 ǇǡϥǋȍǋǷȗ৹ȐȊǋǁǡǋȐ৹ȗǞƲȗळ৹ϮǷǇǡǷǘ৹ȗǞǋǶȐǋǱΑǋȐ৹ǡǷ৹ǁǽǷȗƲǁȗ৹Ǘǽȍ৹ ȗǞǋ৹ϮȍȐȗ৹ȗǡǶǋळ৹ǁȍǋƲȗǋ৹Ǘȍǋǋ৹ƲǷǇ৹ȐȊǽǷȗƲǷǋǽȚȐ৹ƲȐȐǽǁǡƲȗǡǽǷȐल৹ /Ƿ৹“Città selvatica. Contemporary Urban Landscapes”, ȊȚǀǱǡȐǞǋǇ৹ǡǷ৹ࡳࡱࡲࡺळ৹ǷǷƲǱǡȐƲ৹BǋȗȗƲ৹ƲǷǇ৹BƲȍǡƲ৹=ǡΑǡƲ৹ HǱǡΑǋȗȗǡळ৹ȗǽǘǋȗǞǋȍ৹ΒǡȗǞ৹ǽȗǞǋȍ৹ƲȚȗǞǽȍȐळ৹ȗƲǱǯ৹ƲǀǽȚȗ৹ contemporary European cities as increasingly ǁǽǷȗƲǶǡǷƲȗǋǇ৹ǀΘ৹ΒǡǱǇ৹ǋǁǽȐΘȐȗǋǶȐ৹ƲǷǇ৹ȊǽȍȗǡǽǷȐ৹ǽǗ৹ΒǡǱǇ৹ ǷƲȗȚȍǋळ৹Ƿǽȗ৹ȍǋǗǋȍȍǡǷǘ৹ȗǽ৹Ʋ৹ȊƲȍǯ৹ǽȍ৹ǘƲȍǇǋǷ৹ȐȊǋǁǡϮǁƲǱǱΘळ৹ Ƿǽȍ৹ǱǡǶǡȗǡǷǘ৹ȗǞǋ৹ǡǷȗǋȍǋȐȗ৹ȗǽ৹ȗǞǋ৹ȗǞǡȍǇ৹ǱƲǷǇȐǁƲȊǋळ৹ǀȚȗ৹ ǗǽǁȚȐǡǷǘ৹ǽǷ৹ȗǞǋ৹ǇǡϥǋȍǋǷȗ৹ȊǋȍȐȊǋǁȗǡΑǋȐ৹ȗǞƲȗ৹ǶƲǯǋ৹ǡȗ৹ΒǡǱǇल Onceagain,theprojectofthewildcityisrealizedinits predisposition to accommodate changing practices in ΒǞǡǁǞ৹ǞȚǶƲǷ৹ƲǷǇ৹ǷƲȗȚȍǋ৹ǁǽॺȊƲȍȗǡǁǡȊƲȗǋ৹ǡǷ৹Ʋ৹ȊȍǽǁǋȐȐ৹ǽǗ৹ ǁǽǷȗǡǷȚǽȚȐ৹ȍǋΒȍǡȗǡǷǘ৹ǽǗ৹ǶȚȗȚƲǱ৹ǗǽȍǶȐ৹ǽǗ৹ǁǽॺǋΗǡȐȗǋǷǁǋ৹ ƲǷǇ৹ȐΘǶǀǡǽȐǡȐल৹Cǽ৹ǱǽǷǘǋȍ৹ƲȐ৹ȐȊǋǁȗƲȗǽȍȐळ৹ǀȚȗ৹ǽǷǱΘ৹ƲȐ৹ ȊȍǽȗƲǘǽǷǡȐȗȐळ৹ǡȗ৹ǡȐ৹ȊǽȐȐǡǀǱǋ৹ȗǽ৹ǡǷǞƲǀǡȗ৹ȗǞǋ৹ǀǽǇΘ৹ǽǗ৹ȗǞǋ৹ wild city, shaping its forms and rewriting each time Ʋ৹ȐΘǶǀǡǽȗǡǁ৹ȍǋǱƲȗǡǽǷȐǞǡȊ৹ǱǡǷǯǋǇ৹ȗǽ৹Ʋ৹ǇǋǋȊǋȍ৹ǞǽȊǋ৹ǽǗ৹ ȐȚȍΑǡΑƲǱल bǞǋ৹ǇǋǶǽǷȐȗȍƲȗǡǽǷ৹ǽǗ৹ȗǞǋ৹ǋϥǋǁȗȐ৹ǽǗ৹ǘǱǽǀƲǱǡΝƲȗǡǽǷ৹ǽǗ৹ ȗǞǋ৹ΒǽȍǱǇ৹ǡǷ৹ΒǞǡǁǞ৹Βǋ৹ǱǡΑǋ৹ƲǷǇ৹ȗǞǋ৹ǀȍǋƲǯǡǷǘ৹ǇǽΒǷ৹ ǽǗ৹ȊǞΘȐǡǁƲǱ৹ǀƲȍȍǡǋȍȐ৹ȗǞƲȗ৹ǯǋȊȗ৹ȐǋȊƲȍƲȗǋ৹ȊǽȊȚǱƲȗǡǽǷȐ৹ ǽǗ৹ǇǡϥǋȍǋǷȗ৹ǽȍǘƲǷǡȐǶȐ৹ǞƲȐ৹ǀǋǋǷ৹ǶƲǷǡǗǋȐȗǋǇ৹ǁǱǋƲȍǱΘळ৹ ƲȐ৹ǶǋǷȗǡǽǷǋǇ৹ƲǀǽΑǋळ৹ΒǡȗǞ৹ȗǞǋ৹ȐȊȍǋƲǇ৹ǽǗ৹ȗǞǋ৹ǘǱǽǀƲǱ৹ ȊƲǷǇǋǶǡǁ৹[ƲȍȐॺǽΑࡳल৹bǞǋ৹ࡳࡱࡲࡲ৹ȍǋȐǋƲȍǁǞ৹The Wild City৹ॠ$ǡǘȚȍǋ৹ࡲࡳॡǀΘ৹ȍǡǯ৹XǋΑǋǱǱǒ৹ƲǷǇ৹%ǡǽΑƲǷǷǡ৹ǋǱǱǽȗȗǡळ৹ ǗǽȚǷǇǋȍ৹ǽǗ৹[ȗȚǇǡǽ৹HȐȐǡǇǡƲǷƲ৹ȗǽǘǋȗǞǋȍ৹ΒǡȗǞ৹ǱǋȐȐƲǷǇȍƲ৹ ǽΑǡǷǡळ৹ǞΘȊǽȗǞǋȐǡΝǋǇ৹ΒǞƲȗ৹ΒǽȚǱǇ৹ǞƲȊȊǋǷ৹ȗǽ৹Ʋ৹ǁǡȗΘ৹ ΒǡȗǞǽȚȗ৹ǶƲǡǷȗǋǷƲǷǁǋ৹ƲǗȗǋȍ৹ࡶळ৹ࡲࡱळ৹ࡶࡱ৹ƲǷǇ৹ࡲࡱࡱ৹ΘǋƲȍȐल৹bǞǋ৹ ǁǡȗΘ৹ǀǋǁǽǶǋȐ৹ȗǞǋ৹ȊǱƲǁǋ৹ΒǞǋȍǋ৹ǀǽȗƲǷΘ৹ƲǷǇ৹ƲȍǁǞǡȗǋǁȗȚȍǋ৹ Ƕǋǋȗ৹ǡǷ৹Ʋ৹ǀȚǁǽǱǡǁ৹ƲǷǇ৹ΒǡǱǇ৹ȐǋȗȗǡǷǘल৹/Ƿ৹ȗǞǡȐ৹ȗǽ৹ȗǞǋ৹ǁǽǷǁǋȊȗ৹ of wildness is added that of wilderness, synonymous ǇǋϮǷǡȍǋ৹ȌȚǋǱǱǽ৹ǁǞǋ৹ǋǘǱǡ৹ǁǞǡƲǶǋȍƷळ৹ǡǱ৹ȗǋȍΝǽ৹ȊƲǋȐƲǘǘǡǽल৹/Ǳ৹ ΑƲǘƲǀǽǷǇƲǘǘǡǽ৹ǇǋǱǱƲ৹ΑǋǘǋȗƲΝǡǽǷǋ৹ǋ৹ǡǱ৹ȐȚǽ৹ǷǽǶƲǇǡȐǶǽ৹ ȍǡǋȐǁǽǷǽळ৹ǡǷǗƲȗȗǡ৹Ʋ৹ǁȍǋƲȍǋ৹ǷȚǽΑǋ৹ǁǽǷϮǘȚȍƲΝǡǽǷǡ৹ȐȊƲΝǡƲǱǡळ৹ ǗƲǁǋǷǇǽ৹ǋǶǋȍǘǋȍǋ৹ǱƲ৹ǁƲȊƲǁǡȗƷ৹Ǉǡ৹ƲǇƲȗȗƲǶǋǷȗǽ৹Ǉǡ৹ȐȊǋǁǡǋ৹ ǇǡΑǋȍȐǋ৹ǁǞǋळ৹ȗȍǽΑƲǷǇǽȐǡ৹Ȋǋȍ৹ǱƲ৹ȊȍǡǶƲ৹ΑǽǱȗƲ৹Ʋ৹ǁǽǷȗƲȗȗǽळ৹ ǁȍǋƲǷǽ৹ƲȐȐǽǁǡƲΝǡǽǷǡ৹Ǳǡǀǋȍǋ৹ǋ৹ȐȊǽǷȗƲǷǋǋल৹ /Ƿ৹উCittà selvatica. Paesaggi urbani contemporanei”, ȊȚǀǀǱǡǁƲȗǽ৹ǷǋǱ৹ࡳࡱࡲࡺळ৹ǷǷƲǱǡȐƲ৹ BǋȗȗƲ৹ǋ৹ BƲȍǡƲ৹ =ǡΑǡƲ৹HǱǡΑǋȗȗǡळ৹ǡǷȐǡǋǶǋ৹ƲǇ৹ƲǱȗȍǡ৹ƲȚȗǽȍǡळ৹ȊƲȍǱƲǷǽ৹ǇǋǱǱǋ৹ ǁǡȗȗƷ৹ǋȚȍǽȊǋǋ৹ǁǽǷȗǋǶȊǽȍƲǷǋǋ৹ǁǽǶǋ৹ȐǋǶȊȍǋ৹Ȋǡȟ৹ ǁǽǷȗƲǶǡǷƲȗǋ৹ǇƲ৹ǋǁǽȐǡȐȗǋǶǡ৹ȐǋǱΑƲȗǡǁǡ৹ǋ৹ȊǽȍΝǡǽǷǡ৹Ǉǡ৹ǷƲȗȚȍƲ৹ ǀȍƲǇƲळ৹ǷǽǷ৹ȍǡǗǋȍǋǷǇǽȐǡ৹ƲǇ৹ȚǷ৹ȊƲȍǁǽ৹ǽ৹ȚǷ৹ǘǡƲȍǇǡǷǽ৹ǡǷ৹ ȐȊǋǁǡϮǁǽळ৹Ƿǌ৹ǱǡǶǡȗƲǷǽ৹ǱঌǡǷȗǋȍǋȐȐǋ৹ƲǱ৹ȗǋȍΝǽ৹ȊƲǋȐƲǘǘǡǽळ৹ǶƲ৹ ǁǽǷǁǋǷȗȍƲǷǇǽȐǡ৹ȐȚǱǱǋ৹ǇǡΑǋȍȐǋ৹ȊȍǽȐȊǋȗȗǡΑǋ৹ǁǞǋ৹ǱƲ৹ȍǋǷǇǽǷǽ৹ ȐǋǱΑƲȗǡǁƲल ǷǁǽȍƲ৹ȚǷƲ৹ΑǽǱȗƲळ৹ǡǱ৹Ȋȍǽǘǋȗȗǽ৹ǇǋǱǱƲ৹ǁǡȗȗƷ৹ȐǋǱΑƲȗǡǁƲ৹Ȑǡ৹ realizza nel suo predisporsi ad accogliere pratiche ǶȚȗǋΑǽǱǡ৹ǡǷ৹ǁȚǡ৹ȚǶƲǷǽ৹ǋ৹ǷƲȗȚȍƲ৹ǁǽॺȊƲȍȗǋǁǡȊƲǷǽ৹ƲǇ৹ȚǷ৹ processodicontinuariscritturadellereciprocheforme Ǉǡ৹ǁǽॺǋȐǡȐȗǋǷΝƲ৹ǋ৹ȐǡǶǀǡǽȐǡल৹CǽǷ৹Ȋǡȟ৹ǁǽǶǋ৹ȐȊǋȗȗƲȗǽȍǡळ৹ǶƲ৹ ȐǽǱǽ৹ǁǽǶǋ৹ȊȍǽȗƲǘǽǷǡȐȗǡ৹ǒ৹ȊǽȐȐǡǀǡǱǋ৹ƲǀǡȗƲȍǋ৹ǡǱ৹ǁǽȍȊǽ৹ǇǋǱǱƲ৹ ǁǡȗȗƷ৹ȐǋǱΑƲȗǡǁƲ৹ȊǱƲȐǶƲǷǇǽǷǋ৹Ǳǋ৹ǗǽȍǶǋ৹ǋ৹ȍǡȐǁȍǡΑǋǷǇǽǷǋ৹Ǉǡ৹ ΑǽǱȗƲ৹ǡǷ৹ΑǽǱȗƲ৹ȚǷ৹ȍƲȊȊǽȍȗǽ৹Ǉǡ৹ȐǡǶǀǡǽȐǡ৹ǱǋǘƲȗǽ৹ƲǇ৹ȚǷƲ৹Ȋǡȟ৹ ȊȍǽǗǽǷǇƲ৹ȐȊǋȍƲǷΝƲ৹Ǉǡ৹ȐǽȊȍƲΑΑǡΑǋǷΝƲल =Ʋ৹ǇǡǶǽȐȗȍƲΝǡǽǷǋ৹ǇǋǘǱǡ৹ǋϥǋȗȗǡ৹ǇǋǱǱƲ৹ǘǱǽǀƲǱǡΝΝƲΝǡǽǷǋ৹ǇǋǱ৹ ǶǽǷǇǽ৹ǡǷ৹ǁȚǡ৹ΑǡΑǡƲǶǽ৹ǋ৹ǱঌƲǀǀƲȗȗǡǶǋǷȗǽ৹ǇǋǱǱǋ৹ǀƲȍȍǡǋȍǋ৹ ϮȐǡǁǞǋ৹ǁǞǋ৹ȗǋǷǋΑƲǷǽ৹ȐǋȊƲȍƲȗǋ৹ȊǽȊǽǱƲΝǡǽǷǡ৹Ǉǡ৹ǽȍǘƲǷǡȐǶǡ৹ ǇǡΑǋȍȐǡ৹Ȑǡ৹ǒ৹ǶƲǷǡǗǋȐȗƲȗƲ৹ǡǷ৹ǶƲǷǡǋȍƲ৹ǋΑǡǇǋǷȗǋळ৹ǁǽǶǋ৹ǘǡƷ৹ Ǉǋȗȗǽळ৹ǁǽǷ৹ǱƲ৹ǇǡϥȚȐǡǽǷǋ৹ǇǋǱǱƲ৹ȊƲǷǇǋǶǡƲ৹ǘǱǽǀƲǱǋ৹[ƲȍȐॺ ǽΑࡳल৹=Ʋ৹ȍǡǁǋȍǁƲ৹ǇǋǱ৹ࡳࡱࡲࡲ৹The Wild City৹ॠ$ǡǘȚȍƲ৹ࡲࡳॡ৹ Ǉǡ৹ȍǡǯ৹XǋΑǋǱǱǒ৹ǋ৹%ǡǽΑƲǷǷǡ৹ǋǱǱǽȗȗǡळ৹ǗǽǷǇƲȗǽȍǋ৹Ǉǡ৹[ȗȚǇǡǽ৹ HȐȐǡǇǡƲǷƲ৹ǡǷȐǡǋǶǋ৹Ʋ৹ǱǋȐȐƲǷǇȍƲ৹ǽΑǡǷǡळ৹ǡȊǽȗǡΝΝƲΑƲ৹ǁǽȐƲ৹ ȐƲȍǋǀǀǋ৹ȐȚǁǁǋȐȐǽ৹Ʋ৹ȚǷƲ৹ǁǡȗȗƷ৹ȐǋǷΝƲ৹ǶƲǷȚȗǋǷΝǡǽǷǋ৹ǇǽȊǽ৹ $ǡǘȚȍǋ৹ࡲࡳऴ৹bheWildCity৹৹ǀΘ৹ȍǡǯ৹XǋΑǋǱǱǒ৹ƲǷǇ৹%ǡǽΑƲǷǷǡ৹ǋǱǱǽȗȗǡ৹

SYMBIOSIS 028 ΒǡȗǞ৹ǷƲȗȚȍǋ৹ȚǷǁǽǷȗƲǶǡǷƲȗǋǇ৹ǀΘ৹ǞȚǶƲǷ৹ǡǷȗǋȍΑǋǷȗǡǽǷ৹ ƲǷǇ৹ȗǞǋȍǋǗǽȍǋ৹ǇǋΑǽǡǇ৹ǽǗ৹ƲǷΘ৹ǯǡǷǇ৹ǽǗ৹ǶƲǡǷȗǋǷƲǷǁǋल৹ This research, compared with the forced interruption ǽǗ৹ƲǱǶǽȐȗ৹ƲǱǱ৹ǞȚǶƲǷ৹ƲǁȗǡΑǡȗǡǋȐ৹ǇȚȍǡǷǘ৹ȗǞǋ৹ȊƲǷǇǋǶǡǁळ৹ ȚǷǇǋȍǱǡǷǋȐ৹ǽǷǁǋ৹ƲǘƲǡǷ৹ǞǽΒ৹ȗǞǡǷǯǡǷǘ৹ƲǀǽȚȗ৹ȊǽȐȗॺ ƲǷȗǞȍǽȊǽǁǋǷǋ৹ǋǷΑǡȍǽǷǶǋǷȗȐ৹ƲǷǇ৹ȐǁǋǷƲȍǡǽȐ৹ǶǋƲǷȐ৹ ǡǶƲǘǡǷǡǷǘ৹ǞǽΒ৹ȗǞǋ৹ǞȚǶƲǷ৹ȐȊǋǁǡǋȐ৹ǁƲǷ৹ǁǽॺǋΑǽǱΑǋ৹ΒǡȗǞ৹ ecosystems, learning to dance more and more in tune ΒǡȗǞ৹ȗǞǋǶल ࡶळ৹ࡲࡱळ৹ࡶࡱ৹ǋ৹ࡲࡱࡱ৹ƲǷǷǡल৹=Ʋ৹ǁǡȗȗƷ৹ǇǡΑǋǷȗƲ৹ǡǱ৹ǱȚǽǘǽ৹ǇǽΑǋ৹ ǀǽȗƲǷǡǁƲ৹ǋ৹ƲȍǁǞǡȗǋȗȗȚȍƲ৹Ȑǡ৹ǡǷǁǽǷȗȍƲǷǽ৹ǡǷ৹ȚǷƲ৹ǁǽȍǷǡǁǋ৹ ǀȚǁǽǱǡǁƲ৹ǋ৹ȐǋǱΑƲǘǘǡƲल৹/Ƿ৹ȌȚǋȐȗǽ৹ƲǱ৹ǁǽǷǁǋȗȗǽ৹Ǉǡ৹ΒǡǱǇǷǋȐȐळ৹ ȐǋǱΑƲǘǘǡǽळ৹ΑǡǋǷǋ৹ƲǘǘǡȚǷȗǽ৹ȌȚǋǱǱǽ৹ǇǋǱǱƲ৹ΒǡǱǇǋȍǷǋȐȐळ৹ ȐǡǷǽǷǡǶǽ৹Ǉǡ৹ǷƲȗȚȍƲ৹ǡǷǁǽǷȗƲǶǡǷƲȗƲ৹ǇƲ৹ǡǷȗǋȍΑǋǷȗǡ৹ȚǶƲǷǡ৹ ǋ৹ȌȚǡǷǇǡ৹ȊȍǡΑƲ৹Ǉǡ৹ȌȚƲǱȐǡƲȐǡ৹ȗǡȊǽ৹Ǉǡ৹ǶƲǷȚȗǋǷΝǡǽǷǋल৹ WȚǋȐȗƲ৹ȍǡǁǋȍǁƲळ৹ǁǽǷǗȍǽǷȗƲȗƲ৹ǁǽǷ৹ǱঌǡǷȗǋȍȍȚΝǡǽǷǋ৹ ǗǽȍΝƲȗƲ৹Ǉǡ৹ȌȚƲȐǡ৹ȗȚȗȗǋ৹Ǳǋ৹ƲȗȗǡΑǡȗƷ৹ǇǋǱǱঌȚǽǶǽ৹ǇȚȍƲǷȗǋ৹ǱƲ৹ ȊƲǷǇǋǶǡƲळ৹ȐǽȗȗǽǱǡǷǋƲ৹ƲǷǁǽȍƲ৹ȚǷƲ৹ΑǽǱȗƲ৹ǁǽǶǋ৹ȊǋǷȐƲȍǋ৹ ƲǇ৹ƲǶǀǡǋǷȗǡ৹ǋ৹ȐǁǋǷƲȍǡ৹ǇǋǱ৹ȊǽȐȗॺƲǷȗȍǽȊǽǁǋǷǋळ৹ȐǡǘǷǡϮǁǞǡ৹ ǡǶǶƲǘǡǷƲȍǋ৹ǁǽǶǋ৹ǱƲ৹ȐȊǋǁǡǋ৹ȚǶƲǷƲ৹ȊǽȐȐƲ৹ǁǽॺǋΑǽǱΑǋȍȐǡ৹ con gli ecosistemi imparando a danzare sempre più in ȐǡǷȗǽǷǡƲ৹ǁǽǷ৹Ǳǽȍǽल

SYMBIOSIS 029 PostAntropocene XǋȐȗǽȍǡǷǘ৹ȍǋǱƲȗǡǽǷȐǞǡȊȐ৹ǀǋȗΒǋǋǷ৹ ǶƲǷ৹ॺ৹ǷƲȗȚȍǋ৹ॺ৹ƲǷǡǶƲǱȐ UǽȐȗ৹৹[ƲȍȐॺǽΑࡳल XǋȐȗǽȍǡǷǘ৹ȍǋǱƲȗǡǽǷȐǞǡȊ৹ǀǋȗΒǋǋǷ৹ ǶƲǷ৹ॺ৹ǶƲǷ

SYMBIOSIS 030 ǱǡǶƲȗǋ৹ƲǁȗǡǽǷ৹ǗƲǡǱȚȍǋ Naturaldisaster Extremeweather $ǽǽǇ৹ǁȍǡȐǋȐ $ǡǷƲǷǁǡƲǱ৹ǗƲǡǱȚȍǋ Datafraudortheft [ǽǁǡƲǱ৹ǡǷȐȗƲǀǡǱǡȗΘ $ǡȐǁƲǱ৹ǁȍǡȐǡȐ ǋϱƲȗǡǽǷ ǇΑǋȍȐǋ৹ȗǋǁǞǷǽǱǽǘǡǁƲǱ৹ƲǇΑƲǷǁǋȐ ȍǡȗǡǁƲǱ৹ǡǷǗȍƲȐȗȍȚǁȗȚȍǋ৹ǗƲǡǱȚȍǋ ǡǽǇǡΑǋȍȐǡȗΘ৹ǱǽȐȐ sǋƲȊǽǷȐ৹ǽǗ৹ǶƲȐȐ৹ǇǋȐȗȍȚǁȗǡǽǷ /ǷȗǋȐȗƲȗǋ৹ǁǽǷϱǡǁȗ Terroristattack Energypriceshock CƲȗǡǽǷƲǱ৹ǘǽΑǋȍǷƲǷǁǋ৹ǗƲǡǱȚȍǋ ,ȚǶƲǷॺǶƲǇǋ৹ǋǷΑǡȍǽǷǶǋǷȗƲǱ৹ǇǡȐƲȐȗǋȍ /ǷǗǋǁȗǡǽȚȐ৹ǇǡȐǋƲȐǋ ȐȐǋȗ৹ǀȚǀǀǱǋȐ eǷǶƲǷƲǘǋƲǀǱǋ৹ǡǷϱƲȗǡǽǷ /ǱǱǡǁǡȗ৹ȗȍƲǇǋ /ǷǗǽȍǶƲȗǡǽǷ৹ǡǷǗȍƲȐȗȍȚǁȗȚȍǋ৹ǀȍǋƲǯǇǽΒǷ $ƲǡǱȚȍǋ৹ǽǗ৹ȚȍǀƲǷ৹ȊǱƲǷǷǡǷǘ %ǱǽǀƲǱ৹ǘǽΑǋȍǷƲǷǁǋ৹ǗƲǡǱȚȍǋ [ȗƲȗǋ৹ǁǽǱǱƲȊȐǋ /ǷΑǽǱȚǷȗƲȍΘ৹ǶǡǘȍƲȗǡǽǷ sƲȗǋȍ৹ǁȍǡȐǡȐ Unemployment ǋϱƲȗǡǽǷ [ ] [ ] [ ] [ ] $ƲǱǱǡǶǋǷȗǽ৹ǇǋǱǱঌƲΝǡǽǷǋ৹ǁǱǡǶƲȗǡǁƲ ƲȗƲȐȗȍǽǗǋ৹ǷƲȗȚȍƲǱǋ৹ Tempoestremo ȍǡȐǡ৹ƲǱǡǶǋǷȗƲȍǡ $ƲǱǱǡǶǋǷȗǽ৹ϮǷƲǷΝǡƲȍǡǽ $ȍǽǇǋ৹ǽ৹ǗȚȍȗǽ৹Ǉǡ৹ǇƲȗǡ /ǷȐȗƲǀǡǱǡȗƷ৹ȐǽǁǡƲǱǋ ȍǡȐǡ৹ϮȐǁƲǱǋ ǋϱƲΝǡǽǷǋ UȍǽǘȍǋȐȐǡ৹ȗǋǁǷǽǱǽǘǡǁǡ৹ƲΑΑǋȍȐǡ Guastodelleinfrastrutturecritiche UǋȍǇǡȗƲ৹Ǉǡ৹ǀǡǽǇǡΑǋȍȐǡȗƷ Armididistruzionedimassa ǽǷϱǡȗȗǽ৹ǡǷȗǋȐȗƲΝǡǽǷǡ Attaccoterroristico [Ǟǽǁǯ৹Ǉǋǡ৹ȊȍǋΝΝǡ৹ǇǋǱǱঌǋǷǋȍǘǡƲ $ƲǱǱǡǶǋǷȗǽ৹ǇǋǱǱƲ৹ǘǋȐȗǡǽǷǋ৹ǷƲΝǡǽǷƲǱǋ ǡȐƲȐȗȍǽ৹ƲǶǀǡǋǷȗƲǱǋ৹ǁƲȚȐƲȗǽ৹ǇƲǱǱঌȚǽǶǽ BƲǱƲȗȗǡƲ৹ǡǷǗǋȗȗǡΑƲ Bollepatrimoniali /ǷϱƲΝǡǽǷǋ৹ǡǷǘǋȐȗǡǀǡǱǋ ǽǶǶǋȍǁǡǽ৹ǡǱǱǋǁǡȗǽ ȍǽǱǱǽ৹ǇǋǱǱǋ৹ǡǷǗȍƲȐȗȍȚȗȗȚȍǋ৹ǡǷǗǽȍǶƲȗǡǁǞǋ $ƲǱǱǡǶǋǷȗǽ৹ǇǋǱǱƲ৹ȊǡƲǷǡϮǁƲΝǡǽǷǋ৹ȚȍǀƲǷƲ $ƲǱǱǡǶǋǷȗǽ৹ǇǋǱǱƲ৹ǘǋȐȗǡǽǷǋ৹ǘǱǽǀƲǱǋ ǽǱǱƲȐȐǽ৹ǇǋǱǱǽ৹[ȗƲȗǽ BǡǘȍƲΝǡǽǷǋ৹ǡǷΑǽǱǽǷȗƲȍǡƲ ȍǡȐǡ৹ǇǋǱǱঌƲǁȌȚƲ Disoccupazione ǋϱƲΝǡǽǷǋ /ǷȗǋȍƲǁȗǡǽǷ৹ǀǋȗΒǋǋǷ৹ǇǡϥǋȍǋǷȗ৹ǇǡȐǁǡȊǱǡǷǋȐ /ǷȗǋȍƲΝǡǽǷǋ৹ȗȍƲ৹Ǳǋ৹ǇǡΑǋȍȐǋ৹ǇǡȐǁǡȊǱǡǷǋ

SYMBIOSIS 031 Climatefailureaction Extreme weather Social instability governanceGlobalfailure Food crises Water crises Infectious diseases Critical breakdowninfrastructureInformationurbanFailureinfrastructurefailureofplanning Interstatecon fl ict governanceNationalfailureState collapse Fiscal crisis Terrorist attack Illicit tradeEnergy price shock Unmanageable infl ation De fl ation Asset bubbles Financial failure Data fraud or theft Unemployment AdverseadvancestechnologicalInvoluntary migration Cyberattacks BiodiversityenvironmentalHuman-madedisastersloss Natural disasters Weapons of destructionmass

SYMBIOSIS 032 Thispage: ǷǡǶƲǱȐ৹ǁǽǷȗǡǷȚǋ৹ȗǽ৹ȗƲǯǋ৹ǽΑǋȍ৹ cities Glianimalicontinuanoa ǁǽǷȌȚǡȐȗƲȍǋ৹Ǳǋ৹ǁǡȗȗƷ৹ [ǽȚȍǁǋऴ ΒΒΒलȐǯΘȗǘࡳࡵलǡȗ UƲǘǋ৹ࡱࡴࡷॺࡱࡴࡸऴ /ǶƲǘǋȐ৹ǀΘ৹ǇΒƲȍǇ৹ȚȍȗΘǷȐǯΘ৹ ǗȍǽǶ৹ȗǞǋ৹ǷȗȍǽȊǽǁǋǷǋ৹UȍǽǬǋǁȗल [ǽǱƲȍ৹UǽΒǋȍ৹UǱƲǷȗळ৹[ǋΑǡǱǱǋळ৹[ȊƲǡǷळ৹ ࡳࡱࡲࡴल UǱƲȐȗǡǁȐ৹XǋǁΘǁǱǡǷǘळ৹CƲǡȍǽǀǡळ৹ <ǋǷΘƲ৹ࡳࡱࡲࡷल HΗǗǽȍǇ৹bǡȍǋ৹UǡǱǋळ৹sǋȐȗǱǋΘळ৹ ƲǱǡǗǽȍǷǡƲळ৹ࡳࡱࡲࡶल ǽƲǱ৹BǡǷǋळ৹CǽȍȗǞ৹XǞǡǷǋळ৹ sǋȐȗȊǞƲǱǡƲळ৹%ǋȍǶƲǷΘ৹ࡳࡱࡲࡶल ƲȍȍƲȍƲ৹BƲȍǀǱǋ৹WȚƲȍȍǡǋȐळ৹ƲΑƲ৹ Ǉǡ৹ƲǷƲǱǘȍƲǷǇǋळ৹/ȗƲǱΘळ৹ࡳࡱࡲࡷल [ǋȍȍǋळ৹Ǳ৹ǬǡǇǽळ৹[ǽȚȗǞǋȍǷ৹[ȊƲǡǷळ৹ ࡳࡱࡲࡱल [ǽȚȍǁǋऴ৹ ΒΒΒलȗǞǋƲǷȗǞȍǽȊǽǁǋǷǋलǽȍǘ

SYMBIOSIS 033

SYMBIOSIS 036 DOING SCHOOL FARE SCUOLA

SYMBIOSIS 038 ǶƲǯǋ৹ȚȊ৹Ʋ৹ȐȚǀȐȗƲǷȗǡƲǱ৹ǀƲǘǘƲǘǋ৹Ǘǽȍ৹ǞǡȐ৹ǱǡǗǋ৹ƲǷǇ৹Ǘǽȍ৹ǞǡȐ৹ ǗǽȍǶƲȗǡΑǋ৹ǋΗȊǋȍǡǋǷǁǋȐ৹ȗǞƲȗ৹ΒǡǱǱ৹ƲǁǁǽǶȊƲǷΘ৹ǞǡǶ৹ȚǷȗǡǱ৹ ȚǷǡΑǋȍȐǡȗΘल৹ bǞǋ৹ȚȍǀƲǷ৹ǁǽǷȗǋΗȗ৹ǡǷ৹ΒǞǡǁǞ৹ȗǞǋȐǋ৹ȐȊƲǁǋȐ৹ǇǋΑǋǱǽȊळ৹ΒǡȗǞ৹ its multiple landscapes and social scenarios, interacts ǡǷ৹ǋȌȚƲǱ৹ǶǋƲȐȚȍǋ৹ǽǷ৹ȗȍƲǡǷǡǷǘ৹Ȑǽ৹ǶȚǁǞ৹Ȑǽ৹ȗǞƲȗळ৹ǡǷ৹ȗǞǋ৹ ϮǷƲǱ৹ȊǞƲȐǋ৹ǽǗ৹ȐȗȚǇǡǋȐळ৹ǡȗ৹ȐǋǋǶȐ৹ȗǽ৹ǀǋǁǽǶǋ৹ƲǱǶǽȐȗ৹ ǗȚǷǇƲǶǋǷȗƲǱ৹Ǘǽȍ৹ΘǽȚǷǘ৹ȊǋǽȊǱǋ৹ȗǽ৹ǀǋǁǽǶǋ৹ƲΒƲȍǋ৹ǽǗ৹ȗǞǋǡȍ৹ ȍǽǱǋ৹ΒǡȗǞǡǷ৹ȗǞǋ৹ȐΘȐȗǋǶल৹[ǁǞǽǽǱ৹ǞƲȐ৹ǗǽȍǶƲȗǡΑǋळ৹ȊǽǱǡȗǡǁƲǱ৹ ƲǷǇ৹ǁȚǱȗȚȍƲǱ৹ȊǽΒǋȍळ৹ȗǽ৹ǁǞǽǽȐǋ৹ȗǽ৹ȚǷǡȗǋ৹ǽȍ৹ǇǡΑǡǇǋळ৹ȐǁǞǽǽǱ৹ ǡȐ৹ǗȚǷǇƲǶǋǷȗƲǱ৹ȗǽ৹ȗǞǋ৹ǘȍǽΒȗǞ৹ǽǗ৹ƲǷ৹ǡǷǇǡΑǡǇȚƲǱ৹ƲǷǇ৹ȗǞǋ৹ ǁǽǶǶȚǷǡȗΘल৹[ǁǞǽǽǱ৹ǡȐ৹ȐΘǷǽǷΘǶǽȚȐ৹ΒǡȗǞ৹ȗǞǋ৹ǗȚȗȚȍǋल৹ Uǡǋȍǽ৹ƲǱƲǶƲǷǇȍǋǡ৹ǋΗȊȍǋȐȐǋǇ৹ǡȗ৹ȗǞǡȐ৹ΒƲΘ৹ȍǋǘƲȍǇǡǷǘ৹ ȗǞǋ৹ȐȚǀǬǋǁȗऴ৹উȐǁǞǽǽǱ৹ǡȐ৹ȗǞǋ৹ȊǱƲǁǋ৹ΒǞǋȍǋ৹ȗǞǋ৹ǶǡȍƲǁǱǋ৹ǽǗ৹ ȗȍƲǷȐǗǽȍǶǡǷǘ৹ȐȚǀǬǋǁȗȐ৹ǡǷȗǽ৹ǁǡȗǡΝǋǷȐ৹ȗƲǯǋȐ৹ȊǱƲǁǋঊल৹bǞǋ৹ key lies in understanding how to make the miracle happen, that is, how to create a place where the child ǀǋǁǽǶǋȐ৹ȗǞǋ৹ȊȍǽȗƲǘǽǷǡȐȗ৹ǽǗ৹Ʋ৹ǇǋǶǽǁȍƲȗǡǁ৹ǋǱǋǶǋǷȗ৹ǡǷ৹ ΒǞǡǁǞ৹Ǟǋ৹ǽȍ৹ȐǞǋ৹ǡȐ৹Ʋ৹ǁǡȗǡΝǋǷल৹ Hencethedesiretofocusonthearchitecturaltypology ǽǗ৹ȗǞǋ৹ȐǁǞǽǽǱळ৹ȐȗƲȍȗǡǷǘ৹ǗȍǽǶ৹Ʋ৹ΑǽǡǇळ৹ƲȐ৹ȗǞǋ৹ǽǷǱΘ৹ƲǷȐΒǋȍ৹ Ǘǽȍ৹ȍǋȐȗƲȍȗǡǷǘ৹ǡǷ৹Ʋ৹ȊǽȐȗॺǷȗȍǽȊǽǁǋǷǋ৹ȐǁǋǷƲȍǡǽल৹bǞǡȐ৹ choiceimpliesacentralattentionontheecosystem,in Ʋ৹ǗȍƲǶǋ৹ǁǽǶȊǽȐǋǇ৹ǀΘ৹ǽȗǞǋȍ৹ǇǡȐǁǡȊǱǡǷǋȐ৹ȗǞƲȗ৹ǷǋǁǋȐȐƲȍǡǱΘ৹ ǀǋǁǽǶǋ৹ǡǷȗǋȍǁǽǷǷǋǁȗǋǇऴ৹ƲȍǁǞǡȗǋǁȗȚȍǋळ৹ȊȐΘǁǞǽǱǽǘΘळ৹ ȊǋǇƲǘǽǘΘळ৹ȐǽǁǡǽǱǽǘΘळ৹ǀǡǽǱǽǘΘल৹/ȗ৹ΒǽȚǱǇ৹ǀǋ৹ǡǷȗǋȍǋȐȗǡǷǘ৹ if all these facets, aimed at studying the same space, ȐȗƲȍȗǋǇ৹ȗǽ৹ǁǽǱǱƲǀǽȍƲȗǋ৹ƲȐǯǡǷǘ৹ȗǞǋǶȐǋǱΑǋȐ৹উsǞƲȗ৹ǁǽȚǱǇ৹ Ʋ৹ǶȚǱȗǡǱƲȗǋȍƲǱ৹ƲȐȐǋǶǀǱΘ৹ǽǗ৹ȗǞǋ৹ǗȚȗȚȍǋ৹Ǳǽǽǯ৹Ǳǡǯǋहঊ৹ȗǞǋ৹ ȐƲǶǋ৹ȌȚǋȐȗǡǽǷ৹ȗǞƲȗ৹ΒƲȐ৹ƲȐǯǋǇ৹ȗǽ৹ȗǞǋ৹ȊƲȍȗǡǁǡȊƲǷȗȐ৹ǽǗ৹ ȗǞǋ৹$ȚȗȚȍǋ৹ȐȐǋǶǀǱΘ৹ȊȍǽǬǋǁȗ৹ΒǡȗǞǡǷ৹ȗǞǋ৹ࡲࡸȗǞ৹qǋǷǡǁǋ৹ ȍǁǞǡȗǋǁȗȚȍǋ৹ΗǞǡǀǡȗǡǽǷल৹HǷ৹ȗǞǋ৹ǽȗǞǋȍ৹ǞƲǷǇळ৹ǇǽǡǷǘ৹ realizzatoperluieperlasuaformazione,siaintellettuale ǁǞǋ৹ǁǡΑǡǁƲळ৹ǁǽǶȊǽǷǘǽǷǽ৹ȚǷ৹ǀƲǘƲǘǱǡǽ৹ǁǽǷȐǡȐȗǋǷȗǋ৹Ȋǋȍ৹ ǱƲ৹ȐȚƲ৹ΑǡȗƲ৹ǋ৹Ȋǋȍ৹Ǳǋ৹ȐȚǋ৹ǋȐȊǋȍǡǋǷΝǋ৹ǗǽȍǶƲȗǡΑǋ৹ǁǞǋ৹Ǳǽ৹ ƲǁǁǽǶȊƲǘǷǋȍƲǷǷǽ৹ϮǷǽ৹ƲǱǱঌȚǷǡΑǋȍȐǡȗƷल৹ /Ǳ৹ǁǽǷȗǋȐȗǽ৹ȚȍǀƲǷǽ৹ǷǋǱ৹ȌȚƲǱǋ৹ȌȚǋȐȗǡ৹ȐȊƲΝǡ৹Ȑǡ৹ȐΑǡǱȚȊȊƲǷǽळ৹ con i suoi molteplici paesaggi e scenari sociali, interagisce in egual modo sulla formazione tanto che, ǷǋǱǱƲ৹ǗƲȐǋ৹ǁǽǷǁǱȚȐǡΑƲ৹ǇǋǘǱǡ৹ȐȗȚǇǡळ৹ȐǋǶǀȍƲ৹ǇǡΑǋǷȗƲȍǋ৹ȌȚƲȐǡ৹ ǗǽǷǇƲǶǋǷȗƲǱǋ৹Ʋǡ৹ǘǡǽΑƲǷǡ৹Ȋǋȍ৹ȊȍǋǷǇǋȍǋ৹ǁǽȐǁǡǋǷΝƲ৹ǇǋǱ৹ ȊȍǽȊȍǡǽ৹ȍȚǽǱǽ৹ƲǱǱঌǡǷȗǋȍǷǽ৹ǇǋǱ৹ȐǡȐȗǋǶƲल৹=Ʋ৹ȐǁȚǽǱƲ৹ǞƲ৹ȚǷ৹ Ȋǽȗǋȍǋ৹ǗǽȍǶƲȗǡΑǽळ৹ȊǽǱǡȗǡǁǽ৹ǋ৹ǁȚǱȗȚȍƲǱǋळ৹Ȋǋȍ৹ȐǁǋǘǱǡǋȍǋ৹Ǉǡ৹ ȚǷǡȍǋ৹ǽ৹ǇǡΑǡǇǋȍǋळ৹ǱƲ৹ȐǁȚǽǱƲ৹ǒ৹ǗǽǷǇƲǶǋǷȗƲǱǋ৹Ȋǋȍ৹ǱƲ৹ǁȍǋȐǁǡȗƲ৹ Ǉǡ৹ȚǷ৹ǡǷǇǡΑǡǇȚǽ৹ǋ৹ǇǋǱǱƲ৹ǁǽǶȚǷǡȗƷल৹=Ʋ৹ȐǁȚǽǱƲ৹ǒ৹ȐǡǷǽǷǡǶǽ৹ Ǉǡ৹ǗȚȗȚȍǽल৹ Uǡǋȍǽ৹ƲǱƲǶƲǷǇȍǋǡ৹Ȑǡ৹ǋȐȊȍǡǶǋΑƲ৹ǁǽȐǧ৹Ʋ৹ȊȍǽȊǽȐǡȗǽ৹ǇǋǱ৹ ȗǋǶƲऴ৹উǱƲ৹ȐǁȚǽǱƲ৹ǒ৹ǡǱ৹ǱȚǽǘǽ৹ǇǽΑǋ৹ƲΑΑǡǋǷǋ৹ǡǱ৹ǶǡȍƲǁǽǱǽ৹Ǉǡ৹ ȗȍƲȐǗǽȍǶƲȍǋ৹ǡ৹ȐȚǇǇǡȗǡ৹ǡǷ৹ǁǡȗȗƲǇǡǷǡঊल৹=Ʋ৹ǁǞǡƲΑǋ৹ȐȗƲ৹ǷǋǱ৹ ǁƲȊǡȍǋ৹ǁǽǶǋ৹ǗƲȍǋ৹ƲǁǁƲǇǋȍǋ৹ǡǱ৹ǶǡȍƲǁǽǱǽळ৹ǽΑΑǋȍǽ৹ǁǽǶǋ৹ ǁȍǋƲȍǋ৹ȚǷ৹ǱȚǽǘǽ৹ǇǽΑǋ৹ǡǱ৹ȍƲǘƲΝΝǽ৹ǇǡΑǋǷȗǡ৹ǡǱ৹ȊȍǽȗƲǘǽǷǡȐȗƲ৹ Ǉǡ৹ȚǷ৹ǋǱǋǶǋǷȗǽ৹ǇǋǶǽǁȍƲȗǡǁǽ৹ǡǷ৹ǁȚǡ৹ǱȚǡ৹ǞƲ৹ǁǡȗȗƲǇǡǷƲǷΝƲल৹ Ʋ৹ȌȚǡ৹ǷƲȐǁǋ৹ǱƲ৹ΑǽǱǽǷȗƷ৹Ǉǡ৹ǗǽǁƲǱǡΝΝƲȍȐǡ৹ȐȚǱǱƲ৹ȗǡȊǽǱǽǘǡƲ৹ ƲȍǁǞǡȗǋȗȗǽǷǡǁƲ৹ǇǋǱǱƲ৹ȐǁȚǽǱƲळ৹Ʋ৹ȊƲȍȗǡȍǋ৹ǇƲ৹ȚǷ৹ΑȚǽȗǽळ৹ come unica risposta per la ripartenza in uno scenario ǇǋǱ৹ȊǽȐȗॺǷȗȍǽȊǽǁǋǷǋल৹ WȚǋȐȗƲ৹ȐǁǋǱȗƲ৹ǡǶȊǱǡǁƲ৹ un’attenzione centrale sull’ecosistema, in una cornice composta da altre discipline che necessariamente ǇǡΑǋǷȗƲǷǽ৹ǡǷȗǋȍǁǽǷǷǋȐȐǋ৹ȗȍƲ৹Ǳǽȍǽऴ৹ƲȍǁǞǡȗǋȗȗȚȍƲळ৹ ȊȐǡǁǽǱǽǘǡƲळ৹ȊǋǇƲǘǽǘǡƲळ৹ȐǽǁǡǽǱǽǘǡƲळ৹ǀǡǽǱǽǘǡƲल৹ [Ʋȍǋǀǀǋ৹ ǡǷȗǋȍǋȐȐƲǷȗǋ৹Ȑǋ৹ȗȚȗȗǋ৹ȌȚǋȐȗǋ৹ȐǗƲǁǁǋȗȗƲȗȚȍǋळ৹ǶǡȍƲȗǋ৹Ʋ৹ ȐȗȚǇǡƲȍǋ৹ȚǷ৹ǶǋǇǋȐǡǶǽ৹ȐȊƲΝǡǽळ৹ǡǷǡΝǡƲȐȐǋȍǽ৹Ʋ৹ǁǽǱǱƲǀǽȍƲȍǋ৹ ǇǽǶƲǷǇƲǷǇǽȐǡ৹৹উǽǶǋ৹Ȋǽȗȍǋǀǀǋ৹ǋȐȐǋȍǋ৹ȚǷঌƲȐȐǋǶǀǱǋƲ৹ ǶȚǱȗǡǱƲȗǋȍƲǱǋ৹ǇǋǱ৹ǗȚȗȚȍǽहঊ৹ȐȗǋȐȐƲ৹ǇǽǶƲǷǇƲ৹ǁǞǋ৹ǒ৹ȐȗƲȗƲ৹ $ǡǘȚȍǋ৹ࡲऴFutureAssemblymanifesto,ǁǽǱǱǋǁȗǡΑǋ৹ǋΗǞǡǀǡȗǡǽǷ৹ΒǡȗǞǡǷ৹ȗǞǋ৹ǋΗǞǡǀǡȗǡǽǷळ৹ =Ʋ৹ǡǋǷǷƲǱǋ৹Ǉǡ৹qǋǷǋΝǡƲळ৹ࡳࡱࡳࡱ

SYMBIOSIS 040 ȐǁǞǽǽǱ৹ǶǋƲǷȐळ৹ƲȐ৹Βǋ৹ǞƲΑǋ৹ƲǱȍǋƲǇΘ৹ȐƲǡǇळ৹ǱƲΘǡǷǘ৹ȗǞǋ৹ ǗǽȚǷǇƲȗǡǽǷȐ৹Ǘǽȍ৹ȗǞǋ৹ǗȚȗȚȍǋळ৹ƲΒƲȍǋ৹ȗǞƲȗ৹ȗǞǋ৹ƲȐȐǋǶǀǱǡǋȐ৹ ǽǗ৹ȗǞǋ৹ǗȚȗȚȍǋ৹ΒǡǱǱ৹ǀǋ৹ǶƲǷƲǘǋǇ৹ǀΘ৹ȗǞǽȐǋ৹ΑǋȍΘ৹ǁǞǡǱǇȍǋǷ৹Βǋ৹ ǞƲΑǋ৹ǁǞǽȐǋǷ৹ȗǽ৹ǘȚǡǇǋल৹ॠ$ǡǘȚȍǋ৹ࡲळࡳॡ ȊǽȐȗƲ৹Ʋǡ৹ȊƲȍȗǋǁǡȊƲǷȗǡ৹ǇǋǱ৹Ȋȍǽǘǋȗȗǽ৹$ȚȗȚȍǋ৹ȐȐǋǶǀǱΘ৹ all’interno della diciassettesima mostra di architettura Ǉǡ৹qǋǷǋΝǡƲल৹ঌƲǱȗȍǽǷǇǋ৹ǗƲȍǋ৹ȐǁȚǽǱƲ৹ȐǡǘǷǡϮǁƲळ৹ǁǽǶǋ৹ǘǡƷ৹ Ǉǋȗȗǽळ৹ǘǋȗȗƲȍǋ৹ǀƲȐǡ৹Ȋǋȍ৹ǡǱ৹ǗȚȗȚȍǽळ৹ǁǽǷȐƲȊǋΑǽǱǡ৹ǁǞǋ৹Ǳǋ৹ ƲȐȐǋǶǀǱǋǋ৹ǇǋǱ৹ǗȚȗȚȍǽ৹ȐƲȍƲǷǷǽ৹ȊȍǽȊȍǡǽ৹ǘǋȐȗǡȗǋ৹ǇƲ৹ȌȚǋǡ৹ ǀƲǶǀǡǷǡ৹ǁǞǋ৹ƲǀǀǡƲǶǽ৹ȐǁǋǱȗǽ৹Ǉǡ৹ǘȚǡǇƲȍǋल৹ॠ$ǡǘȚȍƲ৹ࡲळࡳॡ $ǡǘȚȍǋ৹ࡳऴFutureAssemblycarpetdesign,ǁǽǱǱǋǁȗǡΑǋ৹ǋΗǞǡǀǡȗǡǽǷ৹ΒǡȗǞǡǷ৹ȗǞǋ৹ǋΗǞǡǀǡȗǡǽǷळ৹ =Ʋ৹ǡǋǷǷƲǱǋ৹Ǉǡ৹qǋǷǋΝǡƲळ৹ࡳࡱࡳࡱ

SYMBIOSIS 042

SYMBIOSIS 043 The study of school typology, as already mentioned, ǡǷȗǋȍǗƲǁǋȐ৹ΒǡȗǞ৹ǶƲǷΘ৹ǇǡϥǋȍǋǷȗ৹ǇǡȐǁǡȊǱǡǷǋȐ৹ȗǞƲȗ৹ ǁǞƲȍƲǁȗǋȍǡΝǋ৹ȗǞǋ৹ϮǷƲǱ৹ǽȚȗȊȚȗ৹ǽǗ৹ƲǷΘ৹ƲȍǁǞǡȗǋǁȗȚȍǋल৹ Pedagogy is certainly, among the human sciences, one of those that interfaces most with the school, Ƿǽȗ৹ǀΘ৹ǁǞƲǷǁǋ৹ȗǞǋ৹ȗǋȍǶ৹ȊǋǇƲǘǽǘΘ৹ǇǋȍǡΑǋȐ৹ǗȍǽǶ৹ȗǞǋ৹ %ȍǋǋǯ৹ݗ݈ݐ݋݈݊ݖ݊ݡ݈৹ॠpaidagogíaॡ৹উǱǋƲǇǡǷǘ৹ǁǞǡǱǇȍǋǷळ৹ ƲǁǁǽǶȊƲǷǡǶǋǷȗঊळ৹ǁǽǶȊǽȐǋǇ৹ǽǗ৹ݗ݈޺ݙ৹ॠpâisॡ৹উǁǞǡǱǇঊ৹ƲǷǇ৹ ݼ݊ݠ৹ॠagoॡ৹উȗǽ৹ǘȚǡǇǋळ৹ǱǋƲǇळ৹ƲǁǁǽǶȊƲǷΘঊल৹bǞǡȐ৹ǞȚǶƲǷǡȐȗǡǁ৹ discipline,whichstudiestheeducationandtrainingof ǞȚǶƲǷ৹ǀǋǡǷǘȐ৹ǡǷ৹ȗǞǋǡȍ৹ǋǷȗǡȍǋȗΘ৹ȗǞȍǽȚǘǞǽȚȗ৹ȗǞǋǡȍ৹ǱǡǗǋ৹ ǁΘǁǱǋळ৹ǇǋƲǱȐ৹ΒǡȗǞ৹ȗǞǋ৹ǇǡϥǋȍǋǷȗ৹ǋǇȚǁƲȗǡǽǷƲǱ৹ƲȊȊȍǽƲǁǞǋȐ৹ ȗǞƲȗ৹ǡǷΑǽǱΑǋ৹ǞȚǶƲǷ৹ǀǋǡǷǘȐ৹Ʋȗ৹ǇǡϥǋȍǋǷȗ৹ȗǡǶǋȐ৹ƲǷǇ৹ǡǷ৹ ǇǡϥǋȍǋǷȗ৹ȐǡȗȚƲȗǡǽǷȐ৹ǽǗ৹ǡȗȐ৹ǇǋΑǋǱǽȊǶǋǷȗल৹bǞǋΘ৹ǗǽǁȚȐ৹Ƿǽȗ৹ ǽǷǱΘ৹ǽǷ৹ǁǞǡǱǇǞǽǽǇळ৹ǀȚȗ৹ƲǱȐǽ৹ǽǷ৹ƲǇǽǱǋȐǁǋǷǁǋळ৹ƲǇȚǱȗǞǽǽǇ৹ ƲǷǇ৹ȗǞǋ৹ȗǞǡȍǇ৹Ʋǘǋल৹bǽǘǋȗǞǋȍ৹ΒǡȗǞ৹ȗǞǋ৹ǽȗǞǋȍ৹ǞȚǶƲǷ৹ ȐǁǡǋǷǁǋȐळ৹ǡȗ৹ƲǇǇȍǋȐȐǋȐ৹ȗǞǋ৹ǗǽȍǶƲǱळ৹ǷǽǷॺǗǽȍǶƲǱ৹ƲǷǇ৹ informalcontextsinwhichtheprocessofformationof ȗǞǋ৹ȊǋȍȐǽǷ৹ǡȐ৹Ȑǋȗल৹ /ȗ৹ǡȐ৹ǡǶȊǽȍȗƲǷȗ৹ȗǽ৹ȚǷǇǋȍǱǡǷǋ৹ǞǽΒळ৹ǽǷǁǋ৹ƲǘƲǡǷळ৹ architecture plays a fundamental role so that the studiesofpedagogyandtheotherhumansciencescan ǀǋ৹ǡǶȊǱǋǶǋǷȗǋǇळ৹ȗǞƲǷǯȐ৹ȗǽ৹ȗǞǋ৹ǁȍǋƲȗǡǽǷ৹ǽǗ৹ƲǇǋȌȚƲȗǋ৹ ȐȊƲǁǋȐल৹ȚȍǡǷǘ৹ȗǞǋ৹ȗΒǋǷȗǡǋȗǞ৹ǁǋǷȗȚȍΘळ৹ȊǋǇƲǘǽǘΘ৹ΒƲȐ৹ ȍƲǇǡǁƲǱǱΘ৹ȍǋǷǋΒǋǇल৹৹ǇǋǁǡȐǡΑǋ৹ȐȗǋȊ৹ΒƲȐ৹ȗǞǋ৹ȊƲȐȐƲǘǋ৹ǗȍǽǶ৹ asinglediscipline,withamainlyphilosophicalimprint, ȗǽ৹Ʋ৹ȐǁǡǋǷǁǋ৹ǽǗ৹ǋǇȚǁƲȗǡǽǷ৹ǡǷ৹ΒǞǡǁǞ৹ΑƲȍǡǽȚȐ৹ǇǡȐǁǡȊǱǡǷǋȐळ৹ ǗȍǽǶ৹ǀǡǽǱǽǘΘ৹ȗǽ৹ȗǞǋ৹ΑƲȍǡǽȚȐ৹ǞȚǶƲǷ৹ȐǁǡǋǷǁǋȐळ৹ǡǷǁǱȚǇǡǷǘ৹ ƲȍǁǞǡȗǋǁȗȚȍǋळ৹ǡǷȗǋȍȐǋǁȗǋǇल৹ȗ৹ȗǞǋ৹ȐƲǶǋ৹ȗǡǶǋळ৹ȗǞǋ৹ǘȍǋƲȗ৹ ǁǞƲǷǘǋȐ৹ǡǷ৹ȐǽǁǡǋȗΘ৹ǽȊǋǷǋǇ৹ȗǞǋ৹ȐǁǞǽǽǱ৹ȗǽ৹ȗǞǋ৹ǶƲȐȐǋȐव৹ ǡǷ৹ǗƲǁȗळ৹Ǘǽȍ৹ȗǞǋ৹ϮȍȐȗ৹ȗǡǶǋ৹ƲǷǇ৹ǘȍƲǇȚƲǱǱΘळ৹ǡǷ৹ȗǞǡȐ৹ǁǋǷȗȚȍΘळ৹ ǱǡȗǋȍƲǁΘ৹ǀǋǁƲǶǋ৹Ƿǽ৹ǱǽǷǘǋȍ৹Ʋ৹ȊȍǡΑǡǱǋǘǋ৹ǽǗ৹ȗǞǋ৹ǗǋΒल৹ /Ƿ৹/ȗƲǱΘळ৹ǋǇȚǁƲȗǡǽǷ৹ǡȐ৹ǁǽǶȊȚǱȐǽȍΘ৹Ǘǽȍ৹Ʋȗ৹ǱǋƲȐȗ৹ࡲࡱ৹ΘǋƲȍȐ৹ Betweenarchitectureandpedagogy Traarchitetturaepedagogia =ǽ৹ȐȗȚǇǡǽ৹ǇǋǱǱƲ৹ȗǡȊǽǱǽǘǡƲ৹ȐǁǽǱƲȐȗǡǁƲळ৹ǁǽǶǋ৹ǘǡƷ৹ƲǁǁǋǷǷƲȗǽळ৹ Ȑǡ৹ǡǷȗǋȍǗƲǁǁǡƲ৹ǁǽǷ৹ǶǽǱȗǋ৹ǇǡȐǁǡȊǱǡǷǋ৹ǇǡϥǋȍǋǷȗǡ৹ȗȍƲ৹Ǳǽȍǽ৹ǁǞǋ৹ ǁƲȍƲȗȗǋȍǡΝΝƲǷǽ৹ǱঌǽȚȗȊȚȗ৹ϮǷƲǱǋ৹Ǉǡ৹ȌȚƲǱȐǡƲȐǡ৹ƲȍǁǞǡȗǋȗȗȚȍƲल৹ La pedagogia è sicuramente, tra le scienze umane, ȚǷƲ৹Ǉǡ৹ȌȚǋǱǱǋ৹ǁǞǋ৹Ȑǡ৹ǡǷȗǋȍǗƲǁǁǡƲ৹ǶƲǘǘǡǽȍǶǋǷȗǋ৹ǁǽǷ৹ ǱƲ৹ȐǁȚǽǱƲळ৹ǷǽǷ৹Ʋ৹ǁƲȐǽ৹ǡǱ৹ȗǋȍǶǡǷǋ৹ȊǋǇƲǘǽǘǡƲ৹ǇǋȍǡΑƲ৹ ǇƲǱ৹ǘȍǋǁǽ৹ݗ݈ݐ݋݈݊ݖ݊ݡ݈৹ॠpaidagogíaॡ৹঍ǁǽǷǇȚȍȍǋ৹ǡ৹ ǀƲǶǀǡǷǡळ৹ƲǁǁǽǶȊƲǘǷƲǶǋǷȗǽ঎ळ৹ǁǽǶȊǽȐȗǽ৹ǇƲ৹ݗ݈޺ݙ৹ (pâisॡ৹঍ǀƲǶǀǡǷǽ঎৹ǋ৹ݼ݊ݠ৹ॠagoॡ৹঍ǘȚǡǇƲȍǋळ৹ǁǽǷǇȚȍȍǋळ৹ ƲǁǁǽǶȊƲǘǷƲȍǋ঎ल৹ WȚǋȐȗƲ৹ǇǡȐǁǡȊǱǡǷƲ৹ȚǶƲǷǡȐȗǡǁƲळ৹ǁǞǋ৹ studia l’educazione e la formazione dell’essere umano ǷǋǱǱƲ৹ȐȚƲ৹ǡǷȗǋȍǋΝΝƲ৹ǱȚǷǘǽ৹ǡǱ৹ȐȚǽ৹ǡǷȗǋȍǽ৹ǁǡǁǱǽ৹Ǉǡ৹ΑǡȗƲळ৹Ȑǡ৹ ǽǁǁȚȊƲ৹Ǉǋǡ৹ǇǡΑǋȍȐǡ৹ƲȊȊȍǽǁǁǡ৹ǋǇȚǁƲȗǡΑǡ৹ǁǞǋ৹ǁǽǡǷΑǽǱǘǽǷǽ৹ ǘǱǡ৹ǋȐȐǋȍǡ৹ȚǶƲǷǡ৹Ƿǋǡ৹ǇǡΑǋȍȐǡ৹ǶǽǶǋǷȗǡ৹ǋ৹ǷǋǱǱǋ৹ǇǡΑǋȍȐǋ৹ ȐǡȗȚƲΝǡǽǷǡ৹ǇǋǱ৹ȐȚǽ৹ȐΑǡǱȚȊȊǽल৹CǽǷ৹Ȑǡ৹ǁǽǷǁǋǷȗȍƲǷǽ৹ȐǽǱǽ৹ ȐȚǱǱঌǋȗƷ৹ǡǷǗƲǷȗǡǱǋळ৹ǶƲ৹ƲǷǁǞǋ৹ȐȚǱǱঌƲǇǽǱǋȐǁǋǷΝƲळ৹ǱঌǋȗƷ৹ƲǇȚǱȗƲ৹ ǋ৹ǱƲ৹ȗǋȍΝƲ৹ǋȗƷल৹/ǷȐǡǋǶǋ৹ƲǱǱǋ৹ƲǱȗȍǋ৹ȐǁǡǋǷΝǋ৹ȚǶƲǷǋ৹Ȑǡ৹ȍǡΑǽǱǘǋ৹ Ʋǡ৹ǁǽǷȗǋȐȗǡ৹ǗǽȍǶƲǱǡळ৹ǷǽǷॺǗǽȍǶƲǱǡ৹ǋǇ৹ǡǷǗǽȍǶƲǱǡळ৹Ƿǋǡ৹ȌȚƲǱǡ৹ Ȑǡ৹ƲǶǀǡǋǷȗƲ৹ǡǱ৹ȊȍǽǁǋȐȐǽ৹Ǉǡ৹ǗǽȍǶƲΝǡǽǷǋ৹ǇǋǱǱƲ৹ȊǋȍȐǽǷƲल৹ !৹ǡǶȊǽȍȗƲǷȗǋ৹ȐǽȗȗǽǱǡǷǋƲȍǋ৹ǁǽǶǋळ৹ȚǷ৹ȚǱȗǋȍǡǽȍǋ৹ΑǽǱȗƲळ৹ ǱঌƲȍǁǞǡȗǋȗȗȚȍƲ৹ȐΑǽǱǘƲ৹ȚǷ৹ȍȚǽǱǽ৹ǗǽǷǇƲǶǋǷȗƲǱǋ৹ƲϨǷǁǞǌ৹ gli studi della pedagogia e delle altre scienze umane possano essere attuati, grazie alla realizzazione di spazi ƲǇǋǘȚƲȗǡल৹CǋǱ৹ǁǽȍȐǽ৹ǇǋǱ৹CǽΑǋǁǋǷȗǽ৹ǱƲ৹ȊǋǇƲǘǽǘǡƲ৹Ȑǡ৹ǒ৹ ȍǡǷǷǽΑƲȗƲ৹ǡǷ৹ǶǽǇǽ৹ȍƲǇǡǁƲǱǋल৹!৹ȐȗƲȗǽ৹ǇǋǁǡȐǡΑǽ৹ǡǱ৹ȊƲȐȐƲǘǘǡǽ৹ da disciplina unica, con un’impronta soprattutto ϮǱǽȐǽϮǁƲळ৹Ʋ৹ȐǁǡǋǷΝƲ৹ǇǋǱǱঌǋǇȚǁƲΝǡǽǷǋ৹ǡǷ৹ǁȚǡ৹ǇǡΑǋȍȐǋ৹ ǇǡȐǁǡȊǱǡǷǋळ৹ǇƲǱǱƲ৹ǀǡǽǱǽǘǡƲ৹ƲǱǱǋ৹ΑƲȍǡǋ৹ȐǁǡǋǷΝǋ৹ȚǶƲǷǋ৹ ȊƲȐȐƲǷǇǽ৹ƲǷǁǞǋ৹Ȋǋȍ৹ǱঌƲȍǁǞǡȗǋȗȗȚȍƲळ৹Ȑǡ৹ȐǽǷǽ৹ǡǷǁȍǽǁǡƲȗǋल৹ /Ƿ৹ǁǽǷȗǋǶȊǽȍƲǷǋƲळ৹ƲǷǁǞǋ৹ǡ৹ǘȍƲǷǇǡ৹ǁƲǶǀǡƲǶǋǷȗǡ৹ǇǋǱǱƲ৹ ȐǽǁǡǋȗƷ৹ƲȊȍǽǷǽ৹ǱƲ৹ȐǁȚǽǱƲ৹ƲǱǱǋ৹ǶƲȐȐǋव৹ǡǷǗƲȗȗǡळ৹Ȋǋȍ৹ǱƲ৹ȊȍǡǶƲ৹ ΑǽǱȗƲ৹ǋ৹ǘȍƲǇȚƲǱǶǋǷȗǋळ৹ǡǷ৹ȌȚǋȐȗǽ৹ȐǋǁǽǱǽळ৹ǱঌƲǱǗƲǀǋȗǡΝΝƲΝǡǽǷǋ৹ ǒ৹ǇǡΑǋǷȗƲȗƲ৹ǷǽǷ৹Ȋǡȟ৹ȚǷ৹ǀǋǷǋȐȐǋȍǋ৹Ǉǡ৹ȊǽǁǞǡल

SYMBIOSIS 044 ƲǷǇ৹ǁǽǷǁǋȍǷȐ৹ȗǞǋ৹Ʋǘǋ৹ǘȍǽȚȊ৹ǀǋȗΒǋǋǷ৹ࡷ৹ƲǷǇ৹ࡲࡷ৹ΘǋƲȍȐल৹ bǞǋ৹ȐǁǞǽǽǱ৹ȐΘȐȗǋǶ৹ȊȍǽΑǡǇǋȐ৹ȗǞȍǋǋ৹ǇǡϥǋȍǋǷȗ৹ǁΘǁǱǋȐ৹ǽǗ৹ ȐȗȚǇΘऴ৹ǋǱǋǶǋǷȗƲȍΘ৹ȐǁǞǽǽǱ৹ॠࡷॺࡲࡲ৹ΘǋƲȍȐॡळ৹ȊȍǡǶƲȍΘ৹ȐǁǞǽǽǱ৹ ॠࡲࡲॺࡲࡵ৹ΘǋƲȍȐॡळ৹ȐǋǁǽǷǇƲȍΘ৹ȐǁǞǽǽǱ৹ॠࡲࡵॺࡲࡺ৹ΘǋƲȍȐॡल The decision to create a school campus that would accompanythegrowthofthechilduntilthefourteenth ΘǋƲȍ৹ǽǗ৹Ʋǘǋ৹ΒƲȐ৹ǘȚǡǇǋǇ৹ǀǽȗǞ৹ǀΘ৹ƲǷ৹ǡǷॺǇǋȊȗǞ৹ƲǷƲǱΘȐǡȐ৹ ǽǗ৹ȗǞǋ৹ǷǋǡǘǞǀǽȍǞǽǽǇ৹ǽǗ৹ȐǋȗȗǱǋǶǋǷȗळ৹ΒǞǡǁǞ৹ƲǱȍǋƲǇΘ৹ ȊȍǽΑǡǇǋȐ৹Ǘǽȍ৹ȗǞǋ৹ȊȍǋȐǋǷǁǋ৹ǽǗ৹ȗǞȍǋǋ৹ȐǋǁǽǷǇƲȍΘ৹ȐǁǞǽǽǱȐळ৹ ƲǷǇ৹ǀΘ৹ȗǞǋ৹ǶƲǡǷ৹ǇǋȐǡȍǋ৹ȗǽ৹ǗǽǁȚȐ৹ǽǷ৹ȗǞǋ৹ǋǇȚǁƲȗǡǽǷ৹ǽǗ৹ ȗǞǋ৹ǗȚȗȚȍǋ৹ǁǡȗǡΝǋǷ৹ΒǞǽ৹Ʋȗ৹ȗǞǋ৹Ʋǘǋ৹ǽǗ৹ࡲࡵ৹ΘǋƲȍȐ৹ƲǱȍǋƲǇΘ৹ ǀǋǘǡǷȐ৹ȗǽ৹ǁǞǽǽȐǋ৹Ʋ৹ǞΘȊǽȗǞǋȗǡǁƲǱ৹ǗƲǁǋȗ৹ǽǗ৹ǞǡȐ৹ǗȚȗȚȍǋ৹ƲǷǇ৹ therefore is already inserted within the society and its ǇΘǷƲǶǡǁȐल৹ CǽΒƲǇƲΘȐळ৹ȗǞǋ৹ǋǇȚǁƲȗǡǽǷƲǱ৹ǡǷȐȗǡȗȚȗǡǽǷ৹ǡȐ৹ ƲȐȐȚǶǡǷǘ৹ȗǞǋ৹ǯǋΘॺΑƲǱȚǋ৹ǽǗ৹ƲǷ৹ǡǷȐȗȍȚǶǋǷȗ৹ǽǗ৹ǇǋǶǽǁȍƲǁΘ৹ ǀƲȐǋǇ৹ǽǷ৹ȗǞǋ৹ȊȍǡǶƲǁΘ৹ǽǗ৹ǇǽǡǷǘल৹ǁȗǡΑǋ৹ǋǇȚǁƲȗǡǽǷ৹ǶƲȍǯȐ৹ Ʋ৹ȍǋƲǱ৹ȍǋΑǽǱȚȗǡǽǷ৹ǡǷ৹ǇƲǡǱΘ৹ȐǁǞǽǽǱ৹ȊȍƲǁȗǡǁǋȐल৹ȗ৹ȗǞǋ৹ǁǋǷȗǋȍ৹ ofthisnewapproachisthechild,withhisorherneeds ƲǷǇ৹ƲǀǡǱǡȗǡǋȐळ৹ƲǷǇ৹ΒǡȗǞ৹ǇǽǡǷǘ৹ǀǋǗǽȍǋ৹ǯǷǽΒǡǷǘऴ৹ƲǱǱ৹ȗǞǡȐ৹ hasleftitsmarkoncontemporaryschoolsandcurrent ȊǋǇƲǘǽǘΘल৹ bǞǋȍǋ৹Ʋȍǋ৹ǶƲǷΘ৹ȊǋǇƲǘǽǘǡǁƲǱ৹ǶǋȗǞǽǇȐ৹ȗǞƲȗ৹ǞƲΑǋ৹ ǗǽǱǱǽΒǋǇ৹ǽǷǋ৹ƲǷǽȗǞǋȍ৹ǽΑǋȍ৹ȗǞǋ৹ΘǋƲȍȐ৹ƲǷǇ৹ȗǞƲȗ৹ǞƲΑǋ৹ ǞƲǇ৹ƲǷ৹ǡǷϱȚǋǷǁǋ৹ǽǷ৹ȗǽǇƲΘঌȐ৹ȐǁǞǽǽǱळ৹ȐǽǶǋ৹ǽǗ৹ΒǞǡǁǞ৹ Βǋȍǋ৹ǇǡȐǁȚȐȐǋǇ৹ƲǷǇ৹ǁǽǶǶǋǷȗǋǇ৹ǽǷ৹ǡǷ৹উƲȐƲǀǋǱǱƲ৹ ǽǷȗǡǷȚǡȗΘ৹Ƿધࡳࡵࡶ৹ॺ৹ [ȊǋǁǡƲǱ৹ǡȐȐȚǋ৹ǇǋǇǡǁƲȗǋǇ৹ȗǽ৹ȗǞǋ৹ ȐǁǞǽǽǱঊ৹ǽǗ৹CǽΑǋǶǀǋȍ৹ࡲࡺࡷࡱ৹ΒǡȗǞ৹ȍǷǋȐȗǽ৹Cल৹XǽǘǋȍȐ৹ƲȐ৹ ǡȗȐ৹Ǉǡȍǋǁȗǽȍल৹bǞǋ৹ǶǋȍǡǁƲǷ৹ȊǞǡǱǽȐǽȊǞǋȍ৹ƲǷǇ৹ȊǋǇƲǘǽǘȚǋ৹ :ǽǞǷ৹ǋΒǋΘ৹ॠࡲࡹࡶࡺॺࡲࡺࡶࡳॡळ৹Ǘǽȍ৹ǋΗƲǶȊǱǋळ৹ȗƲǱǯȐ৹ƲǀǽȚȗ৹ȗǞǋ৹ importanceofeducationasakeytoopenthedoorsto new experiences and how they always lead to nature ƲǷǇ৹Αǡǁǋ৹ΑǋȍȐƲल৹/Ƿ৹ǗƲǁȗळ৹Ǟǋ৹ǀǋǱǡǋΑǋȐ৹ȗǞǋǡȍ৹ǡǷȗǋȍȍǋǱƲȗǡǽǷȐǞǡȊ৹ is the result of the progression of human history and /Ƿ৹/ȗƲǱǡƲ৹ǱঌǡȐȗȍȚΝǡǽǷǋ৹ǒ৹ǽǀǀǱǡǘƲȗǽȍǡƲ৹Ȋǋȍ৹ƲǱǶǋǷǽ৹ࡲࡱ৹ƲǷǷǡ৹ ǋ৹ȍǡǘȚƲȍǇƲ৹ǱƲ৹ǗƲȐǁǡƲ৹Ǉǡ৹ǋȗƷ৹ǁǽǶȊȍǋȐƲ৹ȗȍƲ৹ǡ৹ࡷ৹ǋ৹ǡ৹ࡲࡷ৹ƲǷǷǡल৹ /Ǳ৹ȐǡȐȗǋǶƲ৹ȐǁǽǱƲȐȗǡǁǽ৹ȊȍǋΑǋǇǋ৹ȗȍǋ৹ǁǡǁǱǡ৹Ǉǡ৹ȐȗȚǇǡ৹ǇǡϥǋȍǋǷȗǡऴ৹ ȐǁȚǽǱƲ৹ȊȍǡǶƲȍǡƲ৹ॠࡷॺࡲࡲ৹ƲǷǷǡॡळ৹ȐǁȚǽǱƲ৹ȐǋǁǽǷǇƲȍǡƲ৹Ǉǡ৹ȊȍǡǶǽ৹ ǘȍƲǇǽ৹ॠࡲࡲॺࡲࡵ৹ƲǷǷǡॡळ৹ȐǁȚǽǱƲ৹Ǉǡ৹ȐǋǁǽǷǇǽ৹ǘȍƲǇǽ৹ॠࡲࡵॺࡲࡺॡल La scelta di realizzare un campus scolastico che ƲǁǁǽǶȊƲǘǷƲȐȐǋ৹ǱƲ৹ǁȍǋȐǁǡȗƲ৹ǇǋǱ৹ǀƲǶǀǡǷǽ৹ϮǷǽ৹ƲǱ৹ ȌȚƲȗȗǽȍǇǡǁǋȐǡǶǽ৹ƲǷǷǽ৹Ǉǡ৹ǋȗƷ৹ǒ৹ȐȗƲȗƲ৹ǘȚǡǇƲȗƲ৹ȐǡƲ৹ǇƲ৹ ȚǷঌƲǷƲǱǡȐǡ৹ƲȊȊȍǽǗǽǷǇǡȗƲ৹ǇǋǱ৹ȌȚƲȍȗǡǋȍǋ৹Ǉǡ৹ǡǷȐǋǇǡƲǶǋǷȗǽळ৹ ǁǞǋ৹ȊȍǋΑǋǇǋ৹ǘǡƷ৹ǱƲ৹ȊȍǋȐǋǷΝƲ৹Ǉǡ৹ȗȍǋ৹ǡȐȗǡȗȚȗǡ৹Ǉǡ৹ȐǋǁǽǷǇǽ৹ ǘȍƲǇǽळ৹ȐǡƲ৹ǇƲǱǱƲ৹ΑǽǱǽǷȗƷ৹ȊȍǡǷǁǡȊƲǱǋ৹Ǉǡ৹ǁǽǷǁǋǷȗȍƲȍȐǡ৹ ȐȚǱǱঌǋǇȚǁƲΝǡǽǷǋ৹ǇǋǱ৹ǗȚȗȚȍǽ৹ǁǡȗȗƲǇǡǷǽ৹ǁǞǋ৹ƲǱǱঌǋȗƷ৹Ǉǡ৹ࡲࡵ৹ ƲǷǷǡ৹ǡǷǡΝǡƲ৹ǘǡƷ৹Ʋ৹ȐǁǋǘǱǡǋȍǋ৹ȚǷঌǡȊǽȗǋȗǡǁƲ৹ȐǗƲǁǁǋȗȗƲȗȚȍƲ৹ ǇǋǱ৹ȐȚǽ৹ǗȚȗȚȍǽ৹ǋ৹ȌȚǡǷǇǡ৹Ȑǡ৹ǡǷȐǋȍǡȐǁǋ৹ǘǡƷ৹ƲǱǱঌǡǷȗǋȍǷǽ৹ ǇǋǱǱƲ৹ȐǽǁǡǋȗƷ৹ǋ৹ǇǋǱǱǋ৹ȐȚǋ৹ǇǡǷƲǶǡǁǞǋल৹Ǳ৹ǘǡǽȍǷǽ৹Ǉঌǽǘǘǡ৹ ǱঌǡȐȗǡȗȚΝǡǽǷǋ৹ȐǁǽǱƲȐȗǡǁƲ৹ȐȗƲ৹ƲȐȐȚǶǋǷǇǽ৹ǡǱ৹ΑƲǱǽȍǋॺǁǞǡƲΑǋ৹Ǉǡ৹ ȐȗȍȚǶǋǷȗǽ৹Ǉǡ৹ǇǋǶǽǁȍƲΝǡƲ৹ǗǽǷǇƲȗǽ৹ȐȚǱ৹ȊȍǡǶƲȗǽ৹ǇǋǱ৹ǗƲȍǋल৹ =ঌǋǇȚǁƲΝǡǽǷǋ৹ƲȗȗǡΑƲ৹ȐǋǘǷƲ৹ȚǷƲ৹ΑǋȍƲ৹ȍǡΑǽǱȚΝǡǽǷǋ৹ȐȚǱǱǋ৹ ȊȍƲȗǡǁǞǋ৹ȌȚǽȗǡǇǡƲǷǋ৹ȐǁǽǱƲȐȗǡǁǞǋल৹Ǳ৹ǁǋǷȗȍǽ৹Ǉǡ৹ȌȚǋȐȗǽ৹ ǷȚǽΑǽ৹ƲȊȊȍǽǁǁǡǽ৹ǁঌǒ৹ǡǱ৹ǀƲǶǀǡǷǽळ৹ǁǽǷ৹ǡ৹ȐȚǽǡ৹ǀǡȐǽǘǷǡ৹ǋ৹Ǳǋ৹ ȐȚǋ৹ǁƲȊƲǁǡȗƷळ৹ǋ৹ǁǽǷ৹ǡǱ৹ǗƲȍǋ৹ȊȍǡǶƲ৹ǇǋǱ৹ǁǽǷǽȐǁǋȍǋऴ৹ȗȚȗȗǽ৹ǁǡȂ৹ ha lasciato tracce nella scuola contemporanea e nella ȊǋǇƲǘǽǘǡƲ৹ƲȗȗȚƲǱǋल৹ [ǽǷǽ৹ǶǽǱȗǡ৹ǡ৹ǶǋȗǽǇǡ৹ȊǋǇƲǘǽǘǡǁǡ৹ǁǞǋ৹Ȑǡ৹ȐǽǷǽ৹ȐȚȐȐǋǘȚǡȗǡ৹ ǷǋǱ৹ǁǽȍȐǽ৹ǇǋǘǱǡ৹ƲǷǷǡ৹ǋ৹ǁǞǋ৹ǞƲǷǷǽ৹ƲΑȚȗǽ৹ȚǷঌǡǷϱȚǋǷΝƲ৹ȐȚǱǱƲ৹ ȐǁȚǽǱƲ৹ǽǇǡǋȍǷƲळ৹ƲǱǁȚǷǡ৹Ǉǋǡ৹ȌȚƲǱǡ৹ΑǋǷǡΑƲǷǽ৹ƲȊȊȍǽǗǽǷǇǡȗǡ৹ǋ৹ ǁǽǶǶǋǷȗƲȗǡ৹ǡǷ৹উƲȐƲǀǋǱǱƲ৹ǽǷȗǡǷȚǡȗƷ৹Ƿધࡳࡵࡶ৹ॺ৹CȚǶǋȍǽ৹ ȐȊǋǁǡƲǱǋ৹ǇǋǇǡǁƲȗǽ৹ƲǱǱƲ৹ȐǁȚǽǱƲঊ৹ǇǋǱ৹CǽΑǋǶǀȍǋ৹ࡲࡺࡷࡱ৹ǁǽǷ৹ Ǉǡȍǋȗȗǽȍǋ৹ȍǷǋȐȗǽ৹C XǽǘǋȍȐल৹/Ǳ৹ϮǱǽȐǽǗǽ৹ǋ৹ȊǋǇƲǘǽǘǡȐȗƲ৹ ƲǶǋȍǡǁƲǷǽ৹ :ǽǞǷ৹ǋΒǋΘ৹ॠࡲࡹࡶࡺॺࡲࡺࡶࡳॡळ৹Ȋǋȍ৹ǋȐǋǶȊǡǽळ৹ ȊƲȍǱƲ৹ǇǋǱǱঌǡǶȊǽȍȗƲǷΝƲ৹ǇǋǱǱঌǋǇȚǁƲΝǡǽǷǋ৹ǁǽǶǋ৹ǁǞǡƲΑǋ৹Ȋǋȍ৹ ƲȊȍǡȍǋ৹Ǳǋ৹Ȋǽȍȗǋ৹Ʋ৹ǷȚǽΑǋ৹ǋȐȊǋȍǡǋǷΝǋ৹ǋ৹ǁǽǶǋ৹ȌȚǋȐȗঌȚǱȗǡǶǋ৹ ǁǽǷǇȚǁƲǷǽ৹ȐǋǶȊȍǋ৹ƲǱǱƲ৹ǷƲȗȚȍƲ৹ǋ৹ΑǡǁǋΑǋȍȐƲल৹ =Ʋ৹Ǳǽȍǽ৹ /ȗƲǱǡƲǷ৹ȐǁǞǽǽǱ৹ȐΘȐȗǋǶऴ /Ǳ৹ȐǡȐȗǋǶƲ৹ȐǁǽǱƲȐȗǡǁǽ৹ǡȗƲǱǡƲǷǽऴ

SYMBIOSIS 046 ȗǞǋ৹ǇǋΑǋǱǽȊǶǋǷȗ৹ǽǗ৹ȗǞǋ৹ǷƲȗȚȍƲǱ৹ȐǁǡǋǷǁǋȐल৹ [ȗȍǽǷǘǱΘ৹ ǁǽǷΑǡǷǁǋǇ৹ǽǷ৹ȗǞǋ৹ȊȍǡǷǁǡȊǱǋȐ৹ǽǗ৹ǽȚȗǇǽǽȍ৹ǋǇȚǁƲȗǡǽǷळ৹Ǟǋ৹ writes: Experience denotes what is experienced, the world of events and people. [...] Nature’s place in man is no less ȦǷǮȍǷχǗǈȍȭॉȭǴǈȍॉȌǈȍࣝȦॉȠȇǈǗǡॉǷȍॉȍǈȭȰȣǡ࢈ॉBǈȍॉǷȍॉȍǈȭȰȣǡॉ ismansubjecttonature;natureinman,recognizedand used,isintelligenceandart. 1ॠ$ǡǘȚȍǋ৹ࡴॡ ǋΒǋΘ৹ƲǱȐǽ৹ǋΗȊǽȚǷǇȐ৹ǽǷ৹ȗǞǋ৹ȐǽǁǡƲǱ৹ȊȍǽǀǱǋǶ৹ǽǗ৹ ǋǇȚǁƲȗǡǽǷ৹ǡǷ৹ǞǡȐ৹Βǽȍǯ৹[ǁǞǽǽǱ৹ƲǷǇ৹[ǽǁǡǋȗΘळ৹ǡǷ৹ΒǞǡǁǞ৹Ʋ৹ ǷǋΒ৹ǶǋȗǞǽǇ৹ƲǷǇ৹Ʋ৹ǷǋΒ৹ǁǽǷǁǋȊȗǡǽǷ৹ǽǗ৹ȐǁǞǽǽǱ৹ƲǁȗǡΑǡȗΘ৹ and organization are illustrated in the light of the ǋΗȊǋȍǡǋǷǁǋȐ৹ǶƲǇǋ৹ǡǷ৹ȗǞǋ৹ǞǡǁƲǘǽ৹ȐǁǞǽǽǱॺǱƲǀǽȍƲȗǽȍΘल৹ CǽΒƲǇƲΘȐळ৹ǞǽΒǋΑǋȍळ৹ȗǞǋȍǋ৹Ʋȍǋ৹Ƕǽȍǋ৹ΒǡǇǋȐȊȍǋƲǇ৹ ǶǋȗǞǽǇȐऴ৹Ʋ৹ȊȍǽǶǡǷǋǷȗ৹ȊǱƲǁǋ৹ǘǽǋȐ৹ȗǽ৹ȗǞƲȗ৹ǽǗ৹BƲȍǡƲ৹ BǽǷȗǋȐȐǽȍǡ৹ॠࡲࡹࡸࡱॺࡲࡺࡶࡳॡळ৹ǡǷϱȚǋǷȗǡƲǱ৹ǡǷ৹ /ȗƲǱΘ৹ƲǷǇ৹ throughout the world for her ideas of freedom, spontaneity and trust, which are essential for the ǘȍǽΒȗǞ৹ǽǗ৹ȗǞǋ৹ǁǞǡǱǇल৹ǞƲȍƲǁȗǋȍǡΝǋǇ৹ǀΘ৹ȗǞǋ৹ȊǞȍƲȐǋ৹উLet’s help them do it themselvesঊ৹ȗǞǋ৹BǽǷȗǋȐȐǽȍǡ৹ǶǋȗǞǽǇ৹ ȍǋǱƲȗǋǇ৹ǘȍǋƲȗǱΘ৹ǡǷ৹ȗǞǋ৹ϮǋǱǇ৹ǽǗ৹ƲȍǁǞǡȗǋǁȗȚȍǋ৹ȗǽ৹ȗǞǋ৹ΒǽȍǱǇ৹ ǽǗ৹ǇǋȐǡǘǷल৹/Ƿ৹ǗƲǁȗळ৹ȗǞǋ৹ǗȚȍǷǡȐǞǡǷǘȐ৹ǡǷ৹Ǟǋȍ৹ȐǁǞǽǽǱȐ৹Βǋȍǋ৹ ǇǋȐǡǘǷǋǇ৹ȗǽ৹ǀǋ৹ΒǡȗǞǡǷ৹ȗǞǋ৹ȍǋƲǁǞ৹ǽǗ৹ȗǞǋ৹ǁǞǡǱǇल ॠ$ǡǘȚȍǋ৹ ࡲळࡳॡ This method has laid the foundations for some ȐȚǀȐǋȌȚǋǷȗ৹ȊǋǇƲǘǽǘǡǁƲǱ৹ǶǋȗǞǽǇȐ৹ȐȚǁǞ৹ƲȐ৹ȗǞǋ৹Xǋǘǘǡǽ৹ ǶǡǱǡƲ৹ȊȊȍǽƲǁǞ৹ǽǗ৹=ǽȍǡȐ৹BƲǱƲǘȚΝΝǡळ৹ΒǞǋȍǋ৹ȗǞǋ৹ǁǞǡǱǇ৹ alwaystakesaleadingrolewiththegoalofharmonious ǘȍǽΒȗǞळ৹ǱǋƲǇǡǷǘ৹ȗǞǋ৹ǁǞǡǱǇ৹ȗǽ৹ǀǋ৹Ʋ৹ǁǽǷȐǁǡǽȚȐ৹ǁǡȗǡΝǋǷ৹ ƲǀǱǋ৹ȗǽ৹ǁǽǽȊǋȍƲȗǋ৹ΒǡȗǞ৹ǽȗǞǋȍȐ৹ΒǞǡǱǋ৹ȍǋȐȊǋǁȗǡǷǘ৹ȗǞǋ৹ ǋǷΑǡȍǽǷǶǋǷȗल৹ȗ৹ȗǞǋ৹ȐȊƲȗǡƲǱ৹ǱǋΑǋǱळ৹ƲǱǱ৹ȐȊƲǁǋȐ৹ƲȐȐȚǶǋ৹ thesameimportancewiththeexceptionofthecentral interrelazione, infatti, ritiene che sia il risultato della ȊȍǽǘȍǋȐȐǡǽǷǋ৹ǇǋǱǱƲ৹ȐȗǽȍǡƲ৹ǇǋǱǱঌȚǽǶǽ৹ǋ৹ǇǋǱǱǽ৹ȐΑǡǱȚȊȊǽ৹ ǇǋǱǱǋ৹ȐǁǡǋǷΝǋ৹ǷƲȗȚȍƲǱǡल৹$ǽȍȗǋǶǋǷȗǋ৹ǁǽǷΑǡǷȗǽ৹ȐȚǡ৹ȊȍǡǷǁǡȊǡ৹ ǇǋǱǱঌǽȚȗǇǽǽȍ৹ǋǇȚǁƲȗǡǽǷळ৹ǋǘǱǡ৹ȐǁȍǡΑǋऴ L’esperienza denota ciò che è sperimentato, il mondo degli eventi e delle persone. […] Il posto della natura ȍǡȇȇࣝȰȓȌȓॉǨॉȍȓȍॉȌǡȍȓॉȦǷǮȍǷχǗǈȍȭǡॉǝǡȇॉȠȓȦȭȓॉǝǡȇȇࣝȰȓȌȓॉ nella natura. L’uomo nella natura è l’uomo soggetto alla natura; la natura nell’uomo, riconosciuta e usata, èintelligenzaearte.1 ॠ$ǡǘȚȍƲ৹ࡴॡ ǋΒǋΘ৹Ȑǡ৹ǋȐȊǽǷǋ৹ƲǷǁǞǋ৹Ȋǋȍ৹ȌȚƲǷȗǽ৹ȍǡǘȚƲȍǇƲ৹ǡǱ৹ ȊȍǽǀǱǋǶƲ৹ȐǽǁǡƲǱǋ৹ǇǋǱǱঌǋǇȚǁƲΝǡǽǷǋ৹ǷǋǱǱƲ৹ȐȚƲ৹ǽȊǋȍƲ৹[ǁȚǽǱƲ৹ ǋ৹ [ǽǁǡǋȗƷळ৹ǡǷ৹ǁȚǡ৹ΑǋǷǘǽǷǽ৹ǡǱǱȚȐȗȍƲȗǡळ৹ƲǱǱƲ৹ǱȚǁǋ৹ǇǋǱǱǋ৹ ǋȐȊǋȍǡǋǷΝǋ৹ǗƲȗȗǋ৹ǷǋǱǱƲ৹ȐǁȚǽǱƲॺǱƲǀǽȍƲȗǽȍǡǽ৹Ǉǡ৹ǞǡǁƲǘǽळ৹ ȚǷ৹ǷȚǽΑǽ৹ǶǋȗǽǇǽ৹ǋ৹ȚǷƲ৹ǷȚǽΑƲ৹ǁǽǷǁǋΝǡǽǷǋ৹ǇǋǱǱঌƲȗȗǡΑǡȗƷ৹ ǋ৹ǇǋǱǱঌǽȍǘƲǷǡΝΝƲΝǡǽǷǋ৹ȐǁǽǱƲȐȗǡǁƲल৹Ǳ৹ǘǡǽȍǷǽ৹Ǉঌǽǘǘǡळ৹ȊǋȍȂळ৹ ȍǡȐȚǱȗƲǷǽ৹ǋȐȐǋȍǁǡ৹ǶǋȗǽǇǡ৹Ȋǡȟ৹ǇǡϥȚȐǡऴ৹ȐȊǋȗȗƲ৹ȚǷ৹ȊǽȐȗǽ৹ Ǉǡ৹ȊȍǡǶǽ৹ȊǡƲǷǽ৹Ʋ৹ȌȚǋǱǱǽ৹Ǉǡ৹BƲȍǡƲ৹BǽǷȗǋȐȐǽȍǡ৹ॠࡲࡹࡸࡱॺ ࡲࡺࡶࡳॡळ৹ǡǷϱȚǋǷȗǋ৹ǡǷ৹/ȗƲǱǡƲ৹ǋ৹ǷǋǱ৹ǶǽǷǇǽ৹Ȋǋȍ৹Ǳǋ৹ȐȚǋ৹ǡǇǋǋ৹ Ǉǡ৹ǱǡǀǋȍȗƷळ৹ȐȊǽǷȗƲǷǋǡȗƷ৹ǋ৹ϮǇȚǁǡƲ৹ǋȐȐǋǷΝǡƲǱǡ৹Ȋǋȍ৹ǱƲ৹ǁȍǋȐǁǡȗƲ৹ ǇǋǱ৹ǀƲǶǀǡǷǽल৹ƲȍƲȗȗǋȍǡΝΝƲȗƲ৹ǇƲǱǱƲ৹ǗȍƲȐǋ৹উAiutiamoli a faredasoliঊ৹ǡǱ৹ǶǋȗǽǇǽ৹BǽǷȗǋȐȐǽȍǡ৹Ȑǡ৹ȍǋǱƲΝǡǽǷƲΑƲ৹ǶǽǱȗǽ৹ ǡǷ৹ǁƲǶȊǽ৹ƲȍǁǞǡȗǋȗȗǽǷǡǁǽ৹ǁǽǷ৹ǡǱ৹ǶǽǷǇǽ৹ǇǋǱ৹ǇǋȐǡǘǷल৹%Ǳǡ৹ ƲȍȍǋǇǡ৹ǇǋǱǱǋ৹ȐȚǋ৹ȐǁȚǽǱǋळ৹ǡǷǗƲȗȗǡळ৹ΑǋǷǡΑƲǷǽ৹ȊȍǽǘǋȗȗƲȗǡ৹Ȋǋȍ৹ ǋȐȐǋȍǋ৹ƲǱǱƲ৹ȊǽȍȗƲȗƲ৹ǇǋǱ৹ǀƲǶǀǡǷǽल৹ॠ$ǡǘȚȍƲ৹ࡲळࡳॡ WȚǋȐȗǽ৹ǶǋȗǽǇǽ৹ǞƲ৹ǘǋȗȗƲȗǽ৹Ǳǋ৹ǀƲȐǡ৹Ȋǋȍ৹ƲǱǁȚǷǡ৹ȐȚǁǁǋȐȐǡΑǡ৹ metodi pedagogici come il Reggio Emilia Approach Ǉǡ৹=ǽȍǡȐ৹BƲǱƲǘȚΝΝǡळ৹ǇǽΑǋ৹ǡǱ৹ǀƲǶǀǡǷǽ৹ƲȐȐȚǶǋ৹ȐǋǶȊȍǋ৹ ȚǷ৹ȍȚǽǱǽ৹ȊȍǡǷǁǡȊƲǱǋ৹Ǉǡ৹ȊȍǽȗƲǘǽǷǡȐȗƲ৹ǁǽǷ৹Ǳঌ৹ǽǀǡǋȗȗǡΑǽ৹Ǉǡ৹ ȚǷƲ৹ǁȍǋȐǁǡȗƲ৹ƲȍǶǽǷǡǽȐƲळ৹ȊǽȍȗƲǷǇǽ৹ǡǱ৹ǀƲǶǀǡǷǽ৹ƲǇ৹ǋȐȐǋȍǋ৹ ȚǷ৹ǁǡȗȗƲǇǡǷǽ৹ǁǽǷȐƲȊǋΑǽǱǋ৹ǡǷ৹ǘȍƲǇǽ৹Ǉǡ৹ǁǽǽȊǋȍƲȍǋ৹ǁǽǷ৹ǡǱ৹ ȊȍǽȐȐǡǶǽ৹ȍǡȐȊǋȗȗƲǷǇǽ৹ǱঌƲǶǀǡǋǷȗǋल৹৹ǱǡΑǋǱǱǽ৹ȐȊƲΝǡƲǱǋ৹ȗȚȗȗǡ৹ 1৹ȐȊǋȍǡǋǷΝƲ৹ǋ৹ǷƲȗȚȍƲळ৹bǽȍǡǷǽऴ৹UƲȍƲΑǡƲळ৹ࡲࡺࡵࡹ $ǡǘȚȍǋ৹ࡲऴ৹ࡲࡺࡲࡸळ৹,ǽǀƲȍȗळ৹bƲȐǶƲǷǡƲल৹ǶΘ৹XǽΒǷȗȍǋǋঌȐ৹ǱǡΝƲǀǋȗǞ৹[ȗȍǋǋȗ৹UȍƲǁȗǡǁǡǷǘ৹[ǁǞǽǽǱल $ǡǘȚȍǋ৹ࡳऴ৹=ǋȗȗǋȍ৹ΒȍǡȗȗǋǷ৹ǀΘ৹ȍल৹BƲȍǡƲ৹BǽǷȗǋȐȐǽȍǡ৹ǁǽǶǶǋǶǽȍƲȗǡǷǘ৹ȗǞǋ৹ǽȊǋǷǡǷǘ৹ǽǗ৹ȗǞǋ৹ϮȍȐȗ৹ƲȐƲ৹Ǉǋǡ৹ ƲǶǀǡǷǡळ৹BǡǱƲǷळ৹ǽǷ৹:ƲǷȚƲȍΘ৹ࡷth,৹ࡲࡺࡱࡸ

SYMBIOSIS 047

SYMBIOSIS 048 ȍǽǽǶ৹ǽΑǋȍǱǽǽǯǋǇ৹ǀΘ৹ƲǱǱ৹ǋǷΑǡȍǽǷǶǋǷȗȐळ৹ǁǽǷǁǋǡΑǋǇ৹ƲȐ৹Ʋ৹ ȍǋƲǱ৹ȚȍǀƲǷ৹ȐȌȚƲȍǋ৹ǽǗ৹ǋΗǁǞƲǷǘǋल৹ॠ$ǡǘȚȍǋ৹ࡵॡ gli spazi assumono la stessa importanza ad eccezione ǇǋǱǱƲ৹ȐȗƲǷΝƲ৹ǁǋǷȗȍƲǱǋ৹ȐȚǱǱƲ৹ȌȚƲǱǋ৹Ȑǡ৹ƲϥƲǁǁǡƲǷǽ৹ȗȚȗȗǡ৹ǘǱǡ৹ ƲǶǀǡǋǷȗǡळ৹ǁǽǷǁǋȊǡȗƲ৹ǁǽǶǋ৹ȚǷƲ৹ΑǋȍƲ৹ǋ৹ȊȍǽȊȍǡƲ৹ȊǡƲΝΝƲ৹ ȚȍǀƲǷƲ৹Ǉǡ৹ȐǁƲǶǀǡǽल৹ॠ$ǡǘȚȍƲ৹ࡵॡ $ȍǽǶ৹ǱǋǗȗ৹ȗǽ৹ȍǡǘǞȗ $ǡǘȚȍǋ৹ࡴऴ৹ǱƲȐȐǋȐ৹ǶǽǇǋǱǋǇ৹ǽǷ৹ǋΒǋΘঌȐ৹ȊȍǡǷǁǡȊǱǋȐल৹ $ǡǘȚȍǋ৹ࡵऴ৹Xǋǘǘǡǽ৹ǶǡǱǡƲ৹ȊȊȍǽƲǁǞ৹ǶƲǷǡǗǋȐȗǽ

SYMBIOSIS 050

SYMBIOSIS 052 bǞǋ৹ǋǁǽǷǽǶǡǁ৹ǇǋΑǋǱǽȊǶǋǷȗ৹ǽǗ৹ȗǞǋ৹ǱƲȗǋ৹BǡǇǇǱǋ৹ǘǋȐ৹ ȊǽȐǋǇ৹ƲǷ৹ǋΑǋǷ৹Ƕǽȍǋ৹ȚȍǘǋǷȗ৹ȊȍǽǀǱǋǶ৹ǽǗ৹ǋǇȚǁƲȗǡǽǷळ৹ ǋǷǁǽȚȍƲǘǡǷǘ৹ȗǞǋ৹ǁǽǷȐȗȍȚǁȗǡǽǷ৹ǽǗ৹ȗǞǋ৹ϮȍȐȗ৹ȐǁǞǽǽǱ৹ ǀȚǡǱǇǡǷǘȐल৹ bǞǋȐǋ৹ȐȗȍȚǁȗȚȍǋȐ৹ȍǋΑǋƲǱळ৹ǞǽΒǋΑǋȍळ৹ǘȍǋƲȗ৹ ǱǡǶǡȗȐ৹ǽǗ৹ȍǋǁǋȊȗǡΑǡȗΘळ৹ƲȐ৹ΒǋǱǱ৹ƲȐ৹ǗȚǷǁȗǡǽǷƲǱǡȗΘळ৹Ȑǽ৹ȗǞǋ৹ ȐǽǱȚȗǡǽǷ৹ǽǗ৹ȗǞǋ৹ǁǽǷΑǋǷȗȐळ৹Ƕǽȍǋ৹ǋΗȊǋȍǡǋǷǁǋǇ৹ȚǷǇǋȍ৹ȗǞǋ৹ ǽȍǘƲǷǡΝƲȗǡǽǷƲǱ৹ƲȐȊǋǁȗळ৹ǀƲǁǯ৹ȗǽ৹ȊȍǋΑƲǡǱ৹ƲǘƲǡǷल bǞǋ৹ǞȚǶƲǷǡȐȗǡǁ৹ǁȚǱȗȚȍǋ৹ȊȍǽǇȚǁǋȐ৹Ƿǽȗ৹ǽǷǱΘ৹ȍǋϱǋǁȗǡǽǷȐ৹ ǽǷ৹ΒǞƲȗ৹ǡȗ৹ǡȐ৹ǷǋǁǋȐȐƲȍΘ৹ȗǽ৹ȐȗȚǇΘळ৹ǀȚȗ৹ƲǱȐǽ৹ȊȍǽΑǡǇǋȐ৹ indications on the places in which to carry out the ƲǁȗǡΑǡȗΘ৹ǽǗ৹ȐȗȚǇΘल৹ /Ƿ৹ȗǞǋ৹ȊǋǇƲǘǽǘǡǁƲǱ৹ȗȍǋƲȗǡȐǋ৹ De instaurationescholarum৹ǽǗ৹ࡲࡶࡶࡲ৹ǀΘ৹%ǡǽΑǡȗƲ৹XƲΑǡΝΝƲळ৹ȗǞǋ৹ ȐǁǞǽǽǱȐ৹ǽǗ৹ȗǞǋ৹ƲȍǷƲǀǡȗǋȐ৹Βǋȍǋ৹ǁȍǋƲȗǋǇळ৹ΒǞǡǁǞ৹ȊȍǋȐǋǷȗǋǇ৹ Ǘǽȍ৹ȗǞǋ৹ϮȍȐȗ৹ȗǡǶǋ৹Ʋ৹ȐȊǋǁǡϮǁ৹ȗΘȊǽǱǽǘΘळ৹ǁǽǷǁǋǡΑǋǇ৹Ǘǽȍ৹Ʋ৹ ȐǁǞǽǽǱ৹ǀȚǡǱǇǡǷǘ৹ƲǷǇ৹ǇǋȍǡΑǋǇ৹ǗȍǽǶ৹ȗǞǋ৹ǱƲȗǋ৹ȐǡΗȗǋǋǷȗǞ৹ ǁǋǷȗȚȍΘ৹ǶƲǷȐǡǽǷल৹bǞǋ৹ǡǷȗǋȍǷƲǱ৹ǽȍǘƲǷǡΝƲȗǡǽǷ৹ǽǗ৹ȐȊƲǁǋȐ৹ and furnishings is still modeled on the monastic one, considered the closest to the needs of a study ǁǽǶǶȚǷǡȗΘल৹ bǞǋ৹:ǋȐȚǡȗȐ৹ǱƲȗǋȍ৹ǋǱƲǀǽȍƲȗǋǇ৹ȗǞǡȐ৹ȗΘȊǽǱǽǘΘ৹ǀΘ৹ǗǽȚǷǇǡǷǘ৹ ȐǋΑǋȍƲǱ৹ǁǽǱǱǋǘǋȐ৹ȐǁƲȗȗǋȍǋǇ৹ȗǞȍǽȚǘǞǽȚȗ৹ȚȍǽȊǋ৹Ʋȗ৹ȗǞǋ৹ ȍǋȌȚǋȐȗ৹ǽǗ৹ǷƲȗǡǽǷƲǱ৹ǘǽΑǋȍǷǶǋǷȗȐल৹ bǞǋȐǋ৹ȐȊƲǁǋȐ৹Ǘǽȍ৹ ǋǇȚǁƲȗǡǽǷ৹Βǋȍǋ৹ǽǷǁǋ৹ƲǘƲǡǷ৹ǽȍǘƲǷǡΝǋǇ৹ƲȍǽȚǷǇ৹Ʋ৹ȐȌȚƲȍǋॺ ȐǞƲȊǋǇ৹ǁǽȚȍȗΘƲȍǇळ৹ȐȚȍȍǽȚǷǇǋǇ৹ǀΘ৹ȊǽȍȗǡǁǽǋȐ৹ǽΑǋȍǱǽǽǯǋǇ৹ ǀΘ৹ǁǱƲȐȐȍǽǽǶȐल৹ ǷǽȗǞǋȍ৹ȗΘȊǋ৹ǽǗ৹ǀȚǡǱǇǡǷǘ৹Ǘǽȍ৹ǋǇȚǁƲȗǡǽǷƲǱ৹ȊȚȍȊǽȐǋȐ৹ΒƲȐ৹ ǇǋϮǷǋǇ৹Ʋȗ৹ȗǞǋ৹ǋǷǇ৹ǽǗ৹ȗǞǋ৹ࡲࡸȗǞ৹ǁǋǷȗȚȍΘळ৹ȗǞȍǽȚǘǞ৹ȗǞǋ৹ ȗȍƲǷȐǗǽȍǶƲȗǡǽǷ৹ǽǗ৹ǞǽȐȊǡǁǋȐ৹Ǘǽȍ৹ǀǋǘǘƲȍȐ৹ƲǷǇ৹ǽȍȊǞƲǷȐ৹ ǡǷȗǽ৹ǀǽƲȍǇǡǷǘ৹ȐǁǞǽǽǱȐ৹Ǘǽȍ৹ΘǽȚǷǘ৹ƲȊȊȍǋǷȗǡǁǋȐळ৹ΒǡȗǞ৹ ǁǽǷȐǡǇǋȍƲǀǱǋ৹ƲȗȗǋǷȗǡǽǷ৹ȗǽ৹ȗǞǋ৹ǷǋǋǇȐ৹ǽǗ৹ȗǞǋǡȍ৹ǽȊǋȍƲȗǡǽǷल৹ The design of these spaces is carried out according =ǽ৹ȐΑǡǱȚȊȊǽ৹ǋǁǽǷǽǶǡǁǽ৹ǇǋǱ৹ȗƲȍǇǽ৹ǶǋǇǡǽǋΑǽ৹ȊǽǷǋ৹ ƲǷǁǽȍƲ৹Ȋǡȟ৹ȚȍǘǋǷȗǋǶǋǷȗǋ৹ǡǱ৹ȊȍǽǀǱǋǶƲ৹ǇǋǱǱঌǡȐȗȍȚΝǡǽǷǋळ৹ ǗƲΑǽȍǋǷǇǽ৹ǱƲ৹ȍǋƲǱǡΝΝƲΝǡǽǷǋ৹Ǉǋǡ৹ȊȍǡǶǡ৹ǋǇǡϮǁǡ৹ȐǁǽǱƲȐȗǡǁǡल৹ WȚǋȐȗǋ৹ȐȗȍȚȗȗȚȍǋ৹ȍǡΑǋǱƲǷǽ৹ȗȚȗȗƲΑǡƲ৹ǘȍƲǷǇǡ৹ǱǡǶǡȗǡ৹Ǉǡ৹ ȍǡǁǋȗȗǡΑǡȗƷळ৹ǽǱȗȍǋ৹ǁǞǋ৹Ǉǡ৹ǗȚǷΝǡǽǷƲǱǡȗƷळ৹Ȋǋȍ৹ǁȚǡ৹ǱƲ৹ȐǽǱȚΝǡǽǷǋ৹ Ǉǋǡ৹ǁǽǷΑǋǷȗǡळ৹ǶƲǘǘǡǽȍǶǋǷȗǋ৹ȐȊǋȍǡǶǋǷȗƲȗƲ৹ƲǷǁǞǋ৹Ȑǽȗȗǽ৹ ǱঌƲȐȊǋȗȗǽ৹ǽȍǘƲǷǡΝΝƲȗǡΑǽळ৹ȗǽȍǷƲ৹Ʋ৹ȊȍǋΑƲǱǋȍǋ৹ǷȚǽΑƲǶǋǷȗǋल =Ʋ৹ǁȚǱȗȚȍƲ৹ȚǶƲǷǡȐȗǡǁƲ৹ȊȍǽǇȚǁǋ৹ǷǽǷ৹ȐǽǱǽ৹ȍǡϱǋȐȐǡǽǷǡ৹ȐȚ৹ cosaènecessariostudiare,mafornisceancheindicazioni ȐȚǡ৹ǱȚǽǘǞǡ৹Ƿǋǡ৹ȌȚƲǱǡ৹ȐΑǽǱǘǋȍǋ৹ǱঌƲȗȗǡΑǡȗƷ৹Ǉǡ৹ȐȗȚǇǡǽल৹CǋǱ৹ trattato pedagogico De instauratione scholarum ǇǋǱ৹ࡲࡶࡶࡲ৹Ǉǡ৹%ǡǽΑǡȗƲ৹XƲΑǡΝΝƲळ৹ȐǽȍǘǽǷǽ৹Ǳǋ৹ȐǁȚǽǱǋ৹Ǉǋǡ৹ ƲȍǷƲǀǡȗǡ৹ǁǞǋ৹ȊȍǋȐǋǷȗƲǷǽ৹Ȋǋȍ৹ǱƲ৹ȊȍǡǶƲ৹ΑǽǱȗƲ৹ȚǷƲ৹ ȗǡȊǽǱǽǘǡƲ৹ȐȊǋǁǡϮǁƲळ৹ȊǋǷȐƲȗƲ৹Ȋǋȍ৹ȚǷ৹ǋǇǡϮǁǡǽ৹ȐǁǽǱƲȐȗǡǁǽ৹ ǋ৹ǇǋȍǡΑƲȗƲ৹ǇƲǱ৹ȊƲǱƲΝΝǽ৹ȐǡǘǷǽȍǡǱǋ৹ȗƲȍǇǽॺǁǡǷȌȚǋǁǋǷȗǋȐǁǽल৹ L’organizzazioneinternadispaziedegliarredièancora ǶǽǇǋǱǱƲȗƲ৹ȐȚ৹ȌȚǋǱǱƲ৹ǶǽǷƲȐȗǡǁƲळ৹ǁǽǷȐǡǇǋȍƲȗƲ৹ǱƲ৹Ȋǡȟ৹ΑǡǁǡǷƲ৹ Ʋǡ৹ǀǡȐǽǘǷǡ৹Ǉǡ৹ȚǷƲ৹ǁǽǶȚǷǡȗƷ৹Ǉǡ৹ȐȗȚǇǡǽल৹ / %ǋȐȚǡȗǡळ৹ȐȚǁǁǋȐȐǡΑƲǶǋǷȗǋळ৹ǋǱƲǀǽȍƲȍǽǷǽ৹ȌȚǋȐȗƲ৹ ȗǡȊǽǱǽǘǡƲ৹ǗǽǷǇƲǷǇǽ৹ǇǡΑǋȍȐǡ৹ǁǽǱǱǋǘǡ৹ȐȊƲȍȐǡ৹ǡǷ৹ȗȚȗȗƲ৹ ȚȍǽȊƲ৹ȐȚ৹ȍǡǁǞǡǋȐȗƲ৹Ǉǋǡ৹ǘǽΑǋȍǷǡ৹ǷƲΝǡǽǷƲǱǡल৹WȚǋȐȗǡ৹ȐȊƲΝǡ৹ Ȋǋȍ৹ǱঌǋǇȚǁƲΝǡǽǷǋ৹ǋȍƲǷǽ৹ǽȍǘƲǷǡΝΝƲȗǡ৹ƲǷǁǽȍƲ৹ȚǷƲ৹ΑǽǱȗƲ৹ ǡǷȗǽȍǷǽ৹Ʋ৹ȚǷ৹ǁǽȍȗǡǱǋ৹Ǉǡ৹ǗǽȍǶƲ৹ȌȚƲǇȍƲȗƲळ৹ǁǡȍǁǽǷǇƲȗǽ৹ǇƲ৹ Ȋǽȍȗǡǁǡ৹ȐȚǡ৹ȌȚƲǱǡ৹Ȑǡ৹ƲϥƲǁǁǡƲΑƲǷǽ৹Ǳǋ৹ƲȚǱǋल৹ eǷ৹ƲǱȗȍǽ৹ȗǡȊǽ৹Ǉǡ৹ǋǇǡϮǁǡǽ৹Ʋ৹ǇǋȐȗǡǷƲΝǡǽǷǋ৹ȐǁǽǱƲȐȗǡǁƲ৹Ȑǡ৹ ΑǋǷǷǋ৹ǇǋϮǷǋǷǇǽ৹ȐȚǱǱǽ৹Ȑǁǽȍǁǡǽ৹ǇǋǱ৹ xqq//৹ȐǋǁǽǱǽळ৹ ƲȗȗȍƲΑǋȍȐǽ৹ǱƲ৹ȗȍƲȐǗǽȍǶƲΝǡǽǷǋ৹ǇǋǘǱǡ৹ǽȐȊǡΝǡ৹Ȋǋȍ৹ǶǋǷǇǡǁƲǷȗǡ৹ ǋǇ৹ǽȍǗƲǷǡ৹ǡǷ৹ǁǽǷΑǡȗȗǡ৹Ȋǋȍ৹ǘǡǽΑƲǷǡ৹ƲȊȊȍǋǷǇǡȐȗǡळ৹ǁǽǷ৹ ȚǷƲ৹ǷǽȗǋΑǽǱǋ৹ƲȗȗǋǷΝǡǽǷǋ৹ƲǱǱǋ৹ǷǋǁǋȐȐǡȗƷ৹ǇǋǱ৹Ǳǽȍǽ৹ ǗȚǷΝǡǽǷƲǶǋǷȗǽल৹ =Ʋ৹ȊȍǽǘǋȗȗƲΝǡǽǷǋ৹Ǉǡ৹ȌȚǋȐȗǡ৹ȐȊƲΝǡ৹ǒ৹ ǁǽǷǇǽȗȗƲ৹ȐǋǁǽǷǇǽ৹ȚǷǽ৹ȐǁǞǋǶƲ৹ǁǞǡƲȍǽळ৹ǷǋǱ৹ȌȚƲǱǋ৹ǱƲ৹ ǇǡȐȊǽȐǡΝǡǽǷǋ৹ǀǋǷ৹ǁǽǷǷǋȐȐƲ৹ǇǋǱǱǋ৹ƲȚǱǋूǱƲǀǽȍƲȗǽȍǡ৹ǋ৹Ǉǋǡ৹

I governi iniziarono a coinvolgere nel processo educativo tutta la popolazione, in quanto divenne chiaro che il progresso culturale fosse veicolo di Inmodelliparrocchialil’organizzazione.luoghiSiprosperità.Cisicominciaachiederedoveinsegnare.poneilproblemadidotarel’istruzionedinuoviedeterminareleforme,ledimensionieInizialmentefuronolescuoleeleistituzioniassistenzialiafornireiperlenuovestrutture.Inghilterraiprimiedi

fici scolastici sono derivati dalle church-halls, dove venivano accolti i ragazzi nella grande sala comune, con un forte spirito comunitario, prescindendo dall’età o dal sesso. Nonostante i cambiamenti che interverranno nel tempo saranno enormi, e non riguarderanno soltanto l’aspetto dimensionale, il legame tra lo spazio centrale e le aule è diventato un’acquisizione permanente che si manterrà anche con una organizzazione più elaborata dell’edi fi cio e con le nuove esigenze contemporanee. Dal modello ad hall centrale si verranno di fferenziando edi fi ci in cui le aule, separate per i due sessi, sono dislocate in successione lungo un corridoio di servizio. Da questi modelli si svilupperà la tipologia a corridoio, predominante nell’edilizia scolastica europea sino agli anni successivi alla Seconda Guerra Mondiale.

SYMBIOSIS 053 ȗǽ৹Ʋ৹ǁǱǋƲȍ৹ȐǁǞǋǶǋळ৹ǡǷ৹ΒǞǡǁǞ৹ȗǞǋ৹ΒǋǱǱॺǁǽǷǷǋǁȗǋǇ৹ ƲȍȍƲǷǘǋǶǋǷȗ৹ǽǗ৹ǁǱƲȐȐȍǽǽǶȐूǱƲǀǽȍƲȗǽȍǡǋȐ৹ƲǷǇ৹ȐǋȍΑǡǁǋȐ৹ follows symmetrical and axial principles, tuning the ƲȍǁǞǡȗǋǁȗȚȍǋ৹ǽǗ৹ȗǞǋ৹ǀȚǡǱǇǡǷǘ৹ȗǽ৹ȗǞǋ৹ǁǞƲȍƲǁȗǋȍǡȐȗǡǁȐ৹ǽǗ৹ǡȗȐ৹ Ʋǘǋ৹ƲǷǇ৹ǗȚǷǁȗǡǽǷल /Ƿ৹ȗǞǋ৹ࡲࡺȗǞ৹ǁǋǷȗȚȍΘळ৹ȗǞǋ৹ȐȊȍǋƲǇ৹ǽǗ৹ǷǱǡǘǞȗǋǷǶǋǷȗ৹ǡǇǋƲȐ৹ in conjunction with the production needs generated ǀΘ৹ȗǞǋ৹/ǷǇȚȐȗȍǡƲǱ৹XǋΑǽǱȚȗǡǽǷ৹ǱǋǇ৹ȗǽ৹Ʋ৹ǷǋΒ৹ǡǷȗǋȍǋȐȗ৹ǡǷ৹ ǋǇȚǁƲȗǡǽǷƲǱ৹ǡȐȐȚǋȐल৹ %ǽΑǋȍǷǶǋǷȗȐ৹ǀǋǘƲǷ৹ȗǽ৹ǡǷΑǽǱΑǋ৹ the entire population in the educational process, as ǡȗ৹ǀǋǁƲǶǋ৹ǁǱǋƲȍ৹ȗǞƲȗ৹ǁȚǱȗȚȍƲǱ৹ȊȍǽǘȍǋȐȐ৹ΒƲȐ৹Ʋ৹ΑǋǞǡǁǱǋ৹ Ǘǽȍ৹ȊȍǽȐȊǋȍǡȗΘल৹ WȚǋȐȗǡǽǷȐ৹ǀǋǘƲǷ৹ȗǽ৹ǀǋ৹ƲȐǯǋǇ৹ƲǀǽȚȗ৹ ΒǞǋȍǋ৹ȗǽ৹ȗǋƲǁǞल৹bǞǋ৹ȊȍǽǀǱǋǶ৹ǽǗ৹ǋȌȚǡȊȊǡǷǘ৹ǋǇȚǁƲȗǡǽǷ৹ with new places and determining their shape, size ƲǷǇ৹ǽȍǘƲǷǡΝƲȗǡǽǷ৹ƲȍǡȐǋȐल৹ /ǷǡȗǡƲǱǱΘळ৹ȊƲȍǽǁǞǡƲǱ৹ȐǁǞǽǽǱȐ৹ ƲǷǇ৹ΒǋǱǗƲȍǋ৹ǡǷȐȗǡȗȚȗǡǽǷȐ৹ȊȍǽΑǡǇǋǇ৹ȗǞǋ৹ǶǽǇǋǱȐ৹Ǘǽȍ৹ǷǋΒ৹ ǗƲǁǡǱǡȗǡǋȐल৹ /Ƿ৹ǷǘǱƲǷǇळ৹ȗǞǋ৹ϮȍȐȗ৹ȐǁǞǽǽǱ৹ǀȚǡǱǇǡǷǘȐ৹Βǋȍǋ৹ǇǋȍǡΑǋǇ৹ǗȍǽǶ৹ church-halls, where children were welcomed in the large commonroom, witha strongcommunity spirit, ȍǋǘƲȍǇǱǋȐȐ৹ǽǗ৹Ʋǘǋ৹ǽȍ৹ǘǋǷǇǋȍल৹ǱȗǞǽȚǘǞ৹ȗǞǋ৹ǁǞƲǷǘǋȐ৹ȗǞƲȗ৹ ΒǡǱǱ৹ǽǁǁȚȍ৹ǽΑǋȍ৹ȗǡǶǋ৹ΒǡǱǱ৹ǀǋ৹ǋǷǽȍǶǽȚȐळ৹ƲǷǇ৹ΒǡǱǱ৹Ƿǽȗ৹ ǽǷǱΘ৹ǁǽǷǁǋȍǷ৹ȗǞǋ৹ǇǡǶǋǷȐǡǽǷƲǱ৹ƲȐȊǋǁȗळ৹ȗǞǋ৹ǱǡǷǯ৹ǀǋȗΒǋǋǷ৹ ȗǞǋ৹ǁǋǷȗȍƲǱ৹ȐȊƲǁǋ৹ƲǷǇ৹ȗǞǋ৹ǁǱƲȐȐȍǽǽǶȐ৹ǞƲȐ৹ǀǋǁǽǶǋ৹Ʋ৹ ȊǋȍǶƲǷǋǷȗ৹ƲǁȌȚǡȐǡȗǡǽǷ৹ȗǞƲȗ৹ΒǡǱǱ৹ǀǋ৹ǶƲǡǷȗƲǡǷǋǇ৹ǋΑǋǷ৹ ΒǡȗǞ৹Ʋ৹Ƕǽȍǋ৹ǋǱƲǀǽȍƲȗǋ৹ǽȍǘƲǷǡΝƲȗǡǽǷ৹ǽǗ৹ȗǞǋ৹ǀȚǡǱǇǡǷǘ৹ƲǷǇ৹ ΒǡȗǞ৹ȗǞǋ৹ǷǋΒ৹ǁǽǷȗǋǶȊǽȍƲȍΘ৹ǷǋǋǇȐल৹$ȍǽǶ৹ȗǞǋ৹ǁǋǷȗȍƲǱ৹ ǞƲǱǱ৹ǶǽǇǋǱळ৹ǀȚǡǱǇǡǷǘȐ৹ΒǡǱǱ৹ǀǋ৹ǇǡϥǋȍǋǷȗǡƲȗǋǇ৹ǡǷ৹ΒǞǡǁǞ৹ȗǞǋ৹ classrooms, separated for the two sexes, are located in ȐȚǁǁǋȐȐǡǽǷ৹ƲǱǽǷǘ৹Ʋ৹ȐǋȍΑǡǁǋ৹ǁǽȍȍǡǇǽȍल৹$ȍǽǶ৹ȗǞǋȐǋ৹ǶǽǇǋǱȐ৹ ΒǡǱǱ৹ǇǋΑǋǱǽȊ৹ȗǞǋ৹ǁǽȍȍǡǇǽȍ৹ȗΘȊǽǱǽǘΘळ৹ȊȍǋǇǽǶǡǷƲǷȗ৹ǡǷ৹ Europeanschoolconstructionuntiltheyearsfollowing ȗǞǋ৹[ǋǁǽǷǇ৹sǽȍǱǇ৹sƲȍल৹bǞǋ৹ǁǽǶǶǽǷ৹ȐȊƲǁǋळ৹Ƿǽȗ৹ǀǋǡǷǘ৹ ȐǋȍΑǡΝǡ৹ȐǋǘȚǋ৹ȊȍǡǷǁǡȊǡ৹ȐǡǶǶǋȗȍǡǁǡ৹ǋǇ৹ƲȐȐǡƲǱǡळ৹ƲǁǁǽȍǇƲǷǇǽ৹ ǱঌƲȍǁǞǡȗǋȗȗȚȍƲ৹ǇǋǱǱঌǋǇǡϮǁǡǽ৹ƲǱǱǋ৹ǁƲȍƲȗȗǋȍǡȐȗǡǁǞǋ৹ǇǋǱǱƲ৹ȐȚƲ৹ epocaedellasuefunzioni NelXIXsecololadiff usionedelleideeilluministiche in concomitanza alle necessità produttive generate dalla Rivoluzione Industriale provocarono un interesse nuovo per i problemi dell’istruzione.

In Italia bisognerà aspettare il 1888 per avere le prime prescrizioni dello Stato in materia di edilizia scolastica. La scuola delineata da suddette norme si conforma al modello tedesco, con una disposizione linearedelleaulelungouncorridoiosu fficientemente ampio da fungere anche da luogo di incontro e ricreazione per gli alunni, generalmente orientato a senumeronordperconsentirealleaulel’esposizionemigliore.Ildeipiani,diregola,nonsuperaidue,ancheleeccezionisononumerose.Gliedi fi ci aspirano sempre ad una rappresentatività, che aumenta all’aumentare del grado e dell’importanza della scuola. Gli edi fi ci per l’istruzione di competenza statale, ostentano un aspetto più ricercato dal punto di vista decorativo, con tutte le variazioni suggerite dall’eclettismo corrente del periodo. L’edi fi cio scolastico assume così una grande rilevanza nella scena urbana e si carica di nuove valenze. Insieme al perfezionamento tipologico comincia quindi la sua strutturazione di edifi cio rappresentativo e dotato di propria speci fi cità architettonica.

Terminata la Grande Guerra riprese il movimento

Lo spazio comune, non essendo motivato da necessità didattiche de fi nite, viene sostituito dalla palestra finalizzata alle esercitazioni ginniche. Il corridoio viene liberato su uno dei due lati per migliorare le condizioni di illuminazione ed esporre le aule in modo più favorevole.

SYMBIOSIS 054 ǶǽȗǡΑƲȗǋǇ৹ǀΘ৹ǇǋϮǷǋǇ৹ǋǇȚǁƲȗǡǽǷƲǱ৹ǷǋǋǇȐळ৹ǡȐ৹ȍǋȊǱƲǁǋǇ৹ǀΘ৹ ȗǞǋ৹ǘΘǶǷƲȐǡȚǶ৹Ǘǽȍ৹ǘΘǶǷƲȐȗǡǁ৹ǋΗǋȍǁǡȐǋȐल৹bǞǋ৹ǁǽȍȍǡǇǽȍ৹ ǡȐ৹ǗȍǋǋǇ৹ǽǷ৹ǽǷǋ৹ǽǗ৹ȗǞǋ৹ȗΒǽ৹ȐǡǇǋȐ৹ȗǽ৹ǡǶȊȍǽΑǋ৹ǱǡǘǞȗǡǷǘ৹ conditions and expose the classrooms in a more ǗƲΑǽȍƲǀǱǋ৹ΒƲΘल৹ /Ƿ৹$ȍƲǷǁǋळ৹ȗǞǋ৹ǡǷǁȍǋƲȐǋ৹ǡǷ৹ȗǞǋ৹ǁǽǷȐȗȍȚǁȗǡǽǷ৹ǽǗ৹ǀȚǡǱǇǡǷǘȐळ৹ determinedthehomogenizationoftheirstructurewith ȗǞǋ৹ǁȍǡȗǋȍǡƲ৹ǇǋȍǡΑǋǇ৹ǗȍǽǶ৹ȗǞǋ৹Dictionnaire raisonné de l’architecturefrançaise৹ǀΘ৹ल৹qǡǽǱǱǋȗ৹=ǋ৹Țǁ৹ǡǷ৹ࡲࡹࡷࡹल৹ /Ƿ৹/ȗƲǱΘळ৹ǡȗ৹ΒǡǱǱ৹ǀǋ৹ǷǋǁǋȐȐƲȍΘ৹ȗǽ৹ΒƲǡȗ৹ȚǷȗǡǱ৹ࡲࡹࡹࡹ৹ȗǽ৹ ǞƲΑǋ৹ȗǞǋ৹ϮȍȐȗ৹ȊȍǋȐǁȍǡȊȗǡǽǷȐ৹ǽǗ৹ȗǞǋ৹ [ȗƲȗǋ৹ȍǋǘƲȍǇǡǷǘ৹ ȐǁǞǽǽǱ৹ǁǽǷȐȗȍȚǁȗǡǽǷल৹ bǞǋ৹ȐǁǞǽǽǱ৹ǽȚȗǱǡǷǋǇ৹ǀΘ৹ȗǞǋȐǋ৹ rules conforms to the German model, with a linear arrangement of classrooms along a corridor wide ǋǷǽȚǘǞ৹ȗǽ৹ȐǋȍΑǋ৹ƲȐ৹Ʋ৹ǶǋǋȗǡǷǘ৹ȊǱƲǁǋ৹ƲǷǇ৹ȍǋǁȍǋƲȗǡǽǷ৹ for students, generally oriented to the north to allow ȗǞǋ৹ǀǋȐȗ৹ǋΗȊǽȐȚȍǋ৹ȗǽ৹ȗǞǋ৹ǁǱƲȐȐȍǽǽǶȐल৹bǞǋ৹ǷȚǶǀǋȍ৹ǽǗ৹ ϱǽǽȍȐळ৹ƲȐ৹Ʋ৹ȍȚǱǋळ৹ǇǽǋȐ৹Ƿǽȗ৹ǋΗǁǋǋǇ৹ȗΒǽळ৹ƲǱȗǞǽȚǘǞ৹ȗǞǋȍǋ৹ Ʋȍǋ৹ǶƲǷΘ৹ǋΗǁǋȊȗǡǽǷȐल৹bǞǋ৹ǀȚǡǱǇǡǷǘȐ৹ƲǱΒƲΘȐ৹ƲȐȊǡȍǋ৹ȗǽ৹ ȍǋȊȍǋȐǋǷȗƲȗǡΑǋǷǋȐȐळ৹ΒǞǡǁǞ৹ǡǷǁȍǋƲȐǋȐ৹ƲȐ৹ȗǞǋ৹ǘȍƲǇǋ৹ƲǷǇ৹ ǡǶȊǽȍȗƲǷǁǋ৹ǽǗ৹ȗǞǋ৹ȐǁǞǽǽǱ৹ǡǷǁȍǋƲȐǋȐल৹bǞǋ৹ǀȚǡǱǇǡǷǘȐ৹Ǘǽȍ৹ ǋǇȚǁƲȗǡǽǷ৹ǽǗ৹ȐȗƲȗǋ৹ǁǽǶȊǋȗǋǷǁǋळ৹ϱƲȚǷȗ৹Ʋ৹Ƕǽȍǋ৹ȍǋϮǷǋǇ৹ ƲȊȊǋƲȍƲǷǁǋ৹ǗȍǽǶ৹ȗǞǋ৹ǇǋǁǽȍƲȗǡΑǋ৹ȊǽǡǷȗ৹ǽǗ৹ΑǡǋΒळ৹ΒǡȗǞ৹ ƲǱǱ৹ȗǞǋ৹ΑƲȍǡƲȗǡǽǷȐ৹ȐȚǘǘǋȐȗǋǇ৹ǀΘ৹ȗǞǋ৹ǁȚȍȍǋǷȗ৹ǋǁǱǋǁȗǡǁǡȐǶ৹ ǽǗ৹ȗǞǋ৹ȊǋȍǡǽǇल৹bǞǋ৹ȐǁǞǽǽǱ৹ǀȚǡǱǇǡǷǘ৹ȗǞȚȐ৹ƲȐȐȚǶǋȐ৹ǘȍǋƲȗ৹ ǡǶȊǽȍȗƲǷǁǋ৹ǡǷ৹ȗǞǋ৹ȚȍǀƲǷ৹ȐǁǋǷǋ৹ƲǷǇ৹ǡȐ৹ǁǞƲȍǘǋǇ৹ΒǡȗǞ৹ǷǋΒ৹ ΑƲǱȚǋȐल৹bǽǘǋȗǞǋȍ৹ΒǡȗǞ৹ȗǞǋ৹ȗΘȊǽǱǽǘǡǁƲǱ৹ȍǋϮǷǋǶǋǷȗळ৹ǡȗ৹ ǀǋǘǡǷȐ৹ǡȗȐ৹ȐȗȍȚǁȗȚȍǡǷǘ৹ƲȐ৹Ʋ৹ȍǋȊȍǋȐǋǷȗƲȗǡΑǋ৹ǀȚǡǱǇǡǷǘ৹ΒǡȗǞ৹ ǡȗȐ৹ǽΒǷ৹ƲȍǁǞǡȗǋǁȗȚȍƲǱ৹ȐȊǋǁǡϮǁǡȗΘल৹ Ǘȗǋȍ৹ȗǞǋ৹%ȍǋƲȗ৹sƲȍळ৹ȗǞǋ৹ǶǽΑǋǶǋǷȗ৹ȗǽ৹ǡǶȊȍǽΑǋ৹ȗǞǋ৹ ǗȚǷǁȗǡǽǷƲǱǡȗΘ৹ǽǗ৹ȐǁǞǽǽǱȐ৹ȍǋȐȚǶǋǇळ৹ǇȍǡΑǋǷ৹ǶƲǡǷǱΘ৹ǀΘ৹ ȗǞǋ৹ǷǋǋǇ৹ȗǽ৹ȍǋΑǡǋΒ৹ȗǞǋ৹ǞΘǘǡǋǷǡǁ৹ǁǽǷǇǡȗǡǽǷȐ৹ǽǗ৹ȐǁǞǽǽǱ৹

In Francia l’incremento della costruzione di edi fi ci, determinò l’omogeneizzazione della loro struttura con i criteri derivati dal Dictionnaire raisonné de l’architecture française di E.Viollet Le Duc del 1868.

SYMBIOSIS 055 ǀȚǡǱǇǡǷǘȐल৹ %ƲȗǞǋȍǡǷǘ৹ȗǞǋ৹ǡǷȐȗƲǷǁǋȐ৹ǽǗ৹ǞΘǘǡǋǷǡȐȗȐळ৹ pedagogists and architects, through an analytical comparison and a cataloging of the components of ȗǞǋ৹ǀȚǡǱǇǡǷǘ৹ǽǗ৹ȗǞǋ৹ȍǋǱƲȗǡǽǷȐǞǡȊȐ৹ǀǋȗΒǋǋǷ৹ȗǞǋǶळ৹ǡȗ৹ came consolidating and perfecting the type called a corridor, the one that currently characterizes most ȐǁǞǽǽǱ৹ǀȚǡǱǇǡǷǘȐल৹ bǞǋ৹ǇǡϥȚȐǡǽǷ৹ǽǗ৹ȗǞǡȐ৹ȗΘȊǽǱǽǘΘ৹ ȗǞȍǽȚǘǞǽȚȗ৹ȚȍǽȊǋ৹ǡȐ৹ǋǷȐȚȍǋǇ৹ǀΘ৹ǡȗȐ৹ǷƲȗȚȍƲǱ৹ǞƲȍǶǽǷΘ৹ withthestylisticfeaturesofRationalism,inwhichthe ȚȐǋ৹ǽǗ৹ȊȚȍǋ৹ΑǽǱȚǶǋȐ৹ƲǷǇ৹ȗǞǋ৹ȗǋǷǇǋǷǁΘ৹ȗǽ৹ǞǽȍǡΝǽǷȗƲǱǡȗΘ৹ ȊȍǋΑƲǡǱȐल৹ bǞǋ৹ǁǱƲȐȐȍǽǽǶळ৹ǷǽΒ৹ǁǽǶȊǱǋȗǋǱΘ৹ǇǋϮǷǋǇळ৹ ǀǋǁƲǶǋ৹ȗǞǋ৹ǁǽȍǷǋȍȐȗǽǷǋ৹ǽǗ৹ƲǷ৹ƲǘǘȍǋǘƲȗǡΑǋ৹ȊȍǽǁǋȐȐ৹ƲǷǇ৹ ȗǞǋ৹ǋǷȗǡȍǋ৹ȐǁǞǽǽǱ৹ǀȚǡǱǇǡǷǘ৹ΒƲȐ৹ȐȗȍȚǁȗȚȍǋǇ৹ȐȗƲȍȗǡǷǘ৹ǗȍǽǶ৹ ȗǞǋ৹ȐȚǶ৹ǽǗ৹ǡȗȐ৹ǁǱƲȐȐȍǽǽǶȐल৹ ǋǱǽΒ৹ǡȐ৹Ʋ৹ǱǡȐȗ৹ǽǗ৹ǁƲȐǋ৹ȐȗȚǇǡǋȐ৹ǗȍǽǶ৹ȗǞǋ৹ǋƲȍǱΘ৹ࡲࡺࡱࡱȐ৹ȗǞƲȗ৹ ȐȚǶǶƲȍǡΝǋȐ৹ȗǞǋ৹ǋΑǽǱȚȗǡǽǷ৹ǽǗ৹ȗǞǋȐǋ৹ȐȊƲǁǋȐल

ficio dei rapporti tra essi intercorrenti, si è venuto consolidando e perfezionando la tipologia chiamata a corridoio, quella che attualmente caratterizza la maggior parte degli edifici scolastici. La diff usione in tutta l’area europea di questa tipologia è assicurata dalla sua naturale sintonia con gli stilemi del Razionalismo, in cui prevale l’uso dei volumi puri e la tendenza all’orizzontalità. L’aula, ormai completamente definita, divenne il cardine di un processo aggregativoel’interoedi ficioscolasticosistrutturòa partire proprio dalla sommatoria delle sue aule. Di seguito un elenco di casi studio a partire dagli inizi del 900 che riassume l’evoluzione di questi spazi.

per migliorare la funzionalità delle scuole, guidata soprattutto dalla necessità di rivedere le condizioni igieniche degli edi fi ci scolastici. Raccogliendo le degliunaistanzediigienisti,pedagogistiearchitetti,attraversocomparazioneanaliticaedunacatalogazioneelementicomponentil’edi

SYMBIOSIS 056 1. 13. 7. 19. 2. 14. 8. 20. 3. 15. 9. 21.

SYMBIOSIS 057 4. 16. 10. 22. 5. 17. 11. 23. 6. 12. 18. 24.

SYMBIOSIS 058

SYMBIOSIS 059 4. 16. 10. 22. 5. 17. 11. 23. 6. 12. 18. 24.

SYMBIOSIS 064

SYMBIOSIS 066 ǀǋǁǽǶǋȐ৹ƲǷ৹ǽȊȊǽȍȗȚǷǡȗΘ৹Ǘǽȍ৹ǘȍǽΒȗǞळ৹ǡǷǷǽΑƲȗǡǽǷ৹ ƲǷǇ৹ȗȍƲǷȐǗǽȍǶƲȗǡǽǷ৹Ǘǽȍ৹ȗǞǋ৹ȐǁǞǽǽǱ৹ǡȗȐǋǱǗल৹bǞǋ৹ȊȍǽǬǋǁȗ৹ proposes three educational, teaching and learning models: the craftsman’s model, the dramaturgical ǶǽǇǋǱ৹ƲǷǇ৹ȗǞǋ৹ǘƲǶǋ৹ǶǽǇǋǱल৹ bǞǋ৹ǁȍƲǗȗȐǶƲǷঌȐ৹ǶǽǇǋǱ৹ȍǋǁƲǱǱȐ৹ǱǋƲȍǷǡǷǘ৹ǀΘ৹ǡǶǡȗƲȗǡǽǷ৹ and the image of the teacher and educator as the master of the workshop, who demonstrates, shows, ǋǷǁǽȚȍƲǘǋȐ৹ƲǷǇ৹ȐȚȊȊǽȍȗȐल৹bǞǋ৹ǇȍƲǶƲȗȚȍǘǡǁƲǱ৹ǶǽǇǋǱ৹ ǋǶȊǞƲȐǡȐǋȐ৹ȗǞǋ৹ΒƲΘȐ৹ǽǗ৹ȚȐǡǷǘ৹ȗǞǋ৹Αǽǡǁǋळ৹ȗǞǋ৹ƲȊȊȍǽȊȍǡƲȗǋ৹ ȚȐǋ৹ǽǗ৹ȗǞǋ৹ǀǽǇΘ৹ƲǷǇ৹ǘǋȐȗȚȍǋȐळ৹ȗǞǋ৹ȐΘǷȗǞǋȐǡȐ৹ǀǋȗΒǋǋǷ৹ ȍǋƲȐǽǷ৹ƲǷǇ৹ǋǶǽȗǡǽǷळ৹ȗǞǋ৹ƲǀǡǱǡȗΘ৹ȗǽ৹ȊȍǋȐǋǷȗ৹ǁǽǷȗǋǷȗ৹ǀΘ৹ ƲȍǽȚȐǡǷǘ৹Ʋ৹ȊƲȐȐǡǽǷ৹Ǘǽȍ৹ǯǷǽΒǱǋǇǘǋल৹৹bǞǋ৹ǘƲǶǋ৹ǶǽǇǋǱ৹ designs learning opportunities linked to challenge, simulation, in a context where learning is fun and ȊǱǋƲȐȚȍǋल৹ bǞǋ৹ȍȚǱǋȐ৹ǽǗ৹ȗǞǋ৹ǘƲǶǋ৹ǘȚǡǇǋ৹ȗǞǋ৹ȊǱƲΘǋȍȐঌ৹ ǶǽΑǋȐळ৹ǱǽΘƲǱȗΘ৹ƲǷǇ৹ȗǋƲǶ৹ȐȊǡȍǡȗ৹Ʋȍǋ৹ȗǞǋ৹ȍǋǗǋȍǋǷǁǋ৹ΑƲǱȚǋȐल৹ $ȍǽǶ৹ƲǷ৹ƲȍǁǞǡȗǋǁȗȚȍƲǱ৹ȊǽǡǷȗ৹ǽǗ৹ΑǡǋΒळ৹ȐǁǞǽǽǱȐ৹ȗǞƲȗ৹ȚȐǋ৹ this new pedagogical method emphasise connecting ȐȊƲǁǋȐळ৹ǁǽǷǁǋǡΑǋǇ৹ƲȐ৹Ʋ৹ȊǱƲǁǋ৹Ǘǽȍ৹ȗǞǋ৹ǶƲȍǯǋȗळ৹ƲǷǇ৹ ȗǞǋȍǋǗǽȍǋ৹Ǘǽȍ৹ȍǋǱƲȗǡǽǷƲǱ৹ǋΗǁǞƲǷǘǋ৹ǀǋȗΒǋǋǷ৹ǁǞǡǱǇȍǋǷळ৹ and emphasise teaching outside or in what are called ϱǡȊȊǋǇ৹ǁǱƲȐȐȍǽǽǶȐल৹/ǷǇǡΑǡǇȚƲǱ৹Βǽȍǯ৹ǡȐ৹ǇǽǷǋ৹Ʋȗ৹ǞǽǶǋळ৹ ΒǞǡǱǋ৹ǘȍǽȚȊळ৹ǁǽǱǱƲǀǽȍƲȗǡΑǋ৹ƲǷǇ৹ǱƲǀǽȍƲȗǽȍΘ৹ƲǁȗǡΑǡȗǡǋȐ৹ Ʋȍǋ৹ǁƲȍȍǡǋǇ৹ǽȚȗ৹Ʋȗ৹ȐǁǞǽǽǱ৹ȗǞƲǷǯȐ৹ȗǽ৹Ʋ৹ϱǋΗǡǀǱǋ৹ȐȊƲȗǡƲǱ৹ ƲȍȍƲǷǘǋǶǋǷȗ৹ȗǞƲȗ৹ǁƲǷ৹ǀǋ৹ǡǷȗǋȍǁǞƲǷǘǋǇ৹Ʋȗ৹ȗǞǋ৹ȗǋƲǁǞǋȍঌȐ৹ ΒǡǱǱल৹HǷǁǋ৹ƲǘƲǡǷळ৹ȗǞǋ৹ǶȚǱȗǡॺȐǁƲǱƲȍǡȗΘ৹ǽǗ৹ǇǽǡǷǘ৹ȐǁǞǽǽǱ৹ ȗǽǇƲΘ৹ǡȐ৹ǋǶȊǞƲȐǡȐǋǇऴ৹ǗȍǽǶ৹ȚȍǀƲǷ৹ǁǽǶǶȚǷǡȗΘ৹ȍǋǱƲȗǡǽǷȐ৹ ȗǽ৹ȗǞǋ৹ȐȗȚǇΘ৹ǽǗ৹ǗȚȍǷǡȗȚȍǋल ǋǇȚǁƲȗǡΑǡळ৹Ǉǡ৹ǡǷȐǋǘǷƲǶǋǷȗǽ৹ǋ৹Ǉǡ৹ƲȊȊȍǋǷǇǡǶǋǷȗǽऴ৹ǡǱ৹ modello dell’artigiano, il modello drammaturgico, il ǶǽǇǋǱǱǽ৹ǇǋǱ৹ǘǡǽǁǽल৹ /Ǳ৹ǶǽǇǋǱǱǽ৹ǇǋǱǱঌƲȍȗǡǘǡƲǷǽ৹ȍǡǁǞǡƲǶƲ৹ǱঌƲȊȊȍǋǷǇǡǶǋǷȗǽ৹Ȋǋȍ৹ imitazioneel’immaginedell’insegnanteedell’educatore ǶƲǋȐȗȍǽ৹Ǉǡ৹ǀǽȗȗǋǘƲळ৹ǁǞǋ৹ǇǡǶǽȐȗȍƲळ৹ǗƲ৹ΑǋǇǋȍǋळ৹ǡǷǁǽȍƲǘǘǡƲळ৹ ƲϨƲǷǁƲल৹ /Ǳ৹ǶǽǇǋǱǱǽ৹ǇȍƲǶǶƲȗȚȍǘǡǁǽ৹Ƕǋȗȗǋ৹ǱঌƲǁǁǋǷȗǽ৹ ȐȚǡ৹ǶǽǇǡ৹Ǉǡ৹ǡǶȊǡǋǘǽ৹ǇǋǱǱƲ৹Αǽǁǋळ৹ȐȚǱǱঌȚȐǽ৹ƲȊȊȍǽȊȍǡƲȗǽ৹ ǇǋǱ৹ǁǽȍȊǽ৹ǋ৹ǇǋǱǱƲ৹ǘǋȐȗȚƲǱǡȗƷळ৹ȐȚǱǱƲ৹ȐǡǷȗǋȐǡ৹ȗȍƲ৹ȍƲǘǡǽǷǋ৹ ǋǇ৹ǋǶǽΝǡǽǷǡळ৹ȐȚǱǱƲ৹ǁƲȊƲǁǡȗƷ৹Ǉǡ৹ȊȍǋȐǋǷȗƲȍǋ৹ǡ৹ǁǽǷȗǋǷȚȗǡ৹ ȐȚȐǁǡȗƲǷǇǽ৹ǱƲ৹ȊƲȐȐǡǽǷǋ৹Ȋǋȍ৹ǱƲ৹ǁǽǷǽȐǁǋǷΝƲल৹/Ǳ৹ǶǽǇǋǱǱǽ৹ǇǋǱ৹ gioco progetta occasioni di apprendimento legate alla ȐϮǇƲळ৹ƲǱǱƲ৹ȐǡǶȚǱƲΝǡǽǷǋळ৹ǡǷ৹ȚǷ৹ǁǽǷȗǋȐȗǽ৹ǇǽΑǋ৹ƲȊȊȍǋǷǇǋȍǋ৹ ǒ৹ǡǶȊǋǘǷǽ৹ǇǡΑǋȍȗǋǷȗǋ৹ǋ৹ȊǡƲǁǋȍǋल৹=ǋ৹ȍǋǘǽǱǋ৹ǇǋǱ৹ǘǡǽǁǽ৹ ǘȚǡǇƲǷǽ৹Ǳǋ৹ǶǽȐȐǋ৹Ǉǋǡ৹ǘǡǽǁƲȗǽȍǡळ৹ǱƲ৹ǱǋƲǱȗƷ৹ǋ৹Ǳǽ৹ȐȊǡȍǡȗǽ৹Ǉǡ৹ ǘȍȚȊȊǽ৹ȐǽǷǽ৹ǡ৹ΑƲǱǽȍǡ৹Ǉǡ৹ȍǡǗǋȍǡǶǋǷȗǽळ৹ǇƲǱ৹ȊȚǷȗǽ৹Ǉǡ৹ΑǡȐȗǽ৹ ƲȍǁǞǡȗǋȗȗǽǷǡǁǽ৹Ǳǋ৹ȐǁȚǽǱǋ৹ǁǞǋ৹Ȑǡ৹ƲȊȊǽǘǘǡƲǷǽ৹Ʋ৹ȌȚǋȐȗǽ৹ ǷȚǽΑǽ৹ǶǋȗǽǇǽ৹ȊǋǇƲǘǽǘǡǁǽ৹ǋǷǗƲȗǡΝΝƲǷǽ৹ǘǱǡ৹ȐȊƲΝǡ৹Ǉǡ৹ connessione, concepiti come luogo del mercato, e ȌȚǡǷǇǡ৹ǇǋǱǱǽ৹ȐǁƲǶǀǡǽ৹ȍǋǱƲΝǡǽǷƲǱǋ৹ȗȍƲ৹ǡ৹ǀƲǶǀǡǷǡ৹ǋǇ৹ ǋǷǗƲȗǡΝΝƲǷǽ৹ȚǷƲ৹ǇǡǇƲȗȗǡǁƲ৹ƲǱǱঌǋȐȗǋȍǷǽ৹ǽ৹ǡǷ৹ȌȚǋǱǱǋ৹ǁǞǋ৹ ΑǋǷǘǽǷǽ৹ǁǞǡƲǶƲȗǋ৹ϱǡȊȊǋǇ৹ǁǱƲȐȐȍǽǶळ৹ǁǱƲȐȐǡ৹ǁƲȊǽΑǽǱȗǋल৹/Ǳ৹ ǱƲΑǽȍǽ৹ǡǷǇǡΑǡǇȚƲǱǋ৹ΑǡǋǷǋ৹ȐΑǽǱȗǽ৹Ʋ৹ǁƲȐƲळ৹ǶǋǷȗȍǋ৹Ʋ৹ȐǁȚǽǱƲ৹Ȑǡ৹ ȊǽȍȗƲ৹ƲΑƲǷȗǡ৹Ǳǋ৹ƲȗȗǡΑǡȗƷ৹Ǉǡ৹ǘȍȚȊȊǽळ৹Ǉǡ৹ǁǽǱǱƲǀǽȍƲΝǡǽǷǋ৹ǋ৹Ǉǡ৹ ǱƲǀǽȍƲȗǽȍǡǽ৹ǘȍƲΝǡǋ৹ƲǇ৹ȚǷƲ৹ǇǡȐȊǽȐǡΝǡǽǷǋ৹ȐȊƲΝǡƲǱǋ৹ϱǋȐȐǡǀǡǱǋ৹ ǡǷȗǋȍǁƲǶǀǡƲǀǡǱǋ৹Ʋ৹ȊǡƲǁǡǶǋǷȗǽ৹ǇǋǱ৹ǇǽǁǋǷȗǋल৹ǷǁǽȍƲ৹ȚǷƲ৹ ΑǽǱȗƲळ৹ΑǡǋǷǋ৹ȐǽȗȗǽǱǡǷǋƲȗǽ৹ǱƲ৹ǶȚǱȗǡȐǁƲǱƲȍǡȗƷ৹ǇǋǱ৹ǗƲȍǋ৹ȐǁȚǽǱƲ৹ ƲǱ৹ǘǡǽȍǷǽ৹Ǉঌǽǘǘǡऴ৹ǇƲǱǱǋ৹ȍǋǱƲΝǡǽǷǡ৹ȚȍǀƲǷǋ৹ǁǽǷ৹ǱƲ৹ǁǽǶȚǷǡȗƷ৹ ƲǱǱǽ৹ȐȗȚǇǡǽ৹ǇǋǱǱঌƲȍȍǋǇǽल CǋΒ৹ȍǋǱƲȗǡǽǷȐǞǡȊ৹ǀǋȗΒǋǋǷ৹ȐǁǞǽǽǱ৹ƲǷǇ৹ǇǡȐȗȍǡǁȗ

SYMBIOSIS 067

SYMBIOSIS 068

SYMBIOSIS 070 ǁǽǷϮǘȚȍƲȗǡǽǷ৹ǽǗ৹ǋǇȚǁƲȗǡǽǷƲǱ৹ȐȊƲǁǋȐ৹Ǘǽȍ৹ǱǋƲȍǷǡǷǘ৹ǡǷ৹ ȗǞǋ৹ȗǞǡȍǇ৹ǶǡǱǱǋǷǷǡȚǶहঊ৹ȗǞȍǽȚǘǞ৹ȗǞǋ৹BƲǷǡǗǋȐȗǽ৹উࡲਭࡵ৹ ǇȚǁƲȗǡǽǷƲǱ৹ [ȊƲǁǋȐঊ৹ॠ$ǡǘȚȍǋ৹ࡲॡल৹Θ৹ǇǡΑǋȍȐǡǗΘǡǷǘ৹ȗǞǋ৹ ȐǁǞǽǽǱ৹ǋǷΑǡȍǽǷǶǋǷȗȐ৹ǗȍǽǶ৹Ʋ৹ǗȚǷǁȗǡǽǷƲǱळ৹ȐΘǶǀǽǱǡǁ৹ƲǷǇ৹ ȐǽǁǡƲǱॺȍǋǱƲȗǡǽǷƲǱ৹ȊǽǡǷȗ৹ǽǗ৹ΑǡǋΒळ৹ȗǞǋ৹BƲǷǡǗǋȐȗǽ৹ȚȐǋȐ৹ȗǞǋ৹ ǷȚǶǀǋȍ৹ࡲ৹ȗǽ৹ȍǋȊȍǋȐǋǷȗ৹ȗǞǋ৹ǘȍǽȚȊ৹ȐȊƲǁǋ৹ΒǞǡǁǞळ৹ǡǷ৹Ʋ৹ ǁǽǶȊǱǋǶǋǷȗƲȍΘ৹ȊǋȍȐȊǋǁȗǡΑǋळ৹ǡȐ৹ƲǇǇǋǇ৹ȗǽ৹ȗǞǋ৹ǽȗǞǋȍ৹ǗǽȚȍऴ৹ ǋΗȊǱǽȍƲȗǡǽǷ৹ȐȊƲǁǋळ৹ƲǘǽȍƲळ৹ǡǷǇǡΑǡǇȚƲǱ৹ȐȊƲǁǋ৹ƲǷǇ৹ǗǽȍǶƲǱ৹ ȐȊƲǁǋल sǋ৹ǀǋǱǡǋΑǋ৹ȗǞƲȗ৹ȗǞǡȐ৹ǶǽǇǋǱ৹ȊȍǽȊǽȐǋǇ৹ǀΘ৹/C/X৹Ǘǽȍ৹ȗǞǋ৹ ȐǁǞǽǽǱȐ৹ǽǗ৹ȗǞǋ৹ǷǋΗȗ৹ǶǡǱǱǋǷǷǡȚǶ৹ǁƲǷ৹Βǽȍǯ৹ΑǋȍΘ৹ΒǋǱǱ৹ΒǡȗǞ৹ ȗǞǋ৹ȊǋǇƲǘǽǘǡǁƲǱ৹ǶǋȗǞǽǇ৹ǽǗ৹ȗǞǋ৹ƲȐȐǽǁǡƲȗǡǽǷ৹উ[ǁǞǽǽǱȐ৹ sǡȗǞǽȚȗ৹ƲǁǯȊƲǁǯȐঊ৹ƲǷǇ৹ȗǞƲȗ৹ǡȗ৹ǁƲǷ৹ǀǋ৹ǗȚǷǇƲǶǋǷȗƲǱ৹ ǡǷ৹ȗǞǋ৹ǇǋΑǋǱǽȊǶǋǷȗ৹ǽǗ৹Ʋ৹ǷǋΒ৹ȐǁǞǽǽǱ৹ΒǞǋȍǋ৹ǁǞǡǱǇȍǋǷळ৹ ȗǞǋ৹ȐȚȍȍǽȚǷǇǡǷǘ৹ǋǷΑǡȍǽǷǶǋǷȗ৹ƲǷǇ৹ȗǞǋ৹ǁǽǶǶȚǷǡȗΘ৹ǱǡΑǋ৹ ȗǽǘǋȗǞǋȍ৹ƲǷǇ৹ǁǽǽȊǋȍƲȗǋ৹ȗǽ৹ǱǡΑǋ৹ǡǷ৹ȐΘǶǀǡǽȐǡȐल ȐȊƲΝǡ৹ǋǇȚǁƲȗǡΑǡ৹Ȋǡȟ৹ǋϨǁƲǁǋ৹Ȋǋȍ৹ǱঌƲȊȊȍǋǷǇǡǶǋǷȗǽ৹ǷǋǱ৹ ȗǋȍΝǽ৹ǶǡǱǱǋǷǷǡǽहঊ৹ƲȗȗȍƲΑǋȍȐǽ৹ǡǱ৹BƲǷǡǗǋȐȗǽ৹উࡲਭࡵ৹[ȊƲΝǡ৹ ǇȚǁƲȗǡΑǡঊ৹ॠ$ǡǘȚȍƲ৹ࡲॡल৹ǡΑǋȍȐǡϮǁƲǷǇǽ৹ǘǱǡ৹ƲǶǀǡǋǷȗǡ৹ǇǋǱǱƲ৹ ȐǁȚǽǱƲ৹ȐǡƲ৹ǇƲǱ৹ȊȚǷȗǽ৹Ǉǡ৹ΑǡȐȗƲ৹ǗȚǷΝǡǽǷƲǱǋळ৹ȐǡǶǀǽǱǡǁǽ৹ǁǞǋ৹ ǇƲ৹ȌȚǋǱǱǽ৹ȐǽǁǡƲǱǋ৹ȍǋǱƲΝǡǽǷƲǱǋळ৹ǡǱ৹BƲǷǡǗǋȐȗǽ৹ȍƲȊȊȍǋȐǋǷȗƲ৹ con il numero 1 lo spazio di gruppo che, in un’ottica Ǉǡ৹ǁǽǶȊǱǋǶǋǷȗƲȍǡȗƷळ৹Ȑǡ৹ȐǽǶǶƲ৹ƲǘǱǡ৹ƲǱȗȍǡ৹ȌȚƲȗȗȍǽऴ৹ȐȊƲΝǡǽ৹ ǋȐȊǱǽȍƲΝǡǽǷǋळ৹ƲǘǽȍƷळ৹ȐȊƲΝǡǽ৹ǡǷǇǡΑǡǇȚƲǱǋळ৹ȐȊƲΝǡǽ৹ǗǽȍǶƲǱǋल XǡȗǋǷǡƲǶǽ৹ǁǞǋ৹ȌȚǋȐȗǽ৹ǶǽǇǋǱǱǽ৹ȊȍǽȊǽȐȗǽ৹ǇƲ৹/C/X৹ Ȋǋȍ৹Ǳǋ৹ȐǁȚǽǱǋ৹ǇǋǱ৹ȊȍǽȐȐǡǶǽ৹ǶǡǱǱǋǷǷǡǽ৹ȊǽȐȐƲ৹ǁǽǱǱƲǀǽȍƲȍǋ৹ ǶǽǱȗǽ৹ǀǋǷǋ৹ǁǽǷ৹ǡǱ৹ǶǋȗǽǇǽ৹ȊǋǇƲǘǽǘǡǁǽ৹ǇǋǱǱঌƲȐȐǽǁǡƲΝǡǽǷǋ৹ উ[ǁȚǽǱǋ৹[ǋǷΝƲ৹~ƲǡǷǽঊ৹ǋ৹ǁǞǋ৹ȊǽȐȐƲ৹ǋȐȐǋȍǋ৹ǗǽǷǇƲǶǋǷȗƲǱǋ৹ ǷǋǱǱǽ৹ȐΑǡǱȚȊȊǽ৹Ǉǡ৹ȚǷƲ৹ǷȚǽΑƲ৹ȐǁȚǽǱƲ৹ǇǽΑǋ৹ǀƲǶǀǡǷǽळ৹ ƲǶǀǡǋǷȗǋ৹ǁǡȍǁǽȐȗƲǷȗǋ৹ǋ৹ǁǽǶȚǷǡȗƷ৹ǁǽƲǀǡȗǡǷǽ৹ǋ৹ ǁǽǱǱƲǀǽȍǡǷǽ৹Ȋǋȍ৹ΑǡΑǋȍǋ৹ǡǷ৹ȐǡǶǀǡǽȐǡल $ǡǘȚȍǋ৹ࡲऴ৹/C/X৹BƲǷǡǗǋȐȗǽ৹উࡲਭࡵ৹ǇȚǁƲȗǡǽǷƲǱ৹[ȊƲǁǋȐঊ

SYMBIOSIS 071 /ǷǇǡΑǡǇȚƲǱ৹ƲȍǋƲ ΗȊǱǽȍƲȗǡǽǷ৹ǱƲǀ [ȊƲΝǡǽ৹Ȋǋȍ৹ǱঌǋȐȊǱǽȍƲΝǡǽǷǋ [ȊƲΝǡǽ৹ǡǷǇǡΑǡǇȚƲǱǋ [ȊƲΝǡǽ৹Ȋǋȍ৹ǡǱ৹ raccoglimento, ǱƲ৹ȍǡϱǋȐȐǡǽǷǋळ৹ǱƲ৹ lettura Luogodella ǁǽǶȚǷǡȗƷ৹ scolasticatutta /ǷǇȚΑǡƲǱ৹ insightareato concentrate,read, ȍǋϱǋǁȗ [ȊƲǁǋ৹Ǘǽȍ৹ȗǞǋ৹ wholecommunityschool ǘǽȍƷ /ǷǗǽȍǶƲǱ৹ƲȍǋƲ ǘǽȍƷ /ǷǗǽȍǶƲǱ৹ƲȍǋƲ Grouplearningspace [ȊƲΝǡǽ৹Ǉǡ৹ǘȍȚȊȊǽ creat e crear e p resent p resentare collaǀorate collaǀorare ǀrainstorm discutere p e r fo r m e l a ǀ o rrae informaledell’incontroLuogoedelriposo Luogoincuiigruppidi studentisiraccolgonoe costruisconolapropria ǡǇǋǷȗǡȗƷ Areaforrelaxand informalmeeting UǱƲǁǋ৹ΒǞǋȍǋ৹ȐȗȚǇǋǷȗȐ৹ǀȚǡǱǇ andmaintaintheiridentity [ȊƲΝǡǽ৹ǇǋǱǱƲ৹ scoperta dell’esplorazioneedelmondoExplorationand ǇǡȐǁǽΑǋȍΘ৹ΝǽǷǋ

SYMBIOSIS 072 TERRITORY,DISTRICTCITY, TERRITORIO, CITTÀ, QUARTIERE

SYMBIOSIS 073 bƲǱǯǡǷǘ৹ƲǀǽȚȗ৹ǗȚȗȚȍǋ৹ǋǇȚǁƲȗǡǽǷ৹ΒǡȗǞǽȚȗ৹ǁǽǷȐǡǇǋȍǡǷǘ৹ ȗǞǋ৹ǗȚȗȚȍǋ৹ǇǋΑǋǱǽȊǶǋǷȗ৹ǽǗ৹ȗǞǋ৹ȗǋȍȍǡȗǽȍΘ৹ǡǷ৹ΒǞǡǁǞ৹ȗǞǋ৹ ǡǷȗǋȍΑǋǷȗǡǽǷ৹ǡȐ৹ǘȍƲǗȗǋǇ৹ƲǷǇ৹ǀǋǘǡǷȐ৹ȗǽ৹ǘǋǷǋȍƲȗǋ৹ǷǋΒ৹ dynamics and relationships within the community is ƲǷȗǡȗǞǋȗǡǁƲǱल৹$ǽȍ৹ȗǞǡȐ৹ȍǋƲȐǽǷळ৹ȗǞǋ৹ȗǞǋȐǡȐ৹ȍǋȐǋƲȍǁǞ৹ǡǷǡȗǡƲǱǱΘ৹ ǗǽǁȚȐǋǇ৹ǽǷ৹Ʋ৹ǇǋȗƲǡǱǋǇ৹ȗǋȍȍǡȗǽȍǡƲǱ৹ƲǷƲǱΘȐǡȐ৹Ȑǽ৹ȗǞƲȗ৹ȗǞǋ৹ϮǷƲǱ৹ ȊȍǽǬǋǁȗ৹ΒǽȚǱǇ৹ǀǋ৹ȗǞǋ৹ȐȚǶ৹ǽǗ৹ȐǋΑǋȍƲǱ৹ǗƲǁȗǽȍȐ৹ǽǀȗƲǡǷǋǇ৹ asaresponsetorealmorphological,politicalandsocial ǷǋǋǇȐल৹ /Ƿ৹Ʋ৹ǞǡȐȗǽȍǡǁƲǱ৹ǁǽǷȗǋΗȗ৹ΒǞǋȍǋ৹ǞȚǶƲǷ৹ǞǋƲǱȗǞ৹ƲǷǇ৹ the ecosystem conditions of the planet are strongly ǁǽǷǷǋǁȗǋǇळ৹ǁǡȗǡǋȐळ৹ΒǞǽȐǋ৹ȚȍǀƲǷ৹ƲȍǋƲȐ৹Ʋȍǋ৹ǶƲǡǷǱΘ৹ ȍǋȐȊǽǷȐǡǀǱǋ৹Ǘǽȍ৹ȗǞǋ৹ǁȚȍȍǋǷȗ৹ǁǱǡǶƲȗǋ৹ǋǶǋȍǘǋǷǁΘळ৹ǞƲΑǋ৹ȗǞǋ৹ ȍǋȐȊǽǷȐǡǀǡǱǡȗΘ৹ȗǽ৹ǱǋƲǇ৹Ʋ৹ǶƲǬǽȍ৹ǁǞƲǷǘǋल৹৹ǗȚǷǇƲǶǋǷȗƲǱ৹ element for the success of this transformation is the ȊȍǋȐǋǷǁǋ৹ǽǗ৹ǁǽȚȍƲǘǋǽȚȐ৹ȚȍǀƲǷ৹ƲǘǋǷǇƲȐ৹ǀƲȐǋǇ৹ǽǷ৹ƲǷ৹ ƲǱǱǡƲǷǁǋ৹ǀǋȗΒǋǋǷ৹ǋǁǽǷǽǶǡǁळ৹ȐǽǁǡƲǱ৹ƲǷǇ৹ǁȚǱȗȚȍƲǱ৹ȊǽǱǡǁǡǋȐ৹ inwhichthethemesofthecirculareconomy,thesocial impactofeconomicsystems,thereturntoshortsupply ǁǞƲǡǷȐळ৹ƲǷǇ৹ǋǷΑǡȍǽǷǶǋǷȗƲǱ৹ȗȍƲǷȐǡȗǡǽǷळ৹ǇǋǁǱǡǷǋǇ৹ǡǷ৹ǁǡȗǡǋȐ৹ ǡǷ৹ȐȗȍƲȗǋǘǡǋȐ৹ǽǗ৹ȍǋȐǡǱǡǋǷǁǋळ৹ȚȍǀƲǷ৹ǗǽȍǋȐȗƲȗǡǽǷळ৹Nature Based Solutions৹ƲǷǇ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ǶǽǀǡǱǡȗΘळ৹Ʋȍǋ৹ȐǋǋǷ৹ ƲȐ৹ǶƲǬǽȍ৹ǽȊȊǽȍȗȚǷǡȗǡǋȐ৹ȗǽ৹ǘǋǷǋȍƲȗǋ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ǱǽǁƲǱ৹ ǇǋΑǋǱǽȊǶǋǷȗळ৹ǘȚǡǇǋǇ৹ǀΘ৹ǷǋΒ৹ȐǽǁǡǽॺǋǁǽǷǽǶǡǁ৹ǶǽǇǋǱȐ৹ ȗǞƲȗ৹Ǳǽǽǯ৹ȗǽ৹ȗǞǋ৹ΒǋǱǱॺǀǋǡǷǘ৹ǽǗ৹ǁǡȗǡΝǋǷȐ৹ΒǞǡǱǋ৹ȍǋȐȊǋǁȗǡǷǘ৹ ȗǞǋ৹ȊǱƲǷǋȗ৹Βǋ৹ǱǡΑǋ৹ǽǷल ThePratoStructuralPlan-PratoUrbanAgenda2050 ǶǽΑǋȐ৹ΒǡȗǞǡǷ৹ȗǞǡȐ৹ǗȍƲǶǋΒǽȍǯ৹ǀΘ৹ȗȍΘǡǷǘ৹ȗǽ৹ȊȚȗ৹ǇǡϥǋȍǋǷȗ৹ ȗǞǋǶǋȐ৹ǽǷ৹ȗǞǋ৹ȐƲǶǋ৹ǱǋΑǋǱळ৹ƲȗȗȍǡǀȚȗǡǷǘ৹Ʋ৹ǗȚǷǇƲǶǋǷȗƲǱ৹ role to nature and trying to respond to the greatest ǷȚǶǀǋȍ৹ǽǗ৹ǁǞƲǱǱǋǷǘǋȐ৹ǱƲȚǷǁǞǋǇ৹Ʋȗ৹ƲǷ৹ǡǷȗǋȍǷƲȗǡǽǷƲǱ৹ǱǋΑǋǱ৹ ǀΘ৹ȗǞǋ৹2030 Agenda for Sustainable Development1, an ƲǁȗǡǽǷ৹ȊȍǽǘȍƲǶǶǋ৹ȐǡǘǷǋǇ৹ǡǷ৹[ǋȊȗǋǶǀǋȍ৹ࡳࡱࡲࡶ৹ǀΘ৹ȗǞǋ৹ Prato2050 Prato2050 UƲȍǱƲȍǋ৹Ǉǡ৹ǇǡǇƲȗȗǡǁƲ৹ǗȚȗȚȍƲ৹ȐǋǷΝƲ৹ǁǽǷȐǡǇǋȍƲȍǋ৹Ǳǽ৹ȐΑǡǱȚȊȊǽ৹ ǗȚȗȚȍǽ৹ǇǋǱ৹ȗǋȍȍǡȗǽȍǡǽ৹ǷǋǱ৹ȌȚƲǱǋ৹ǱঌǡǷȗǋȍΑǋǷȗǽ৹Ȑǡ৹ǡǷǷǋȐȗƲ৹ǋǇ৹ ǡǷǡΝǡƲ৹Ʋ৹ǘǋǷǋȍƲȍǋ৹ǷȚǽΑǋ৹ǇǡǷƲǶǡǁǞǋ৹ǋ৹ȍǋǱƲΝǡǽǷǡ৹ƲǱǱঌǡǷȗǋȍǷǽ৹ ǇǋǱǱƲ৹ǁǽǶȚǷǡȗƷ৹ȍǡȐȚǱȗƲ৹ǋȐȐǋȍǋ৹ƲǷȗǡȗǋȗǡǁǽल৹ Uǋȍ৹ȌȚǋȐȗǽ৹ ǶǽȗǡΑǽळ৹ǱƲ৹ȍǡǁǋȍǁƲ৹Ǉǡ৹ȗǋȐǡ৹Ȑǡ৹ǒ৹ǁǽǷǁǋǷȗȍƲȗƲ৹ǡǷǡΝǡƲǱǶǋǷȗǋ৹ su un’analisi territoriale dettagliata in modo tale che ǡǱ৹Ȋȍǽǘǋȗȗǽ৹ϮǷƲǱǋ৹ȍǡȐȚǱȗƲȐȐǋ৹ǋȐȐǋȍǋ৹ǱƲ৹ȐǽǶǶƲ৹Ǉǡ৹ǇǡΑǋȍȐǡ৹ ǗƲȗȗǽȍǡ৹ǽȗȗǋǷȚȗǡ৹ǁǽǶǋ৹ȍǡȐȊǽȐȗƲ৹Ʋ৹ǇǋǱǱǋ৹Αǋȍǋ৹ǋ৹ȊȍǽȊȍǡǋ৹ ǋȐǡǘǋǷΝǋ৹ǶǽȍǗǽǱǽǘǡǁǞǋळ৹ȊǽǱǡȗǡǁǞǋ৹ǋ৹ȐǽǁǡƲǱǡल৹ /Ƿ৹ȚǷ৹ǁǽǷȗǋȐȗǽ৹Ȑȗǽȍǡǁǽ৹ǇǽΑǋ৹ȐƲǱȚȗǋ৹ȚǶƲǷƲ৹ǋ৹ǁǽǷǇǡΝǡǽǷǡ৹ ecosistemiche del pianeta sono fortemente connesse, Ǳǋ৹ǁǡȗȗƷळ৹Ǳǋ৹ǁȚǡ৹Ʋȍǋǋ৹ȚȍǀƲǷǋ৹ȐǽǷǽ৹Ǳǋ৹ȊȍǡǷǁǡȊƲǱǡ৹ ȍǋȐȊǽǷȐƲǀǡǱǡ৹ǇǋǱǱঌǋǶǋȍǘǋǷΝƲ৹ǁǱǡǶƲȗǡǁƲ৹ǡǷ৹ǁǽȍȐǽळ৹ ǞƲǷǷǽ৹ǱƲ৹ȍǋȐȊǽǷȐƲǀǡǱǡȗƷ৹Ǉǡ৹ǘȚǡǇƲȍǋ৹ȚǷ৹ǁƲǶǀǡƲǶǋǷȗǽ৹ ǡǶȊǽȍȗƲǷȗǋल৹ǱǋǶǋǷȗǽ৹ǗǽǷǇƲǶǋǷȗƲǱǋ৹Ȋǋȍ৹ǱƲ৹ȍǡȚȐǁǡȗƲ৹Ǉǡ৹ ȌȚǋȐȗƲ৹ȗȍƲȐǗǽȍǶƲΝǡǽǷǋ৹ǒ৹ǱƲ৹ȊȍǋȐǋǷΝƲ৹Ǉǡ৹ƲǘǋǷǇǋ৹ȚȍǀƲǷǋ৹ ǁǽȍƲǘǘǡǽȐǋ৹ǀƲȐƲȗǋ৹ȐȚ৹ƲǱǱǋƲǷΝƲ৹ȗȍƲ৹ȊǽǱǡȗǡǁǞǋ৹ǋǁǽǷǽǶǡǁǞǋळ৹ sociali e culturali in cui i temi dell’economia circolare, dell’impatto sociale dei sistemi economici, del ritorno ƲǱǱǋ৹ϮǱǡǋȍǋ৹ǁǽȍȗǋळ৹ǇǋǱǱƲ৹ȗȍƲǷȐǡΝǡǽǷǋ৹ƲǶǀǡǋǷȗƲǱǋळ৹ǇǋǁǱǡǷƲȗƲ৹ ǷǋǱǱǋ৹ǁǡȗȗƷ৹ǡǷ৹ȐȗȍƲȗǋǘǡǋ৹Ǉǡ৹ȍǋȐǡǱǡǋǷΝƲळ৹Ǉǡ৹ǗǽȍǋȐȗƲΝǡǽǷǋ৹ ȚȍǀƲǷƲळ৹Ǉǡ৹ Nature Based Solutions৹ǋ৹Ǉǡ৹ǶǽǀǡǱǡȗƷ৹ ȐǽȐȗǋǷǡǀǡǱǋळ৹ȐǡƲǷǽ৹ΑǡȐȗǡ৹ǁǽǶǋ৹Ǳǋ৹ǘȍƲǷǇǡ৹ǽȊȊǽȍȗȚǷǡȗƷ৹Ȋǋȍ৹ ǘǋǷǋȍƲȍǋ৹ȐΑǡǱȚȊȊǽ৹ǱǽǁƲǱǋ৹ȐǽȐȗǋǷǡǀǡǱǋळ৹ǘȚǡǇƲȗǽ৹ǇƲ৹ǷȚǽΑǡ৹ ǶǽǇǋǱǱǡ৹ȐǽǁǡǽǋǁǽǷǽǶǡǁǡ৹ǁǞǋ৹ǘȚƲȍǇƲǷǽ৹ƲǱ৹ǀǋǷǋȐȐǋȍǋ৹Ǉǋǡ৹ ǁǡȗȗƲǇǡǷǡ৹ǷǋǱ৹ȍǡȐȊǋȗȗǽ৹Ȋǋȍ৹ǡǱ৹ȊǡƲǷǋȗƲ৹ǡǷ৹ǁȚǡ৹ΑǡΑǡƲǶǽल /Ǳ৹Piano Strutturale di Prato - Agenda Urbana Prato 2050৹Ȑǡ৹ǶȚǽΑǋ৹ǡǷ৹ȌȚǋȐȗǽ৹ȌȚƲǇȍǽ৹ǁǋȍǁƲǷǇǽ৹Ǉǡ৹Ƕǋȗȗǋȍǋ৹ ȐȚǱǱǽ৹ȐȗǋȐȐǽ৹ȊǡƲǷǽ৹ǇǡΑǋȍȐǡ৹ȗǋǶǡळ৹ƲȗȗȍǡǀȚǋǷǇǽ৹ƲǱǱƲ৹ǷƲȗȚȍƲ৹ un ruolo fondamentale e cercando di rispondere al ǶƲǘǘǡǽȍ৹ǷȚǶǋȍǽ৹Ǉǡ৹ȐϮǇǋ৹ǱƲǷǁǡƲȗǋ৹Ʋ৹ǱǡΑǋǱǱǽ৹ǡǷȗǋȍǷƲΝǡǽǷƲǱǋ৹ dall’Agenda 2030 per lo Sviluppo Sostenibile1, un ȊȍǽǘȍƲǶǶƲ৹ǇঌƲΝǡǽǷǋ৹ȐǽȗȗǽȐǁȍǡȗȗǽ৹ǷǋǱ৹ȐǋȗȗǋǶǀȍǋ৹ࡳࡱࡲࡶ৹ 1ǞȗȗȊȐऴूूȚǷȍǡǁलǽȍǘूǡȗूƲǘǋǷǇƲॺࡳࡱࡴࡱू

SYMBIOSIS 074 ࡲࡺࡴ৹ǶǋǶǀǋȍ৹ǁǽȚǷȗȍǡǋȐ৹ǽǗ৹ȗǞǋ৹eCळ৹ΒǞǡǁǞ৹ǡǷǁǱȚǇǋȐ৹ ΒǡȗǞǡǷ৹ǡȗ৹ȗǞǋ৹ࡲࡸ৹HǀǬǋǁȗǡΑǋȐ৹ȗǽ৹ǀǋ৹ƲǁǞǡǋΑǋǇ৹ǀΘ৹ȗǞƲȗ৹ǇƲȗǋल UȍƲȗǽ৹ࡳࡱࡶࡱ৹ƲǡǶȐ৹ȗǽ৹ȊȍǽΑǡǇǋ৹Ʋ৹ΑǡȐǡǽǷ৹ǽǗ৹ȗǞǋ৹ǁǡȗΘ৹ȗǞƲȗ৹ ȐȗƲȍȗȐ৹ǗȍǽǶ৹ȗǞǋ৹ǡǇǋǷȗǡϮǁƲȗǡǽǷ৹ǽǗ৹ǡȗȐ৹ȐȗȍƲȗǋǘǡǁ৹ȍǽǱǋ৹ǡǷ৹ ȗǞǋ৹ȍǋǘǡǽǷƲǱ৹ǁǽǷȗǋΗȗळ৹ƲȐ৹ȗǞǋ৹ȗǞǡȍǇ৹ǁǡȗΘ৹ǡǷ৹ǋǷȗȍƲǱ৹/ȗƲǱΘ৹ ǡǷ৹ȗǋȍǶȐ৹ǽǗ৹ǷȚǶǀǋȍ৹ǽǗ৹ǡǷǞƲǀǡȗƲǷȗȐळ৹ǡǷ৹Ʋ৹ȊǽȐǡȗǡǽǷ৹ǽǗ৹ importantroadjunctionthankstothepresenceoftwo motorwayaccesses,threerailwaystations,aninterport andanimportantsystemofsecondaryroads,pedestrian ƲǷǇ৹ǁΘǁǱǋ৹ȊƲȗǞȐल৹bǞǋ৹UǱƲǷळ৹ΒǞǡǁǞ৹ǞƲȐ৹Ʋ৹ǇȚȍƲȗǡǽǷ৹ǽǗ৹ϮΑǋ৹ ΘǋƲȍȐळ৹ǇǋϮǷǋȐ৹ȐǡΗ৹ǶƲǬǽȍ৹ȐȗȍƲȗǋǘǡǁ৹ǽǀǬǋǁȗǡΑǋȐ৹ȗǞƲȗ৹ȊȍǽǬǋǁȗ৹ Prato towards new scenarios aimed at a ‘territorial ȍǋǁǽǶȊǽȐǡȗǡǽǷঌ৹ȗǞƲȗ৹ϮǷǇȐ৹ǡȗȐ৹ǶƲΗǡǶȚǶ৹ǋΗȊȍǋȐȐǡǽǷ৹ǡǷ৹ ȗǞǋ৹ǶǡΗȗȚȍǋ৹ǽǗ৹ȊȚǀǱǡǁ৹ȐȊƲǁǋ৹ƲǷǇ৹ǱƲǷǇȐǁƲȊǋल The city and the surrounding natural environment are thus connected through a variety of public areas and spaces, in a synergy where one enhances the role and ecological value of the other. The design of the so-called green infrastructures becomes an ordering element that penetrates into the city, reconnects the centre and the suburbs, the built and the unbuilt, leading to a new look at the city. The Operational Plan has therefore evolved towards an ecological withatheandisdimensionofLandscapeUrbanism,anapproachthatatthesametimemulti-disciplinary,multi-scalarmulti-temporalwhereecology,technologyandanthropicenvironmentcoexist,thusdevelopingnewtechnologyofNaturethroughconsultationsStefanoMancusoon“GreenBene fits” and Stefano Boeri on “Urban Forestry”.2 ǗȍƲ৹ǡ৹ࡲࡺࡴ৹UƲǋȐǡ৹ǶǋǶǀȍǡ৹ǇǋǱǱঌHCeळ৹ǁǞǋ৹ǡǷǘǱǽǀƲ৹ƲǱ৹ȐȚǽ৹ ǡǷȗǋȍǷǽ৹ǡ৹ࡲࡸ৹HǀǡǋȗȗǡΑǡ৹ǇƲ৹ǽȗȗǋǷǋȍǋ৹ǋǷȗȍǽ৹ȗƲǱǋ৹ǇƲȗƲल UȍƲȗǽ৹ࡳࡱࡶࡱ৹ΑȚǽǱǋ৹ǗǽȍǷǡȍǋ৹ȚǷƲ৹ΑǡȐǡǽǷǋ৹ǇǋǱǱƲ৹ǁǡȗȗƷ৹ǁǞǋ৹ ȊƲȍȗǋ৹ǇƲǱǱঌǡǇǋǷȗǡϮǁƲΝǡǽǷǋ৹ǇǋǱ৹ȐȚǽ৹ȍȚǽǱǽ৹ȐȗȍƲȗǋǘǡǁǽ৹ ǷǋǱǱঌƲǶǀǡȗǽ৹ȍǋǘǡǽǷƲǱǋळ৹ȗǋȍΝƲ৹ǁǡȗȗƷ৹ǇǋǱ৹ǋǷȗȍǽ৹ /ȗƲǱǡƲ৹ Ȋǋȍ৹ǷȚǶǋȍǽ৹Ǉǡ৹ƲǀǡȗƲǷȗǡळ৹ǡǷ৹ȚǷƲ৹ȊǽȐǡΝǡǽǷǋ৹Ǉǡ৹ȐǷǽǇǽ৹ ΑǡƲȍǡǽ৹ǡǶȊǽȍȗƲǷȗǋ৹ǘȍƲΝǡǋ৹ƲǱǱƲ৹ȊȍǋȐǋǷΝƲ৹Ǉǡ৹ǇȚǋ৹ƲǁǁǋȐȐǡ৹ ƲȚȗǽȐȗȍƲǇƲǱǡळ৹ȗȍǋ৹ȐȗƲΝǡǽǷǡ৹ǗǋȍȍǽΑǡƲȍǡǋळ৹ȚǷ৹ǡǷȗǋȍȊǽȍȗǽ৹ǋ৹ȚǷ৹ ǡǶȊǽȍȗƲǷȗǋ৹ȐǡȐȗǋǶƲ৹Ǉǡ৹ΑǡƲǀǡǱǡȗƷ৹ȐǋǁǽǷǇƲȍǡƲळ৹ȊǋǇǽǷƲǱǋ৹ ǋ৹ǁǡǁǱƲǀǡǱǋल৹CǋǱ৹UǡƲǷǽळ৹ǁǞǋ৹ǞƲ৹ȚǷƲ৹ǇȚȍƲȗƲ৹Ǉǡ৹ǁǡǷȌȚǋ৹ ƲǷǷǡळ৹ΑǋǷǘǽǷǽ৹ǇǋϮǷǡȗǡ৹Ȑǋǡ৹ǘȍƲǷǇǡ৹ǽǀǀǡǋȗȗǡΑǡ৹ȐȗȍƲȗǋǘǡǁǡ৹ ǁǞǋ৹ȊȍǽǡǋȗȗƲǷǽ৹ UȍƲȗǽ৹ΑǋȍȐǽ৹ǷȚǽΑǡ৹ȐǁǋǷƲȍǡ৹ǶǡȍƲȗǡ৹ƲǇ৹ ȚǷƲ৹উȍǡǁǽǶȊǽȐǡΝǡǽǷǋ৹ȗǋȍȍǡȗǽȍǡƲǱǋঊ৹ǁǞǋ৹ȗȍǽΑƲ৹ǱƲ৹ȊȍǽȊȍǡƲ৹ espressione massima nella commistione tra spazio ȊȚǀǀǱǡǁǽ৹ǋ৹ȊƲǋȐƲǘǘǡǽल La città e l’ambiente naturale circostante sono quindi collegati attraverso una varietà di aree e spazi pubblici, in una sinergia dove l’uno incrementa il ruolo e il valore ecologico dell’altro. Il disegno delle cosiddette infrastrutture verdi diviene elemento ordinatore che penetra all’interno della città, riconnette centro e frazioni, costruito e non costruito, portando a guardare la città con occhi nuovi. Il Piano Operativo si è, quindi, evoluto verso una dimensione ecologica propria del Landscape Urbanism, un approccio al tempo stesso multidisciplinare, multi-scalare e multi-temporale dove coesitono ecologia, tecnologia e ambiente antropico, sviluppando così una nuova tecnologia della Natura tramite consulenze di Stefano Mancuso sui “Green Bene fits” e di Stefano Boeri sulla “Forestazione urbana”.2 2ƲȗȗƲǷǋǽळ৹ल৹ल৹ॠࡳࡱࡲࡺॡल৹UȍǋǶǋȐȐƲल৹ǡǷ৹qल৹ƲȍǀǋȍǡȐ৹ઠ৹ल৹ल৹ƲȗȗƲǷǋǽ৹ॠǇȐलॡळ৹UȍƲȗǽ৹$ƲǀǀȍǡǁƲ৹CƲȗȚȍƲ৹ॠȊȊल৹ࡲࡳॺࡲࡸॡल BǡǱƲǷǽऴ৹[ǯǡȍƲल CǋΗȗ৹ȊƲǘǋऴ৹ȍǋȊȍǋȐǋǷȗƲȗǡΑǋ৹ǶƲȊ৹ǽǗ৹ȗǞǋ৹ǽȊǋȍƲȗǡǽǷƲǱ৹ȊǱƲǷ৹ǽǗ৹ȐȗȍƲȗǋǘǡǋȐ৹ƲǷǇ৹ǡǶȊǱǋǶǋǷȗƲȗǡǽǷ৹ȗǽǽǱȐ৹ǇǡΑǡǇǋǇ৹ƲǁǁǽȍǇǡǷǘ৹ȗǽ৹ȗǞǋ৹ȐǡΗ৹ ǽǀǬǋǁȗǡΑǋȐ৹ǽǗ৹UȍƲȗǽऴ৹ǋǁǽǱǽǘΘळ৹ȊȚǀǱǡǁ৹ȐȊƲǁǋळ৹ȍǋȚȐǋळ৹BƲǬǽȍ৹UȍǽǬǋǁȗȐ৹ƲǷǇ৹[ȗȍƲȗǋǘǡǁ৹ȍǋƲȐळ৹sǋǱǗƲȍǋळ৹ࡳࡲȐȗ৹ǋǷȗȚȍΘ৹BƲǷȚǗƲǁȗȚȍǡǷǘळ

SYMBIOSIS 075AGENDA 2030 GOALS 2ELHWWLYR Uǽȍȍǋ৹ϮǷǋ৹Ʋ৹ǽǘǷǡ৹ǗǽȍǶƲ৹Ǉǡ৹ȊǽΑǋȍȗƷ৹ǷǋǱ৹ǶǽǷǇǽल 2ELHWWLYR Uǽȍȍǋ৹ϮǷǋ৹ƲǱǱƲ৹ǗƲǶǋळ৹ȍƲǘǘǡȚǷǘǋȍǋ৹ǱƲ৹ȐǡǁȚȍǋΝΝƲ৹ƲǱǡǶǋǷȗƲȍǋळ৹ǶǡǘǱǡǽȍƲȍǋ৹ǱƲ৹ǷȚȗȍǡΝǡǽǷǋ৹ǋ৹ȊȍǽǶȚǽΑǋȍǋ৹ȚǷঌƲǘȍǡǁǽǱȗȚȍƲ৹ ȌȚǋǱǱƲ৹ȐǽȐȗǋǷǡǀǡǱǋ 2ELHWWLYR.৹ȐȐǡǁȚȍƲȍǋ৹ǱƲ৹ȐƲǱȚȗǋ৹ǋ৹ǡǱ৹ǀǋǷǋȐȐǋȍǋ৹Ȋǋȍ৹ȗȚȗȗǡ৹ǋ৹Ȋǋȍ৹ȗȚȗȗǋ৹Ǳǋ৹ǋȗƷल 2ELHWWLYR $ǽȍǷǡȍǋ৹ȚǷঌǋǇȚǁƲΝǡǽǷǋ৹Ǉǡ৹ȌȚƲǱǡȗƷळ৹ǋȌȚƲ৹ǋǇ৹ǡǷǁǱȚȐǡΑƲळ৹ǋ৹ǽȊȊǽȍȗȚǷǡȗƷ৹Ǉǡ৹ƲȊȊȍǋǷǇǡǶǋǷȗǽ৹Ȋǋȍ৹ȗȚȗȗǡल 2ELHWWLYR XƲǘǘǡȚǷǘǋȍǋ৹ǱঌȚǘȚƲǘǱǡƲǷΝƲ৹Ǉǡ৹ǘǋǷǋȍǋ৹ǋǇ৹ǋǶƲǷǁǡȊƲȍǋ৹ȗȚȗȗǋ৹Ǳǋ৹ǇǽǷǷǋ৹ǋ৹Ǳǋ৹ȍƲǘƲΝΝǋल 2ELHWWLYR%ƲȍƲǷȗǡȍǋ৹Ʋ৹ȗȚȗȗǡ৹ǱƲ৹ǇǡȐȊǽǷǡǀǡǱǡȗƷ৹ǋ৹ǱƲ৹ǘǋȐȗǡǽǷǋ৹ȐǽȐȗǋǷǡǀǡǱǋ৹ǇǋǱǱঌƲǁȌȚƲ৹ǋ৹ǇǋǱǱǋ৹ȐȗȍȚȗȗȚȍǋ৹ǡǘǡǋǷǡǁǽ৹ȐƲǷǡȗƲȍǡǋल 2ELHWWLYR৹ȐȐǡǁȚȍƲȍǋ৹Ʋ৹ȗȚȗȗǡ৹ǱঌƲǁǁǋȐȐǽ৹Ʋ৹ȐǡȐȗǋǶǡ৹Ǉǡ৹ǋǷǋȍǘǡƲ৹ǋǁǽǷǽǶǡǁǡळ৹ƲϨǇƲǀǡǱǡळ৹ȐǽȐȗǋǷǡǀǡǱǡ৹ǋ৹ǶǽǇǋȍǷǡल৹ 2ELHWWLYR/ǷǁǋǷȗǡΑƲȍǋ৹ȚǷƲ৹ǁȍǋȐǁǡȗƲ৹ǋǁǽǷǽǶǡǁƲ৹ǇȚȍƲȗȚȍƲळ৹ǡǷǁǱȚȐǡΑƲ৹ǋ৹ȐǽȐȗǋǷǡǀǡǱǋळ৹ȚǷঌǽǁǁȚȊƲΝǡǽǷǋ৹ȊǡǋǷƲ৹ǋ৹ȊȍǽǇȚȗȗǡΑƲ৹ǋ৹ȚǷ৹ ǱƲΑǽȍǽ৹ǇǡǘǷǡȗǽȐǽ৹Ȋǋȍ৹ȗȚȗȗǡल৹ 2ELHWWLYR ǽȐȗȍȚǡȍǋ৹ȚǷঌǡǷǗȍƲȐȗȍȚȗȗȚȍƲ৹ȍǋȐǡǱǡǋǷȗǋ৹ǋ৹ȊȍǽǶȚǽΑǋȍǋ৹ǱঌǡǷǷǽΑƲΝǡǽǷǋ৹ǋ৹ȚǷƲ৹ǡǷǇȚȐȗȍǡƲǱǡΝΝƲΝǡǽǷǋ৹ǋȌȚƲळ৹ȍǋȐȊǽǷȐƲǀǡǱǋ৹ǋ৹ ȐǽȐȗǋǷǡǀǡǱǋल 2ELHWWLYRXǡǇȚȍȍǋ৹ǱঌǡǷǋǘȚƲǘǱǡƲǷΝƲ৹ƲǱǱঌǡǷȗǋȍǷǽ৹Ǉǡळ৹ǋ৹ǗȍƲ৹Ǳǋ৹ǷƲΝǡǽǷǡल 2ELHWWLYR XǋǷǇǋȍǋ৹Ǳǋ৹ǁǡȗȗƷ৹ǋ৹ǘǱǡ৹ǡǷȐǋǇǡƲǶǋǷȗǡ৹ȚǶƲǷǡ৹ǡǷǁǱȚȐǡΑǡळ৹ȐǡǁȚȍǡळ৹ǇȚȍƲȗȚȍǡ৹ǋ৹ȐǽȐȗǋǷǡǀǡǱǡल 2ELHWWLYR %ƲȍƲǷȗǡȍǋ৹ǶǽǇǋǱǱǡ৹ȐǽȐȗǋǷǡǀǡǱǡ৹Ǉǡ৹ȊȍǽǇȚΝǡǽǷǋ৹ǋ৹Ǉǡ৹ǁǽǷȐȚǶǽल 2ELHWWLYR UȍǽǶȚǽΑǋȍǋ৹ƲΝǡǽǷǡ৹Ʋ৹ȗȚȗȗǡ৹ǡ৹ǱǡΑǋǱǱǡ৹Ȋǋȍ৹ǁǽǶǀƲȗȗǋȍǋ৹ǡǱ৹ǁƲǶǀǡƲǶǋǷȗǽ৹ǁǱǡǶƲȗǡǁǽल 2ELHWWLYR৹ǽǷȐǋȍΑƲȍǋ৹ǋ৹ȚȗǡǱǡΝΝƲȍǋ৹ǡǷ৹ǶǽǇǽ৹ǇȚȍǋΑǽǱǋ৹ǘǱǡ৹ǽǁǋƲǷǡळ৹ǡ৹ǶƲȍǡ৹ǋ৹Ǳǋ৹ȍǡȐǽȍȐǋ৹ǶƲȍǡǷǋ৹Ȋǋȍ৹ȚǷǽ৹ȐΑǡǱȚȊȊǽ৹ȐǽȐȗǋǷǡǀǡǱǋल 2ELHWWLYRUȍǽȗǋǘǘǋȍǋळ৹ȍǡȊȍǡȐȗǡǷƲȍǋ৹ǋ৹ǗƲΑǽȍǡȍǋ৹ȚǷ৹ȚȐǽ৹ȐǽȐȗǋǷǡǀǡǱǋ৹ǇǋǱǱঌǋǁǽȐǡȐȗǋǶƲ৹ȗǋȍȍǋȐȗȍǋ৹ 2ELHWWLYR UȍǽǶȚǽΑǋȍǋ৹ȐǽǁǡǋȗƷ৹ȊƲǁǡϮǁǞǋ৹ǋ৹ǡǷǁǱȚȐǡΑǋ৹Ȋǋȍ৹ȚǷǽ৹ȐΑǡǱȚȊȊǽ৹ȐǽȐȗǋǷǡǀǡǱǋल 2ELHWWLYR XƲϥǽȍΝƲȍǋ৹ǡ৹ǶǋΝΝǡ৹Ǉǡ৹ƲȗȗȚƲΝǡǽǷǋ৹ǋ৹ȍǡǷǷǽΑƲȍǋ৹ǡǱ৹ȊƲȍȗǋǷƲȍǡƲȗǽ৹ǶǽǷǇǡƲǱǋ৹Ȋǋȍ৹Ǳǽ৹ȐΑǡǱȚȊȊǽ৹ȐǽȐȗǋǷǡǀǡǱǋल *RDOǷǇ৹ȊǽΑǋȍȗΘ৹ǡǷ৹ƲǱǱ৹ǡȗȐ৹ǗǽȍǶȐ৹ǋΑǋȍΘΒǞǋȍǋल *RDO৹ǷǇ৹ǞȚǷǘǋȍळ৹ƲǁǞǡǋΑǋ৹ǗǽǽǇ৹ȐǋǁȚȍǡȗΘ৹ƲǷǇ৹ǡǶȊȍǽΑǋ৹ǷȚȗȍǡȗǡǽǷ৹ƲǷǇ৹ȊȍǽǶǽȗǋ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ƲǘȍǡǁȚǱȗȚȍǋल *RDO৹ǷȐȚȍǋ৹ǞǋƲǱȗǞΘ৹ǱǡΑǋȐ৹ƲǷǇ৹ȊȍǽǶǽȗǋ৹ΒǋǱǱॺǀǋǡǷǘ৹Ǘǽȍ৹ƲǱǱ৹Ʋȗ৹ƲǱǱ৹ƲǘǋȐल *RDOǷȐȚȍǋ৹ǡǷǁǱȚȐǡΑǋ৹ƲǷǇ৹ǋȌȚǡȗƲǀǱǋ৹ȌȚƲǱǡȗΘ৹ǋǇȚǁƲȗǡǽǷ৹ƲǷǇ৹ȊȍǽǶǽȗǋ৹ǱǡǗǋǱǽǷǘ৹ǱǋƲȍǷǡǷǘ৹ǽȊȊǽȍȗȚǷǡȗǡǋȐ৹Ǘǽȍ৹ƲǱǱल *RDO৹ǁǞǡǋΑǋ৹ǘǋǷǇǋȍ৹ǋȌȚƲǱǡȗΘ৹ƲǷǇ৹ǋǶȊǽΒǋȍ৹ƲǱǱ৹ΒǽǶǋǷ৹ƲǷǇ৹ǘǡȍǱȐल *RDO৹ǷȐȚȍǋ৹ƲΑƲǡǱƲǀǡǱǡȗΘ৹ƲǷǇ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ǶƲǷƲǘǋǶǋǷȗ৹ǽǗ৹ΒƲȗǋȍ৹ƲǷǇ৹ȐƲǷǡȗƲȗǡǽǷ৹Ǘǽȍ৹ƲǱǱल *RDO৹ǷȐȚȍǋ৹ƲǁǁǋȐȐ৹ȗǽ৹ƲϥǽȍǇƲǀǱǋळ৹ȍǋǱǡƲǀǱǋळ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ƲǷǇ৹ǶǽǇǋȍǷ৹ǋǷǋȍǘΘ৹Ǘǽȍ৹ƲǱǱल *RDO UȍǽǶǽȗǋ৹ȐȚȐȗƲǡǷǋǇळ৹ǡǷǁǱȚȐǡΑǋ৹ƲǷǇ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ǋǁǽǷǽǶǡǁ৹ǘȍǽΒȗǞळ৹ǗȚǱǱ৹ƲǷǇ৹ȊȍǽǇȚǁȗǡΑǋ৹ǋǶȊǱǽΘǶǋǷȗ৹ƲǷǇ৹ǇǋǁǋǷȗ৹ Βǽȍǯ৹Ǘǽȍ৹ƲǱǱल *RDO৹ȚǡǱǇ৹ȍǋȐǡǱǡǋǷȗ৹ǡǷǗȍƲȐȗȍȚǁȗȚȍǋळ৹ȊȍǽǶǽȗǋ৹ǡǷǁǱȚȐǡΑǋ৹ƲǷǇ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ǡǷǇȚȐȗȍǡƲǱǡΝƲȗǡǽǷ৹ƲǷǇ৹ǗǽȐȗǋȍ৹ǡǷǷǽΑƲȗǡǽǷल *RDO XǋǇȚǁǋ৹ǡǷǋȌȚƲǱǡȗΘ৹ΒǡȗǞǡǷ৹ƲǷǇ৹ƲǶǽǷǘ৹ǁǽȚǷȗȍǡǋȐल *RDO BƲǯǋ৹ǁǡȗǡǋȐ৹ƲǷǇ৹ǞȚǶƲǷȐ৹ȐǋȗȗǱǋǶǋǷȗȐ৹ǡǷǁǱȚȐǡΑǋळ৹ȐƲǗǋळ৹ȍǋȐǡǱǡǋǷȗ৹ƲǷǇ৹ȐȚȐȗƲǡǷƲǀǱǋल *RDOǷȐȚȍǋ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ǁǽǷȐȚǶȊȗǡǽǷ৹ƲǷǇ৹ȊȍǽǇȚǁȗǡǽǷ৹ȊƲȗȗǋȍǷȐल *RDO bƲǯǋ৹ȚȍǘǋǷȗ৹ƲǁȗǡǽǷ৹ȗǽ৹ǁǽǶǀƲȗ৹ǁǱǡǶƲȗǋ৹ǁǞƲǷǘǋ৹ƲǷǇ৹ǡȗȐ৹ǡǶȊƲǁȗȐल *RDOǽǷȐǋȍΑǋ৹ƲǷǇ৹ȐȚȐȗƲǡǷƲǀǱΘ৹ȚȐǋ৹ȗǞǋ৹ǽǁǋƲǷȐळ৹ȐǋƲȐ৹ƲǷǇ৹ǶƲȍǡǷǋ৹ȍǋȐǽȚȍǁǋȐ৹Ǘǽȍ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ǇǋΑǋǱǽȊǶǋǷȗल *RDO Uȍǽȗǋǁȗळ৹ȍǋȐȗǽȍǋ৹ƲǷǇ৹ȊȍǽǶǽȗǋ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ȚȐǋ৹ǽǗ৹ȗǋȍȍǋȐȗȍǡƲǱ৹ǋǁǽȐΘȐȗǋǶȐल *RDO UȍǽǶǽȗǋ৹ȊǋƲǁǋǗȚǱ৹ƲǷǇ৹ǡǷǁǱȚȐǡΑǋ৹ȐǽǁǡǋȗǡǋȐ৹Ǘǽȍ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ǇǋΑǋǱǽȊǶǋǷȗल *RDO[ȗȍǋǷǘȗǞǋǷ৹ȗǞǋ৹ǶǋƲǷȐ৹ǽǗ৹ǡǶȊǱǋǶǋǷȗƲȗǡǽǷ৹ƲǷǇ৹ȍǋΑǡȗƲǱǡΝǋ৹ȗǞǋ৹ǘǱǽǀƲǱ৹ȊƲȍȗǷǋȍȐǞǡȊ৹Ǘǽȍ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ǇǋΑǋǱǽȊǶǋǷȗल

SYMBIOSIS 076

OUR AGENDA 2030 GOALS Obiettivo 1. Uǽȍȍǋ৹ϮǷǋ৹Ʋ৹ǽǘǷǡ৹ǗǽȍǶƲ৹Ǉǡ৹ȊǽΑǋȍȗƷ৹ǷǋǱ৹ǶǽǷǇǽल Obiettivo 2. Uǽȍȍǋ৹ϮǷǋ৹ƲǱǱƲ৹ǗƲǶǋळ৹ȍƲǘǘǡȚǷǘǋȍǋ৹ǱƲ৹ȐǡǁȚȍǋΝΝƲ৹ƲǱǡǶǋǷȗƲȍǋळ৹ǶǡǘǱǡǽȍƲȍǋ৹ǱƲ৹ǷȚȗȍǡΝǡǽǷǋ৹ǋ৹ȊȍǽǶȚǽΑǋȍǋ৹ȚǷঌƲǘȍǡǁǽǱȗȚȍƲ৹ ȌȚǋǱǱƲ৹ȐǽȐȗǋǷǡǀǡǱǋ Obiettivo 3.৹ȐȐǡǁȚȍƲȍǋ৹ǱƲ৹ȐƲǱȚȗǋ৹ǋ৹ǡǱ৹ǀǋǷǋȐȐǋȍǋ৹Ȋǋȍ৹ȗȚȗȗǡ৹ǋ৹Ȋǋȍ৹ȗȚȗȗǋ৹Ǳǋ৹ǋȗƷल Obiettivo 4. $ǽȍǷǡȍǋ৹ȚǷঌǋǇȚǁƲΝǡǽǷǋ৹Ǉǡ৹ȌȚƲǱǡȗƷळ৹ǋȌȚƲ৹ǋǇ৹ǡǷǁǱȚȐǡΑƲळ৹ǋ৹ǽȊȊǽȍȗȚǷǡȗƷ৹Ǉǡ৹ƲȊȊȍǋǷǇǡǶǋǷȗǽ৹Ȋǋȍ৹ȗȚȗȗǡल Obiettivo 5. XƲǘǘǡȚǷǘǋȍǋ৹ǱঌȚǘȚƲǘǱǡƲǷΝƲ৹Ǉǡ৹ǘǋǷǋȍǋ৹ǋǇ৹ǋǶƲǷǁǡȊƲȍǋ৹ȗȚȗȗǋ৹Ǳǋ৹ǇǽǷǷǋ৹ǋ৹Ǳǋ৹ȍƲǘƲΝΝǋल Obiettivo 6. %ƲȍƲǷȗǡȍǋ৹Ʋ৹ȗȚȗȗǡ৹ǱƲ৹ǇǡȐȊǽǷǡǀǡǱǡȗƷ৹ǋ৹ǱƲ৹ǘǋȐȗǡǽǷǋ৹ȐǽȐȗǋǷǡǀǡǱǋ৹ǇǋǱǱঌƲǁȌȚƲ৹ǋ৹ǇǋǱǱǋ৹ȐȗȍȚȗȗȚȍǋ৹ǡǘǡǋǷǡǁǽ৹ȐƲǷǡȗƲȍǡǋल Obiettivo 7.৹ȐȐǡǁȚȍƲȍǋ৹Ʋ৹ȗȚȗȗǡ৹ǱঌƲǁǁǋȐȐǽ৹Ʋ৹ȐǡȐȗǋǶǡ৹Ǉǡ৹ǋǷǋȍǘǡƲ৹ǋǁǽǷǽǶǡǁǡळ৹ƲϨǇƲǀǡǱǡळ৹ȐǽȐȗǋǷǡǀǡǱǡ৹ǋ৹ǶǽǇǋȍǷǡल৹ Obiettivo 8. /ǷǁǋǷȗǡΑƲȍǋ৹ȚǷƲ৹ǁȍǋȐǁǡȗƲ৹ǋǁǽǷǽǶǡǁƲ৹ǇȚȍƲȗȚȍƲळ৹ǡǷǁǱȚȐǡΑƲ৹ǋ৹ȐǽȐȗǋǷǡǀǡǱǋळ৹ȚǷঌǽǁǁȚȊƲΝǡǽǷǋ৹ȊǡǋǷƲ৹ǋ৹ȊȍǽǇȚȗȗǡΑƲ৹ǋ৹ȚǷ৹ ǱƲΑǽȍǽ৹ǇǡǘǷǡȗǽȐǽ৹Ȋǋȍ৹ȗȚȗȗǡल৹ Obiettivo 9. ǽȐȗȍȚǡȍǋ৹ȚǷঌǡǷǗȍƲȐȗȍȚȗȗȚȍƲ৹ȍǋȐǡǱǡǋǷȗǋ৹ǋ৹ȊȍǽǶȚǽΑǋȍǋ৹ǱঌǡǷǷǽΑƲΝǡǽǷǋ৹ǋ৹ȚǷƲ৹ǡǷǇȚȐȗȍǡƲǱǡΝΝƲΝǡǽǷǋ৹ǋȌȚƲळ৹ȍǋȐȊǽǷȐƲǀǡǱǋ৹ǋ৹ ȐǽȐȗǋǷǡǀǡǱǋल Obiettivo 10. XǡǇȚȍȍǋ৹ǱঌǡǷǋǘȚƲǘǱǡƲǷΝƲ৹ƲǱǱঌǡǷȗǋȍǷǽ৹Ǉǡळ৹ǋ৹ǗȍƲ৹Ǳǋ৹ǷƲΝǡǽǷǡल Obiettivo 11. XǋǷǇǋȍǋ৹Ǳǋ৹ǁǡȗȗƷ৹ǋ৹ǘǱǡ৹ǡǷȐǋǇǡƲǶǋǷȗǡ৹ȚǶƲǷǡ৹ǡǷǁǱȚȐǡΑǡळ৹ȐǡǁȚȍǡळ৹ǇȚȍƲȗȚȍǡ৹ǋ৹ȐǽȐȗǋǷǡǀǡǱǡल Obiettivo 12. %ƲȍƲǷȗǡȍǋ৹ǶǽǇǋǱǱǡ৹ȐǽȐȗǋǷǡǀǡǱǡ৹Ǉǡ৹ȊȍǽǇȚΝǡǽǷǋ৹ǋ৹Ǉǡ৹ǁǽǷȐȚǶǽल Obiettivo 13. UȍǽǶȚǽΑǋȍǋ৹ƲΝǡǽǷǡ৹Ʋ৹ȗȚȗȗǡ৹ǡ৹ǱǡΑǋǱǱǡ৹Ȋǋȍ৹ǁǽǶǀƲȗȗǋȍǋ৹ǡǱ৹ǁƲǶǀǡƲǶǋǷȗǽ৹ǁǱǡǶƲȗǡǁǽल Obiettivo 14.৹ǽǷȐǋȍΑƲȍǋ৹ǋ৹ȚȗǡǱǡΝΝƲȍǋ৹ǡǷ৹ǶǽǇǽ৹ǇȚȍǋΑǽǱǋ৹ǘǱǡ৹ǽǁǋƲǷǡळ৹ǡ৹ǶƲȍǡ৹ǋ৹Ǳǋ৹ȍǡȐǽȍȐǋ৹ǶƲȍǡǷǋ৹Ȋǋȍ৹ȚǷǽ৹ȐΑǡǱȚȊȊǽ৹ȐǽȐȗǋǷǡǀǡǱǋल Obiettivo 15. Uȍǽȗǋǘǘǋȍǋळ৹ȍǡȊȍǡȐȗǡǷƲȍǋ৹ǋ৹ǗƲΑǽȍǡȍǋ৹ȚǷ৹ȚȐǽ৹ȐǽȐȗǋǷǡǀǡǱǋ৹ǇǋǱǱঌǋǁǽȐǡȐȗǋǶƲ৹ȗǋȍȍǋȐȗȍǋ৹ Obiettivo 16. UȍǽǶȚǽΑǋȍǋ৹ȐǽǁǡǋȗƷ৹ȊƲǁǡϮǁǞǋ৹ǋ৹ǡǷǁǱȚȐǡΑǋ৹Ȋǋȍ৹ȚǷǽ৹ȐΑǡǱȚȊȊǽ৹ȐǽȐȗǋǷǡǀǡǱǋल Obiettivo 17 XƲϥǽȍΝƲȍǋ৹ǡ৹ǶǋΝΝǡ৹Ǉǡ৹ƲȗȗȚƲΝǡǽǷǋ৹ǋ৹ȍǡǷǷǽΑƲȍǋ৹ǡǱ৹ȊƲȍȗǋǷƲȍǡƲȗǽ৹ǶǽǷǇǡƲǱǋ৹Ȋǋȍ৹Ǳǽ৹ȐΑǡǱȚȊȊǽ৹ȐǽȐȗǋǷǡǀǡǱǋल Goal 1. ǷǇ৹ȊǽΑǋȍȗΘ৹ǡǷ৹ƲǱǱ৹ǡȗȐ৹ǗǽȍǶȐ৹ǋΑǋȍΘΒǞǋȍǋल Goal 2.৹ǷǇ৹ǞȚǷǘǋȍळ৹ƲǁǞǡǋΑǋ৹ǗǽǽǇ৹ȐǋǁȚȍǡȗΘ৹ƲǷǇ৹ǡǶȊȍǽΑǋǇ৹ǷȚȗȍǡȗǡǽǷ৹ƲǷǇ৹ȊȍǽǶǽȗǋ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ƲǘȍǡǁȚǱȗȚȍǋल Goal 3.৹ǷȐȚȍǋ৹ǞǋƲǱȗǞΘ৹ǱǡΑǋȐ৹ƲǷǇ৹ȊȍǽǶǽȗǋ৹ΒǋǱǱॺǀǋǡǷǘ৹Ǘǽȍ৹ƲǱǱ৹Ʋȗ৹ƲǱǱ৹ƲǘǋȐल Goal 4. ǷȐȚȍǋ৹ǡǷǁǱȚȐǡΑǋ৹ƲǷǇ৹ǋȌȚǡȗƲǀǱǋ৹ȌȚƲǱǡȗΘ৹ǋǇȚǁƲȗǡǽǷ৹ƲǷǇ৹ȊȍǽǶǽȗǋ৹ǱǡǗǋǱǽǷǘ৹ǱǋƲȍǷǡǷǘ৹ǽȊȊǽȍȗȚǷǡȗǡǋȐ৹Ǘǽȍ৹ƲǱǱल Goal 5.৹ǁǞǡǋΑǋ৹ǘǋǷǇǋȍ৹ǋȌȚƲǱǡȗΘ৹ƲǷǇ৹ǋǶȊǽΒǋȍ৹ƲǱǱ৹ΒǽǶǋǷ৹ƲǷǇ৹ǘǡȍǱȐल Goal 6.৹ǷȐȚȍǋ৹ƲΑƲǡǱƲǀǡǱǡȗΘ৹ƲǷǇ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ǶƲǷƲǘǋǶǋǷȗ৹ǽǗ৹ΒƲȗǋȍ৹ƲǷǇ৹ȐƲǷǡȗƲȗǡǽǷ৹Ǘǽȍ৹ƲǱǱल Goal 7.৹ǷȐȚȍǋ৹ƲǁǁǋȐȐ৹ȗǽ৹ƲϥǽȍǇƲǀǱǋळ৹ȍǋǱǡƲǀǱǋळ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ƲǷǇ৹ǶǽǇǋȍǷ৹ǋǷǋȍǘΘ৹Ǘǽȍ৹ƲǱǱल Goal 8. UȍǽǶǽȗǋ৹ȐȚȐȗƲǡǷǋǇळ৹ǡǷǁǱȚȐǡΑǋ৹ƲǷǇ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ǋǁǽǷǽǶǡǁ৹ǘȍǽΒȗǞळ৹ǗȚǱǱ৹ƲǷǇ৹ȊȍǽǇȚǁȗǡΑǋ৹ǋǶȊǱǽΘǶǋǷȗ৹ƲǷǇ৹ǇǋǁǋǷȗ৹ Βǽȍǯ৹Ǘǽȍ৹ƲǱǱल Goal 9.৹ȚǡǱǇ৹ȍǋȐǡǱǡǋǷȗ৹ǡǷǗȍƲȐȗȍȚǁȗȚȍǋळ৹ȊȍǽǶǽȗǋ৹ǡǷǁǱȚȐǡΑǋ৹ƲǷǇ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ǡǷǇȚȐȗȍǡƲǱǡΝƲȗǡǽǷ৹ƲǷǇ৹ǗǽȐȗǋȍ৹ǡǷǷǽΑƲȗǡǽǷल Goal 10. XǋǇȚǁǋ৹ǡǷǋȌȚƲǱǡȗΘ৹ΒǡȗǞǡǷ৹ƲǷǇ৹ƲǶǽǷǘ৹ǁǽȚǷȗȍǡǋȐल Goal 11. BƲǯǋ৹ǁǡȗǡǋȐ৹ƲǷǇ৹ǞȚǶȐ৹ȐǋȗȗǱǋǶǋǷȗȐ৹ǡǷǁǱȚȐǡΑǋळ৹ȐƲǗǋळ৹ȍǋȐǡǱǡǋǷȗ৹ƲǷǇ৹ȐȚȐȗƲǡǷƲǀǱǋल Goal 12. ǷȐȚȍǋ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ǁǽǷȐȚǶȊȗǡǽǷ৹ƲǷǇ৹ȊȍǽǇȚǁȗǡǽǷ৹ȊƲȗȗǋȍǷȐल Goal 13. bƲǯǋ৹ȚȍǘǋǷȗ৹ƲǁȗǡǽǷ৹ȗǽ৹ǁǽǶǀƲǁȗ৹ǁǱǡǶƲȗǋ৹ǁǞƲǷǘǋ৹ƲǷǇ৹ǡȗȐ৹ǡǶȊƲǁȗȐल Goal 14. ǽǷȐǋȍΑǋ৹ƲǷǇ৹ȐȚȐȗƲǡǷƲǀǱΘ৹ȚȐǋ৹ȗǞǋ৹ǽǁǋƲǷȐळ৹ȐǋƲȐ৹ƲǷǇ৹ǶƲȍǡǷǋ৹ȍǋȐǽȚȍǁǋȐ৹Ǘǽȍ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ǇǋΑǋǱǽȊǶǋǷȗल Goal 15. Uȍǽȗǋǁȗळ৹ȍǋȐȗǽȍǋ৹ƲǷǇ৹ȊȍǽǶǽȗǋ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ȚȐǋ৹ǽǗ৹ȗǋȍȍǋȐȗȍǡƲǱ৹ǋǁǽȐΘȐȗǋǶȐ Goal 16. UȍǽǶǽȗǋ৹ȊǋƲǁǋǗȚǱ৹ƲǷǇ৹ǡǷǁǱȚȐǡΑǋ৹ȐǽǁǡǋȗǡǋȐ৹Ǘǽȍ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ǇǋΑǋǱǽȊǶǋǷȗल Goal 17. [ȗȍǋǷǘȗǞǋǷ৹ȗǞǋ৹ǶǋƲǷȐ৹ǽǗ৹ǡǶȊǱǋǶǋǷȗƲȗǡǽǷ৹ƲǷǇ৹ȍǋΑǡȗƲǱǡΝǋ৹ȗǞǋ৹ǘǱǽǀƲǱ৹ȊƲȍȗǋǷȍȐǞǡȊ৹Ǘǽȍ৹ȐȚȐȗƲǡǷƲǀǱǋ৹ǇǋΑǋǱǽȊǶǋǷȗल

SYMBIOSIS 078

SYMBIOSIS 079

SYMBIOSIS 080

SYMBIOSIS 082 ȐǋȗȗǱǋǶǋǷȗȐळ৹ȗǞǋ৹ǗȚȗȚȍǋ৹$ȍƲΝǡǽǷǡ৹Ǉǡ৹UȍƲȗǽल৹$ȍǽǶ৹ȗǞǋ৹ ǀǋǘǡǷǷǡǷǘ৹ǽǗ৹ȗǞǋ৹ࡳࡱȗǞ৹ǁǋǷȗȚȍΘ৹ǽǷΒƲȍǇȐळ৹ȗǞǋ৹ǱƲȍǘǋ৹ production sites located along the Gorile system ƲȊȊǋƲȍǋǇ৹ǡǷ৹ȗǞǋ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ǱƲǷǇȐǁƲȊǋल৹bǞǡȐ৹ΑƲȐȗ৹ΒƲȗǋȍ৹ systemwouldlaterrepresentastrategicpointofstrong ǡǷȗǋǘȍƲȗǡǽǷ৹ǀǋȗΒǋǋǷ৹ȗǞǋ৹ΒƲȗǋȍ৹ǁΘǁǱǋ৹ƲǷǇ৹ƲǷȗǞȍǽȊǡǁ৹ ƲǁȗǡΑǡȗΘ৹ƲǷǇ৹ȗǞǋ৹ȐȗƲȍȗ৹ǽǗ৹ȗǞǋ৹ȗǋΗȗǡǱǋ৹ǡǷǇȚȐȗȍΘ৹ƲǱǽǷǘ৹ ȗǞǋǡȍ৹ǁǽȚȍȐǋल৹bǞǋ৹ǇǋǶǽǘȍƲȊǞǡǁ৹ǀǽǽǶ৹ȗǞƲȗ৹ǀȍǽȚǘǞȗ৹ ȗǞǋ৹ǁǡȗΘ৹ǗȍǽǶ৹ࡸࡸळࡱࡱࡱ৹ȗǽ৹ࡲࡵࡴळࡱࡱࡱ৹ǡǷǞƲǀǡȗƲǷȗȐ৹ǀǋȗΒǋǋǷ৹ ࡲࡺࡶࡱ৹ƲǷǇ৹ࡲࡺࡸࡱ৹ƲǷǇ৹ȗǞǋ৹ǁǽǷȐǋȌȚǋǷȗ৹ǇǡȐȊǋȍȐǡǽǷ৹ǽǗ৹ȗǞǋ৹ ǁǡȗΘ৹ǡǷ৹ȗǞǋ৹ȊǱƲǡǷ৹ȗǽǽǯ৹ȊǱƲǁǋ৹ƲǁǁǽȍǇǡǷǘ৹ȗǽ৹ƲǷ৹ƲǀȐǽǱȚȗǋǱΘ৹ ȊǋǁȚǱǡƲȍ৹ǶǽǇǋǱऴ৹ƲǱǱ৹ȗǞǋ৹ǁǋǷȗȍǋȐळ৹ǡलǋल৹ȗǞǋ৹ΒƲǱǱǋǇ৹ǁǡȗΘ৹ƲǷǇ৹ the hamlets, expanded, generating new residential ƲǷǇ৹ȊȍǽǇȚǁȗǡΑǋ৹ȌȚƲȍȗǋȍȐळ৹ΒǞǡǁǞ৹ǡǷ৹ȐǽǶǋ৹ȊƲȍȗȐ৹ǁƲǶǋ৹ȗǽ৹ ǁǽǷǷǋǁȗळ৹ȊȍǽǇȚǁǡǷǘ৹ǁǽǷȗǡǷȚǽȚȐ৹ȚȍǀƲǷǡȐǋǇ৹ǗƲǀȍǡǁȐ৹ƲǷǇ৹ ǡǷ৹ǽȗǞǋȍ৹ȊƲȍȗȐ৹ȍǋǶƲǡǷǋǇ৹ȐǋȊƲȍƲȗǋǇ৹ǀΘ৹ǱƲȍǘǋ৹ȊǽȍȗǡǽǷȐ৹ǽǗ৹ ȗǞǋ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ȊǱƲǡǷल৹bǞǡȐ৹ǋΑǽǱȚȗǡǽǷ৹ǽǗ৹ȗǞǋ৹ǁǡȗΘळ৹ǀƲȐǋǇ৹ ǽǷ৹Ʋ৹ȊǽǱΘǁǋǷȗȍǡǁ৹ǇΘǷƲǶǡǁळ৹ǡȐ৹ǀƲȐǋǇ৹ǽǷ৹ȗǞǋ৹ǁǋǷȗȍƲǱ৹ȍǽǱǋ৹ of Prato’s hamlets and their function as centres with a social and cultural identity, which it has maintained ǋΑǋǷ৹ǡǷ৹ȗǞǋ৹ǋΗȊƲǷȐǡǽǷ৹ǽǗ৹ȗǞǋ৹ǁǡȗΘ৹ǡǷ৹ȗǞǋ৹ȐǞǽȍȗ৹ǁǋǷȗȚȍΘल The primordial agricultural landscape of the city of UȍƲȗǽ৹ΒƲȐ৹ǶƲȍǯǋǇ৹ǀΘ৹ȗǞǋ৹ǱƲΘǽȚȗ৹ǽǗ৹ȗǞǋ৹ǶǡǱǱȊǽǷǇ৹ȐΘȐȗǋǶ৹ ȗǞƲȗ৹ǁȍǽȐȐǋǇ৹ȗǞǋ৹ǋǷȗǡȍǋ৹ȊǱƲǡǷल৹bǞǡȐ৹ȐΘȐȗǋǶ৹ȍǋȊȍǋȐǋǷȗǋǇ৹ anextraordinaryterritorialinfrastructurealongwhich ȗǞǋ৹ǶǡǱǱȐ৹Βǋȍǋ৹ǇǡȐȗȍǡǀȚȗǋǇळ৹ǀȚǡǱǇǡǷǘȐ৹ȗǞƲȗ৹ǇǋȗǋȍǶǡǷǋǇ৹ ȗǞǋ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ǇǋΑǋǱǽȊǶǋǷȗ৹ǽǗ৹ȗǞǋ৹ȗǋȍȍǡȗǽȍΘ৹ƲǷǇ৹ ǽȍǘƲǷǡȐǋǇ৹ȗǞǋ৹ȐǽǁǡǽॺǋǁǽǷǽǶǡǁ৹ƲǷǇ৹ǱƲǷǇ৹ǶƲǷƲǘǋǶǋǷȗ৹ ǶǽǇǋǱ৹Ǘǽȍ৹ƲǱǶǽȐȗ৹Ʋ৹ǶǡǱǱǋǷǷǡȚǶल৹৹ȊƲȍȗǡƲǱ৹ȍǋǽȊǋǷǡǷǘ৹ of this millpond system, as mentioned earlier in the ǁȗǡǽǷ৹UǱƲǷ৹Ǘǽȍ৹ȚȍǀƲǷ৹ǗǽȍǋȐȗƲȗǡǽǷळ৹ǁǽȚǱǇ৹ǀǋ৹ȗǞǋ৹ǇȍǡΑǡǷǘ৹ force not only for new forms of ecotourism through ȗǞǋ৹ȍǋǁǽΑǋȍΘ৹ǽǗ৹ȗǞǋ৹ǀȚǡǱǇǡǷǘȐ৹ȗǞƲȗ৹Ǉǽȗ৹ȗǞǋǶळ৹ǀȚȗ৹ΒǽȚǱǇ৹ ǁǋȍȗƲǡǷǱΘ৹ǞǋǱȊ৹ȗǽ৹ǋΗȊƲǷǇ৹ȗǞǋ৹ǀǡǽǇǡΑǋȍȐǡȗΘ৹ǽǗ৹ȗǞǋ৹ȗǋȍȍǡȗǽȍΘल৹ Piana Pratese era organizzata secondo la trama della ǋǷȗȚȍǡƲΝǡǽǷǋ৹ XǽǶƲǷƲळ৹ȊȚǷȗǋǘǘǡƲȗƲ৹ǇƲ৹ȚǷƲ৹Ȑǋȍǡǋ৹ Ǉǡ৹ȊǡǁǁǽǱǡ৹ǡǷȐǋǇǡƲǶǋǷȗǡळ৹Ǳǋ৹ǗȚȗȚȍǋ৹$ȍƲΝǡǽǷǡ৹Ǉǡ৹UȍƲȗǽल৹ ৹ȊƲȍȗǡȍǋ৹ǇƲǱǱঌǡǷǡΝǡǽ৹ǇǋǱ৹ xx৹ȐǋǁǽǱǽ৹ǁǽǶȊƲǡǽǷǽ৹ǷǋǱ৹ ȊƲǋȐƲǘǘǡǽ৹ƲǘȍǡǁǽǱǽ৹ǡ৹ǘȍƲǷǇǡ৹ȊǱǋȐȐǡ৹ȊȍǽǇȚȗȗǡΑǡ৹ǱǽǁƲǱǡΝΝƲȗǡ৹ ǱȚǷǘǽ৹ǡ৹ȗȍƲǁǁǡƲȗǡ৹ǇǋǱ৹ȐǡȐȗǋǶƲ৹ %ǽȍǡǱǋल৹ WȚǋȐȗǽ৹ΑƲȐȗǽ৹ ȐǡȐȗǋǶƲ৹ǡǇȍǡǁǽ৹ȍƲȊȊȍǋȐǋǷȗǋȍƷ৹ȐȚǁǁǋȐȐǡΑƲǶǋǷȗǋ৹ȚǷ৹ȊȚǷȗǽ৹ ȐȗȍƲȗǋǘǡǁǽ৹Ǉǡ৹Ǘǽȍȗǋ৹ǡǷȗǋǘȍƲΝǡǽǷǋ৹ȗȍƲ৹ǁǡǁǱǽ৹ǇǋǱǱǋ৹ƲǁȌȚǋ৹ ǋ৹ƲȗȗǡΑǡȗƷ৹ƲǷȗȍǽȊǡǁƲ৹Ʋ৹Ȋǋȍ৹ǱঌƲΑΑǡǽ৹ǇǋǱǱঌǡǷǇȚȐȗȍǡƲ৹ȗǋȐȐǡǱǋ৹ ǱȚǷǘǽ৹ǡǱ৹Ǳǽȍǽ৹ǁǽȍȐǽल৹/Ǳ৹ǀǽǽǶ৹ǇǋǶǽǘȍƲϮǁǽ৹ǁǞǋ৹ȊǽȍȗƲ৹ǱƲ৹ ǁǡȗȗƷ৹ǇƲ৹ࡸࡸलࡱࡱࡱ৹Ʋ৹ࡲࡵࡴलࡱࡱࡱ৹ƲǀǡȗƲǷȗǡ৹ȗȍƲ৹ǡǱ৹ࡲࡺࡶࡱ৹ǋ৹ǡǱ৹ࡲࡺࡸࡱ৹ ǋ৹ǱƲ৹ǁǽǷȐǋǘȚǋǷȗǋ৹ǇǡȐȊǋȍȐǡǽǷǋ৹ǇǋǱǱƲ৹ǁǡȗȗƷ৹ǷǋǱǱƲ৹ȊǡƲǷƲ৹ ƲΑΑǡǋǷǋ৹ȐǋǁǽǷǇǽ৹ȚǷ৹ǶǽǇǋǱǱǽ৹ƲȐȐǽǱȚȗƲǶǋǷȗǋ৹ȊǋǁȚǱǡƲȍǋऴ৹ ȗȚȗȗǡ৹ǡ৹ǁǋǷȗȍǡळ৹ǽΑΑǋȍǽ৹ǱƲ৹ǁǡȗȗƷ৹ǶȚȍƲȗƲ৹ǋ৹Ǳǋ৹ǗȍƲΝǡǽǷǡळ৹Ȑǡ৹ ǋȐȊƲǷǇǽǷǽळ৹ǘǋǷǋȍƲǷǇǽ৹ǷȚǽΑǡ৹ȌȚƲȍȗǡǋȍǡ৹ȍǋȐǡǇǋǷΝǡƲǱǡ৹ǋ৹ ȊȍǽǇȚȗȗǡΑǡळ৹ǁǞǋ৹ǡǷ৹ƲǱǁȚǷǡ৹ȊƲȍȗǡ৹ƲȍȍǡΑƲǷǽ৹Ʋ৹ǁǽǱǱǋǘƲȍȐǡळ৹ ȊȍǽǇȚǁǋǷǇǽ৹ȗǋȐȐȚȗǡ৹ȚȍǀƲǷǡΝΝƲȗǡ৹ǁǽǷȗǡǷȚǡ৹ǋ৹ǡǷ৹ƲǱȗȍǋ৹ȊƲȍȗǡ৹ ȍǋȐȗƲǷǽ৹ȐǋȊƲȍƲȗǡ৹ǇƲ৹ƲǶȊǡǋ৹ȊǽȍΝǡǽǷǡ৹ǇǋǱǱƲ৹ȊǡƲǷƲ৹ƲǘȍǡǁǽǱƲल৹ WȚǋȐȗƲ৹ǋΑǽǱȚΝǡǽǷǋ৹ǇǋǱǱƲ৹ǁǡȗȗƷळ৹ǁǞǋ৹Ȑǡ৹ǀƲȐƲ৹ȐȚ৹ȚǷƲ৹ dinamicapolicentrica,sifondasulruolocentraledelle $ȍƲΝǡǽǷǡ৹Ǉǡ৹UȍƲȗǽ৹ǋ৹ȐȚǱǱƲ৹Ǳǽȍǽ৹ǗȚǷΝǡǽǷǋ৹Ǉǡ৹ǁǋǷȗȍǡ৹ǇǽȗƲȗǡ৹ Ǉǡ৹ǡǇǋǷȗǡȗƷ৹ȐǽǁǡƲǱǋ৹ǋ৹ǁȚǱȗȚȍƲǱǋळ৹ǁǞǋ৹ǞƲ৹ǶƲǷȗǋǷȚȗǽ৹ƲǷǁǞǋ৹ ǷǋǱǱঌǋȐȊƲǷȐǡǽǷǋ৹ǇǋǱǱƲ৹ǁǡȗȗƷ৹ǷǋǱ৹ȐǋǁǽǱǽ৹ǀȍǋΑǋल /Ǳ৹ȊƲǋȐƲǘǘǡǽ৹ƲǘȍǡǁǽǱǽ৹ȊȍǡǶǽȍǇǡƲǱǋ৹ǇǋǱǱƲ৹ǁǡȗȗƷ৹Ǉǡ৹UȍƲȗǽ৹ ȍǡȐȚǱȗƲΑƲ৹ǋȐȐǋȍǋ৹ȐǋǘǷƲȗǽ৹ǇƲǱ৹ȗȍƲǁǁǡƲȗǽ৹ǇǋǱ৹ȐǡȐȗǋǶƲ৹ ǇǋǱǱǋ৹ǘǽȍǋ৹ǁǞǋ৹ƲȗȗȍƲΑǋȍȐƲΑƲǷǽ৹ȗȚȗȗƲ৹ǱƲ৹ȊǡƲǷƲल৹WȚǋȐȗǽ৹ ȐǡȐȗǋǶƲ৹ȍƲȊȊȍǋȐǋǷȗƲΑƲ৹ȚǷƲ৹ȐȗȍƲǽȍǇǡǷƲȍǡƲ৹ǡǷǗȍƲȐȗȍȚȗȗȚȍƲ৹ ȗǋȍȍǡȗǽȍǡƲǱǋ৹ǱȚǷǘǽ৹ǱƲ৹ȌȚƲǱǋ৹Ȑǡ৹ǇǡȐȗȍǡǀȚǡΑƲǷǽ৹ǡ৹ǶǽǱǡǷǡळ৹ ǋǇǡϮǁǡ৹ǁǞǋ৹ǞƲǷǷǽ৹ǇǋȗǋȍǶǡǷƲȗǽ৹Ǳǽ৹ȐΑǡǱȚȊȊǽ৹ƲǘȍǡǁǽǱǽ৹ del territorio e che hanno organizzato il modello socioeconomico e della gestione del territorio per ȌȚƲȐǡ৹ȚǷ৹ǶǡǱǱǋǷǷǡǽल৹eǷƲ৹ȊƲȍΝǡƲǱǋ৹ȍǡƲȊǋȍȗȚȍƲ৹Ǉǡ৹ȌȚǋȐȗǽ৹ sistema delle Gore, come accennato prima nell’Action UǱƲǷ৹Ȋǋȍ৹ǱƲ৹ǗǽȍǋȐȗƲΝǡǽǷǋ৹ȚȍǀƲǷƲळ৹Ȋǽȗȍǋǀǀǋ৹ǋȐȐǋȍǋ৹ǡǱ৹

SYMBIOSIS 083 bǞǋ৹ǇǋǁǡȐǡǽǷ৹ȗǽ৹ȍǋΑǡȗƲǱǡȐǋ৹ȗǞǋ৹%ǽȍǋ৹ǷǋȗΒǽȍǯळ৹ƲǀǽȚȗ৹ࡶࡴ৹ ǯǶ৹ǽǗ৹ΒƲȗǋȍ৹ǇǡΑǋȍȐǡǽǷ৹ǁǞƲǷǷǋǱȐळ৹ǶƲǯǋȐ৹ǡȗ৹ȊǽȐȐǡǀǱǋ৹ȗǽ৹ȚȐǋ৹ the element of water as a mitigator of the heat island ǋϥǋǁȗ৹ǡǷ৹ȗǞǋ৹ǁǡȗΘळ৹ȍǋǇȚǁǡǷǘ৹ǋǷǋȍǘΘ৹ǇǋǶƲǷǇ৹ƲǷǇ৹ǽϥǋȍǡǷǘ৹ ǋǷΑǡȍǽǷǶǋǷȗƲǱ৹ǀǋǷǋϮȗȐ৹ƲȐ৹ΒǋǱǱ৹ƲȐ৹ȍǋȐǽȚȍǁǋ৹ȐƲΑǡǷǘȐल bǞǋ৹ǋǷΑǡȍǽǷǶǋǷȗƲǱ৹ȐΘȐȗǋǶ৹ΒǡǱǱ৹ȍǋȊȍǋȐǋǷȗळ৹ƲȐ৹ƲǱȍǋƲǇΘ৹ ǶǋǷȗǡǽǷǋǇळ৹Ʋ৹ȊǡΑǽȗƲǱ৹ȊǽǡǷȗ৹Ǘǽȍ৹ȗǞǋ৹ǇǋΑǋǱǽȊǶǋǷȗ৹ǽǗ৹ ȗǞǋ৹ǁǡȗΘ৹ǽǗ৹ UȍƲȗǽ৹ƲǷǇ৹ΒǡǱǱ৹ǀǋ৹ǁǱǋƲȍǱΘ৹ΑǡȐǡǀǱǋ৹Ʋȗ৹ȗǞǋ৹ ǀǽȍǇǋȍ৹ǀǋȗΒǋǋǷ৹ȗǞǋ৹ȚȍǀƲǷǡȐǋǇ৹ȊƲȍȗ৹ƲǷǇ৹ȗǞǋ৹Ȋǋȍǡॺ ȚȍǀƲǷ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ǘȚǱǗȐ৹ȐΘȐȗǋǶल৹ bǞǋ৹ǁȗǡǽǷ৹ UǱƲǷ৹ Ǘǽȍ৹ $ǽȍǋȐȗƲȗǡǽǷ৹ƲȐȐȚǶǋȐ৹ƲȐ৹ƲǷ৹ǋǱǋǶǋǷȗ৹ǽǗ৹Ʋǘȍǽॺ ǋǷΑǡȍǽǷǶǋǷȗƲǱ৹ȌȚƲǱǡȗΘ৹ȗǞǋ৹ȊȍǋȐǋǷǁǋ৹ǽǗ৹ȍǋƲǱ৹ǀǡǽǇǡΑǋȍȐǡȗΘ৹ ȐǡȗǋȐ৹ΒǞǋȍǋ৹ȊǋȍǡॺȚȍǀƲǷ৹ƲǘȍǡǁȚǱȗȚȍǋळ৹ǋǷΑǡȍǽǷǶǋǷȗ৹ƲǷǇ৹ ȚȍǀƲǷ৹ƲȍǋƲȐ৹ΒǡǱǱ৹ǀǋ৹ƲǀǱǋ৹ȗǽ৹ǇǡƲǱǽǘȚǋळ৹ǡǷǁȍǋƲȐǡǷǘ৹ȗǞǋ৹ ǽΑǋȍƲǱǱ৹ǋǷΑǡȍǽǷǶǋǷȗƲǱ৹ȌȚƲǱǡȗΘ৹ǽǗ৹ȗǞǋ৹ȐΘȐȗǋǶल৹ bǞǋ৹ protection of the agricultural park is of fundamental ǡǶȊǽȍȗƲǷǁǋळ৹ǀǽȗǞ৹Ǘǽȍ৹ǡȗȐ৹ǗȚǷǁȗǡǽǷ৹ƲȐ৹ǞǡȐȗǽȍǡǁƲǱ৹ȗǋȍȍǡȗǽȍǡƲǱ৹ ǞǋȍǡȗƲǘǋ৹ƲǷǇ৹ƲȐ৹Ʋ৹ȐǽȚȍǁǋ৹ǽǗ৹ȐǋǱǗॺȐȚȐȗǋǷƲǷǁǋ৹Ǘǽȍ৹ȗǞǋ৹ǁǡȗΘ৹ ǽǗ৹UȍƲȗǽल৹bǞǋ৹ǇǋϮǷǡȗǡǽǷ৹ǽǗ৹ƲǷ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ȊǋȍǡॺȚȍǀƲǷ৹ ǀǋǱȗ৹ΒǡǱǱ৹ƲǱǱǽΒ৹ǽǷ৹ȗǞǋ৹ǽǷǋ৹ǞƲǷǇ৹ȗǞǋ৹ǁǽǷȗȍǽǱ৹ǽǗ৹ȚȍǀƲǷ৹ ȐȊȍƲΒǱळ৹ǽǷ৹ȗǞǋ৹ǽȗǞǋȍ৹ǞƲǷǇ৹ȗǞǋ৹ǇǡϥȚȐǡǽǷ৹ǽǗ৹Ʋ৹ǷǋΒ৹ǶǽǇǋǱ৹ ǽǗ৹ȊȍǽΗǡǶǡȗΘ৹ƲǘȍǡǁȚǱȗȚȍǋ৹ǡǷ৹ȗǞǋ৹ȗǋȍȍǡȗǽȍΘल৹bǞǋ৹ȐΘǷǋȍǘǡǁ৹ ƲǁȗǡǽǷ৹ǽǗ৹ȗǞǋ৹ [ȗȍȚǁȗȚȍƲǱ৹ UǱƲǷ৹ƲǷǇ৹ȗǞǋ৹ HȊǋȍƲȗǡǽǷƲǱ৹ UǱƲǷ৹ΒǡǱǱ৹ǀǋ৹ǗȚǷǇƲǶǋǷȗƲǱळ৹ƲȐ৹ȗǞǋΘ৹ΒǡǱǱ৹ȗȍƲǷȐǱƲȗǋ৹ȗǞǋȐǋ৹ concepts into concrete rules for the implementation, supporting, for instance, farmers who will decide to ȍǋǷƲȗȚȍƲǱǡȐǋ৹ȗǞǋǡȍ৹ϮǋǱǇȐल ΑǽǱƲǷǽ৹ǷǽǷ৹ȐǽǱǽ৹Ȋǋȍ৹ǷȚǽΑǋ৹ǗǽȍǶǋ৹Ǉǡ৹ǋǁǽȗȚȍǡȐǶǽ৹ ƲȗȗȍƲΑǋȍȐǽ৹ƲǱ৹ȍǋǁȚȊǋȍǽ৹ǇǋǘǱǡ৹ǋǇǡϮǁǡ৹ǁǞǋ৹Ǳǋ৹ȊȚǷȗǋǘǘǡƲǷǽळ৹ ǶƲ৹ƲǡȚȗǋȍǋǀǀǋ৹ȐǡǁȚȍƲǶǋǷȗǋ৹ƲǇ৹ƲǶȊǱǡƲȍǋ৹ǱƲ৹ǀǡǽǇǡΑǋȍȐǡȗƷ৹ ǇǋǱ৹ȗǋȍȍǡȗǽȍǡǽल৹ =Ʋ৹ȐǁǋǱȗƲ৹Ǉǡ৹ȍǡΑǡȗƲǱǡΝΝƲȍǋ৹ǱƲ৹ȍǋȗǋ৹ǇǋǱǱǋ৹ Gore, circa 53 km di canali di dirottamento delle ƲǁȌȚǋळ৹ǁǽǷȐǋǷȗǋ৹Ǉǡ৹ȚȐȚǗȍȚǡȍǋ৹ǇǋǱǱঌǋǱǋǶǋǷȗǽ৹ƲǁȌȚƲ৹ǁǽǶǋ৹ ǶǡȗǡǘƲȗǽȍǋ৹ǇǋǱǱঌǋϥǋȗȗǽ৹ǡȐǽǱƲ৹Ǉǡ৹ǁƲǱǽȍǋ৹ǡǷ৹ǁǡȗȗƷळ৹ȍǡǇȚǁǋǷǇǽ৹ ǱƲ৹ǇǽǶƲǷǇƲ৹Ǉǡ৹ǋǷǋȍǘǡƲळ৹ǋ৹ǽϥȍǋǷǇǽ৹ǀǋǷǋϮǁǡ৹ƲǶǀǡǋǷȗƲǱǡळ৹ ǽǱȗȍǋ৹ǁǞǋ৹Ǉǡ৹ȍǡȐȊƲȍǶǡǽ৹ǇǋǱǱǋ৹ȍǡȐǽȍȐǋल /Ǳ৹ȐǡȐȗǋǶƲ৹ƲǶǀǡǋǷȗƲǱǋ৹ȍƲȊȊȍǋȐǋǷȗǋȍƷळ৹ǁǽǶǋ৹ǘǡƷ৹Ǉǋȗȗǽळ৹ ȚǷ৹ȊȚǷȗǽ৹ǁƲȍǇǡǷǋ৹Ȋǋȍ৹Ǳǽ৹ȐΑǡǱȚȊȊǽ৹ǇǋǱǱƲ৹ǁǡȗȗƷ৹Ǉǡ৹UȍƲȗǽ৹ǋ৹ ȐƲȍƷ৹ǀǋǷ৹ΑǡȐǡǀǡǱǋ৹ƲǱ৹ǁǽǷϮǷǋ৹ȗȍƲ৹ȊƲȍȗǋ৹ǱƲ৹ȚȍǀƲǷǡΝΝƲȗƲ৹ǋǇ৹ǡǱ৹ [ǡȐȗǋǶƲ৹Ǉǋǡ৹%ǽǱϮ৹ƲǘȍǡǁǽǱǡ৹ȊǋȍǡȚȍǀƲǷǡल৹=ঌǁȗǡǽǷ৹UǱƲǷ৹Ȋǋȍ৹ ǱƲ৹$ǽȍǋȐȗƲΝǡǽǷǋ৹ƲȐȐȚǶǋ৹ǁǽǶǋ৹ǋǱǋǶǋǷȗǽ৹Ǉǡ৹ȌȚƲǱǡȗƷ৹Ʋǘȍǽॺ ƲǶǀǡǋǷȗƲǱǋ৹ǱƲ৹ȊȍǋȐǋǷΝƲ৹Ǉǡ৹Αǋȍǡ৹ǋ৹ȊȍǽȊȍǡ৹Ȑǡȗǡ৹Ǉǡ৹ǀǡǽǇǡΑǋȍȐǡȗƷ৹ ǇǽΑǋ৹ƲǘȍǡǁǽǱȗȚȍƲ৹ȊǋȍǡȚȍǀƲǷƲळ৹ƲǶǀǡǋǷȗǋ৹ǋ৹Ʋȍǋǋ৹ȚȍǀƲǷǋ৹ ȊǽȗȍƲǷǷǽ৹ǇǡƲǱǽǘƲȍǋ৹ƲȚǶǋǷȗƲǷǇǽ৹ǁǽǶȊǱǋȐȐǡΑƲǶǋǷȗǋ৹ ǱƲ৹ȌȚƲǱǡȗƷ৹ƲǶǀǡǋǷȗƲǱǋ৹ǇǋǱ৹ȐǡȐȗǋǶƲल৹=Ʋ৹ȊȍǽȗǋΝǡǽǷǋ৹ǇǋǱ৹ UƲȍǁǽ৹ƲǘȍǡǁǽǱǽ৹ǒ৹Ǉǡ৹ǗǽǷǇƲǶǋǷȗƲǱǋ৹ȍǡǱǋΑƲǷΝƲळ৹ȐǡƲ৹Ȋǋȍ৹ǱƲ৹ sua funzione di patrimonio territoriale storico, sia ǁǽǶǋ৹ǗǽǷȗǋ৹Ǉǡ৹ƲȚȗǽॺȐǽȐȗǋǷȗƲǶǋǷȗǽ৹Ȋǋȍ৹ǱƲ৹ǁǡȗȗƷ৽Ǉǡ৹ UȍƲȗǽल৹ =Ʋ৹ǇǋϮǷǡΝǡǽǷǋ৹Ǉǡ৹ȚǷƲ৹ǁǡǷȗȚȍƲ৹ȊǋȍǡȚȍǀƲǷƲ৹Ʋ৹ ǁƲȍƲȗȗǋȍǋ৹ƲǘȍǡǁǽǱǽ৹ȊǋȍǶǋȗȗǋȍƷ৹ǇƲ৹ȚǷ৹ǱƲȗǽ৹ǡǱ৹ǁǽǷȗȍǽǱǱǽ৹ ǇǋǱǱǽ৹ȐȊȍƲΒǱ৹ȚȍǀƲǷǽळ৹ǇƲǱǱঌƲǱȗȍǽ৹ǱƲ৹ǇǡϥȚȐǡǽǷǋ৹Ǉǡ৹ȚǷ৹ǷȚǽΑǽ৹ ǶǽǇǋǱǱǽ৹Ǉǡ৹ƲǘȍǡǁǽǱȗȚȍƲ৹Ǉǡ৹ȊȍǽȐȐǡǶǡȗƷ৹ǷǋǱ৹ȗǋȍȍǡȗǽȍǡǽल৹[ƲȍƷ৹ ǗǽǷǇƲǶǋǷȗƲǱǋ৹ǱঌƲΝǡǽǷǋ৹ȐǡǷǋȍǘǡǁƲ৹ǇǋǱ৹UǡƲǷǽ৹[ȗȍȚȗȗȚȍƲǱǋ৹ǋ৹ ǇǋǱ৹UǡƲǷǽ৹HȊǋȍƲȗǡΑǽ৹ǁǞǋ৹ǇǋǁǱǡǷǋȍƲǷǷǽ৹ȌȚǋȐȗǡ৹ǁǽǷǁǋȗȗǡ৹ in regole concrete per la realizzazione, a sostegno, per esempio, di agricoltori che decideranno di ȍǋǷƲȗȚȍƲǱǡΝΝƲȍǋ৹ǡ৹Ǳǽȍǽ৹ǁƲǶȊǡल

SYMBIOSIS 084 ThecityofPrato,withitsnewOperationalPlan,wants ȗǽ৹ǇǋǶǽǷȐȗȍƲȗǋ৹ȗǞƲȗ৹ǡȗ৹ǡȐ৹Ʋ৹ȍǋƲǱ৹ȊǋȍǶƲǷǋǷȗ৹ǱƲǀǽȍƲȗǽȍΘ৹ǽǗ৹ ȐȗȍƲȗǋǘǡǋȐ৹ǽǗ৹ǡǷȗǋȍǷƲȗǡǽǷƲǱ৹ȍǋǱǋΑƲǷǁǋल৹bǞȍǽȚǘǞ৹ȊǱƲǷǷǡǷǘळ৹ thecityisincludedwithinthedisciplinaryparenthesis of Landscape Urbanism,৹Ʋ৹ǶȚǱȗǡॺǇǡȐǁǡȊǱǡǷƲȍΘळ৹ǶȚǱȗǡॺ ȐǁƲǱƲȍ৹ƲǷǇ৹ǶȚǱȗǡॺȗǋǶȊǽȍƲǱ৹ƲȊȊȍǽƲǁǞ৹ΒǞǋȍǋ৹ǋǁǽǱǽǘΘळ৹ ȗǋǁǞǷǽǱǽǘΘ৹ƲǷǇ৹ȗǞǋ৹ǶƲǷॺǶƲǇǋ৹ǋǷΑǡȍǽǷǶǋǷȗ৹ǁǽǋΗǡȐȗळ৹ ȗǞȚȐ৹ǇǋΑǋǱǽȊǡǷǘ৹Ʋ৹ǷǋΒ৹ȗǋǁǞǷǽǱǽǘΘ৹ǽǗ৹ CƲȗȚȍǋल৹ bǞǋ৹ UȍƲȗǽ৹ࡳࡱࡶࡱ৹eȍǀƲǷ৹ǘǋǷǇƲ৹ǶǽΑǋȐ৹ǡǷ৹ȗǞǡȐ৹ǗȍƲǶǋΒǽȍǯळ৹ ȗȍΘǡǷǘ৹ȗǽ৹ȊȚȗ৹ȐǋΑǋȍƲǱ৹ǡȐȐȚǋȐ৹ǽǷ৹ƲǷ৹ǋȌȚƲǱ৹ǱǋΑǋǱल ThemunicipalityofPrato =Ʋ৹ǁǡȗȗƷ৹Ǉǡ৹UȍƲȗǽ =Ʋ৹ǁǡȗȗƷ৹Ǉǡ৹UȍƲȗǽळ৹ǁǽǷ৹ǡǱ৹ȐȚǽ৹ǷȚǽΑǽ৹UǡƲǷǽ৹HȊǋȍƲȗǡΑǽळ৹ ΑȚǽǱǋ৹ǇǡǶǽȐȗȍƲȍǋ৹Ǉǡ৹ǋȐȐǋȍǋ৹ȚǷ৹Αǋȍǽ৹ǋ৹ȊȍǽȊȍǡǽ৹ǱƲǀǽȍƲȗǽȍǡǽ৹ ȊǋȍǶƲǷǋǷȗǋ৹Ǉǡ৹ȐȗȍƲȗǋǘǡǋ৹Ǉǡ৹ȍǡǱǋΑƲǷΝƲ৹ǡǷȗǋȍǷƲΝǡǽǷƲǱǋल৹ ȗȗȍƲΑǋȍȐǽ৹ǱƲ৹ȊǡƲǷǡϮǁƲΝǡǽǷǋळ৹ǱƲ৹ǁǡȗȗƷ৹Ȑǡ৹ǡǷȐǋȍǡȐǁǋ৹ǷǋǱǱƲ৹ parentesi disciplinare del Landscape Urbanism, un ƲȊȊȍǽǁǁǡǽ৹ǶȚǱȗǡǇǡȐǁǡȊǱǡǷƲȍǋळ৹ǶȚǱȗǡॺȐǁƲǱƲȍǋ৹ǋ৹ǶȚǱȗǡॺ ȗǋǶȊǽȍƲǱǋ৹ǇǽΑǋ৹ǁǽǋȐǡȐȗǽǷǽ৹ǋǁǽǱǽǘǡƲळ৹ȗǋǁǷǽǱǽǘǡƲ৹ǋ৹ ƲǶǀǡǋǷȗǋ৹ƲǷȗȍǽȊǡΝΝƲȗǽळ৹ȐΑǡǱȚȊȊƲǷǇǽ৹ǁǽȐǧ৹ȚǷƲ৹ǷȚǽΑƲ৹ ȗǋǁǷǽǱǽǘǡƲ৹ǇǋǱǱƲ৹CƲȗȚȍƲल৹=ঌǘǋǷǇƲ৹eȍǀƲǷƲ৹UȍƲȗǽ৹ࡳࡱࡶࡱ৹ Ȑǡ৹ǶȚǽΑǋ৹ǡǷ৹ȌȚǋȐȗǽ৹ȌȚƲǇȍǽळ৹ǁǋȍǁƲǷǇǽ৹Ǉǡ৹Ƕǋȗȗǋȍǋ৹ȐȚǱǱǽ৹ ȐȗǋȐȐǽ৹ȊǡƲǷǽ৹ǇǡΑǋȍȐǋ৹ȌȚǋȐȗǡǽǷǡल

SYMBIOSIS 086 Ƿ৹ǋΗǁǱȚȐǡΑǋǱΘ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ȗǋȍȍǡȗǽȍΘ৹Ʋȗ৹ȗǞǋ৹ǋǷǇ৹ǽǗ৹ȗǞǋ৹ ࡲࡺȗǞ৹ǁǋǷȗȚȍΘळ৹ȗǞǋ৹UǱƲǡǷ৹ΒƲȐ৹ǁǞƲȍƲǁȗǋȍǡȐǋǇ৹ǀΘ৹Ʋ৹ȐǋȍǡǋȐ৹ ǽǗ৹ȐǶƲǱǱ৹ȐǋȗȗǱǋǶǋǷȗȐल৹ bǞǋ৹ǇǋǶǽǘȍƲȊǞǡǁ৹ǀǽǽǶ৹ȗǞƲȗ৹ ǀȍǽȚǘǞȗ৹ȗǞǋ৹ǁǡȗΘ৹ǗȍǽǶ৹ࡸࡸळࡱࡱࡱ৹ȗǽ৹ࡲࡵࡴळࡱࡱࡱ৹ǡǷǞƲǀǡȗƲǷȗȐ৹ ǀǋȗΒǋǋǷ৹ࡲࡺࡶࡱ৹ƲǷǇ৹ࡲࡺࡸࡱ৹ƲǷǇ৹ȗǞǋ৹ǁǽǷȐǋȌȚǋǷȗ৹ǇǡȐȊǋȍȐǡǽǷ৹ ofthecitytookplaceaccordingtoapeculiarmodel:all thecentres,thewalledcityandthehamlets,expanded, ǘǋǷǋȍƲȗǡǷǘ৹ǷǋΒ৹ȍǋȐǡǇǋǷȗǡƲǱ৹ƲǷǇ৹ȊȍǽǇȚǁȗǡΑǋ৹ȌȚƲȍȗǋȍȐळ৹ which in some parts came to connect, producing ǁǽǷȗǡǷȚǽȚȐ৹ȚȍǀƲǷǡȐǋǇ৹ǗƲǀȍǡǁȐ৹ƲǷǇ৹ǡǷ৹ǽȗǞǋȍ৹ȊƲȍȗȐ৹ ȍǋǶƲǡǷǋǇ৹ȐǋȊƲȍƲȗǋǇ৹ǀΘ৹ǱƲȍǘǋ৹ȊǽȍȗǡǽǷȐ৹ǽǗ৹ȗǞǋ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ ǘȚǱǗȐल Apolycentriccity eǷƲ৹ǁǡȗȗƷ৹ȊǽǱǡǁǋǷȗȍǡǁƲ bǋȍȍǡȗǽȍǡǽ৹ǋȐǁǱȚȐǡΑƲǶǋǷȗǋ৹ƲǘȍǡǁǽǱǽ৹ƲǱǱƲ৹ϮǷǋ৹ǇǋǱ৹x/x secolo, la pianura era caratterizzata da una serie di ȊǡǁǁǽǱǡ৹ǡǷȐǋǇǡƲǶǋǷȗǡल৹/Ǳ৹ǀǽǽǶ৹ǇǋǶǽǘȍƲϮǁǽ৹ǁǞǋ৹ȊǽȍȗȂ৹ǱƲ৹ ǁǡȗȗƷ৹ǇƲ৹ࡸࡸलࡱࡱࡱ৹Ʋ৹ࡲࡵࡴलࡱࡱࡱ৹ƲǀǡȗƲǷȗǡ৹ȗȍƲ৹ǡǱ৹ࡲࡺࡶࡱ৹ǋ৹ǡǱ৹ࡲࡺࡸࡱ৹ǋ৹ ǱƲ৹ǁǽǷȐǋǘȚǋǷȗǋ৹ǇǡȐȊǋȍȐǡǽǷǋ৹ǇǋǱǱƲ৹ǁǡȗȗƷ৹Ȑǡ৹ȐΑǽǱȐǋ৹ȐǋǁǽǷǇǽ৹ ȚǷ৹ǶǽǇǋǱǱǽ৹ȊǋǁȚǱǡƲȍǋऴ৹ȗȚȗȗǡ৹ǡ৹ǁǋǷȗȍǡळ৹ǱƲ৹ǁǡȗȗƷ৹ǶȚȍƲȗƲ৹ ǋ৹ǡ৹ǀǽȍǘǞǡळ৹Ȑǡ৹ǋȐȊƲǷȐǋȍǽ৹ǋ৹Ȑǡ৹ȐΑǡǱȚȊȊƲȍǽǷǽ৹ȐǋǁǽǷǇǽ৹ȚǷ৹ ǶǽǇǋǱǱǽ৹ȊǋǁȚǱǡƲȍǋऴ৹ȗȚȗȗǡ৹ǡ৹ǁǋǷȗȍǡळ৹ǱƲ৹ǁǡȗȗƷ৹ǶȚȍƲȗƲ৹ǋ৹ Ǳǋ৹ǗȍƲΝǡǽǷǡळ৹Ȑǡ৹ǋȐȊƲǷȐǋȍǽळ৹ǘǋǷǋȍƲǷǇǽ৹ǷȚǽΑǡ৹ȌȚƲȍȗǡǋȍǡ৹ ȍǋȐǡǇǋǷΝǡƲǱǡ৹ǋ৹ȊȍǽǇȚȗȗǡΑǡळ৹ǁǞǋ৹ǡǷ৹ƲǱǁȚǷǋ৹ȊƲȍȗǡ৹ΑǋǷǷǋȍǽ৹Ʋ৹ ǁǽǱǱǋǘƲȍȐǡळ৹ȊȍǽǇȚǁǋǷǇǽ৹ȗǋȐȐȚȗǡ৹ȚȍǀƲǷǡΝΝƲȗǡ৹ǁǽǷȗǡǷȚǡ৹ǋ৹ǡǷ৹ ƲǱȗȍǋ৹ȊƲȍȗǡ৹ȍǡǶƲȐǋȍǽ৹ȐǋȊƲȍƲȗǡ৹ǇƲ৹ƲǶȊǡǋ৹ȊǽȍΝǡǽǷǡ৹Ǉǋǡ৹ǘǽǱϮ৹ ƲǘȍǡǁǽǱǡल

SYMBIOSIS 088 bǞǋ৹ǋǷΑǡȍǽǷǶǋǷȗƲǱ৹ȐΘȐȗǋǶ৹ǞƲȐ৹ƲǱΒƲΘȐ৹ǀǋǋǷ৹Ʋ৹ǁǽȍǷǋȍȐȗǽǷǋ৹ Ǘǽȍ৹ȗǞǋ৹ǇǋΑǋǱǽȊǶǋǷȗ৹ǽǗ৹ȗǞǋ৹ǁǡȗΘल৹ƲǁǞ৹ǁǡȗǡΝǋǷळ৹ȗǞƲǷǯȐ৹ȗǽ৹ ȗǞǋ৹ΒǡǇǋȐȊȍǋƲǇ৹ȊȍǋȐǋǷǁǋ৹ǽǗ৹ȊȚǀǱǡǁ৹ȊƲȍǯȐ৹ƲǷǇ৹ȗǞǋ৹ȐΘȐȗǋǶ৹ ǽǗ৹ȊȍǽȗǋǁȗǋǇ৹ƲȍǋƲȐळ৹ǞƲȐ৹Ƕǽȍǋ৹ȗǞƲǷ৹ࡴࡺ৹ȐȌȚƲȍǋ৹ǶǋȗȍǋȐ৹ ǽǗ৹ȚȍǀƲǷ৹ǘȍǋǋǷ৹ȐȊƲǁǋ৹ƲΑƲǡǱƲǀǱǋ৹ॠȐǽȚȍǁǋऴ৹/ȐȗƲȗॺeȍǀǋȐॡल৹ bǞǋ৹ƲǡǶ৹ǽǗ৹ȗǞǋ৹ǁȗǡǽǷ৹UǱƲǷ৹Ǘǽȍ৹ȚȍǀƲǷ৹ƲǷǇ৹ȊǋȍǡॺȚȍǀƲǷ৹ ǗǽȍǋȐȗƲȗǡǽǷ৹ǡȐ৹ȗǽ৹ǡǷǁȍǋƲȐǋ৹ΒǽǽǇǋǇ৹ƲȍǋƲȐ৹ǡǷ৹ǽȍǇǋȍ৹ȗǽ৹ǘǡΑǋ৹ ǀƲǁǯ৹ȗǽ৹ȗǞǋ৹ǁǡȗΘ৹ȐȊƲǁǋȐ৹ƲǷǇ৹ǱǡǗǋ৹ǁǽȍȍǡǇǽȍȐ৹ƲǀǱǋ৹ȗǽ৹ǡǷǁȍǋƲȐǋ৹ ǀǡǽǇǡΑǋȍȐǡȗΘ৹ȗǞȍǽȚǘǞ৹ȚȍǀƲǷ৹ȍǋ৹ǷƲȗȚȍƲǱǡȐƲȗǡǽǷ৹ȊȍǽǁǋȐȐǋȐ৹ ȗǞƲȗ৹ǁƲǷ৹ǗƲΑǽȚȍ৹ȗǞǋ৹ǇǋΑǋǱǽȊǶǋǷȗ৹ǽǗ৹ǞƲǀǡȗƲȗȐ৹Ǘǽȍ৹ǷǽǷॺ ǇǽǶǋȐȗǡǁ৹ƲǷǡǶƲǱ৹ȐȊǋǁǡǋȐल Thenaturalsystem /Ǳ৹ȐǡȐȗǋǶƲ৹ǷƲȗȚȍƲǱǋ /Ǳ৹ȐǡȐȗǋǶƲ৹ƲǶǀǡǋǷȗƲǱǋ৹ǒ৹ȐǋǶȊȍǋ৹ȐȗƲȗǽ৹ȚǷƲ৹ȊǡǋȗȍƲ৹ǶǡǱǡƲȍǋ৹ Ȋǋȍ৹Ǳǽ৹ȐΑǡǱȚȊȊǽ৹ǇǋǱǱƲ৹ǁǡȗȗƷल৹HǘǷǡ৹ǁǡȗȗƲǇǡǷǽळ৹ǘȍƲΝǡǋ৹ƲǱǱƲ৹ ǇǡϥȚȐƲ৹ȊȍǋȐǋǷΝƲ৹Ǉǡ৹ȊƲȍǁǞǡ৹ȊȚǀǀǱǡǁǡ৹ǋ৹ƲǱ৹ȐǡȐȗǋǶƲ৹ǇǋǱǱǋ৹Ʋȍǋǋ৹ Ȋȍǽȗǋȗȗǋळ৹ǞƲ৹Ʋ৹ǇǡȐȊǽȐǡΝǡǽǷǋ৹Ȋǡȟ৹Ǉǡ৹ࡴࡺ৹Ƕǋȗȍǡ৹ȌȚƲǇȍƲȗǡ৹Ǉǡ৹ ȐȊƲΝǡǽ৹ΑǋȍǇǋ৹ȚȍǀƲǷǽ৹ॠǗǽǷȗǋऴ৹/ȐȗƲȗॺeȍǀǋȐॡल৹=ঌǽǀǡǋȗȗǡΑǽ৹ǇǋǱ৹ UǡƲǷǽ৹ǇঌƲΝǡǽǷǋ৹Ȋǋȍ৹ǱƲ৹ǗǽȍǋȐȗƲΝǡǽǷǋ৹ȚȍǀƲǷƲ৹ǋ৹ȊǋȍǡȚȍǀƲǷƲ৹ ǒ৹ȌȚǋǱǱǽ৹Ǉǡ৹ƲȚǶǋǷȗƲȍǋ৹Ǳǋ৹Ʋȍǋǋ৹ǀǽȐǁƲȗǋ৹Ȋǋȍ৹ȍǋȐȗǡȗȚǡȍǋ৹ ƲǱǱƲ৹ǁǡȗȗƷ৹ȐȊƲΝǡ৹ǋ৹ǁǽȍȍǡǇǽǡ৹ΑǡȗƲǱǡ৹ǡǷ৹ǘȍƲǇǽ৹Ǉǡ৹ƲȚǶǋǷȗƲȍǋ৹ ǱƲ৹ǀǡǽǇǡΑǋȍȐǡȗƷ৹ƲȗȗȍƲΑǋȍȐǽ৹ȊȍǽǁǋȐȐǡ৹Ǉǡ৹ȍǡǷƲȗȚȍƲǱǡΝΝƲΝǡǽǷǋ৹ ȚȍǀƲǷƲ৹ǁǞǋ৹ȊǽȐȐƲǷǽ৹ǗƲΑǽȍǡȍǋ৹Ǳǽ৹ȐΑǡǱȚȊȊǽ৹Ǉǡ৹ǞƲǀǡȗƲȗ৹Ȋǋȍ৹ ȐȊǋǁǡǋ৹ƲǷǡǶƲǱǡ৹ǷǽǷ৹ǇǽǶǋȐȗǡǁǞǋल

SYMBIOSIS 090 The primordial agricultural landscape of the city was ǶƲȍǯǋǇ৹ǀΘ৹ȗǞǋ৹ǶǡǱǱȊǽǷǇ৹ȐΘȐȗǋǶ৹ȗǞƲȗ৹ǁȍǽȐȐǋǇ৹ȗǞǋ৹ǋǷȗǡȍǋ৹ ȊǱƲǡǷल৹Ƿ৹ǋΗȗȍƲǽȍǇǡǷƲȍΘ৹ȗǋȍȍǡȗǽȍǡƲǱ৹ǡǷǗȍƲȐȗȍȚǁȗȚȍǋ৹ƲǱǽǷǘ৹ ΒǞǡǁǞ৹ȗǞǋ৹ǶǡǱǱȐ৹Βǋȍǋ৹ǇǡȐȗȍǡǀȚȗǋǇल৹ bǞǋ৹ǇǋǁǡȐǡǽǷ৹ȗǽ৹ ȍǋΑǡȗƲǱǡȐǋ৹ȗǞǡȐ৹ǷǋȗΒǽȍǯळ৹ƲǀǽȚȗ৹ࡶࡴ৹ǯǶ৹ǽǗ৹ΒƲȗǋȍ৹ǇǡΑǋȍȐǡǽǷ৹ ǁǞƲǷǷǋǱȐळ৹ǶƲǯǋȐ৹ǡȗ৹ȊǽȐȐǡǀǱǋ৹ȗǽ৹ȚȐǋ৹ȗǞǋ৹ǋǱǋǶǋǷȗ৹ǽǗ৹ΒƲȗǋȍ৹ ƲȐ৹Ʋ৹ǶǡȗǡǘƲȗǡǽǷ৹ǽǗ৹ȗǞǋ৹ǞǋƲȗ৹ǡȐǱƲǷǇ৹ǋϥǋǁȗ৹ǡǷ৹ȗǞǋ৹ǁǡȗΘळ৹ ȍǋǇȚǁǡǷǘ৹ǋǷǋȍǘΘ৹ǇǋǶƲǷǇ৹ƲǷǇ৹ǽϥǋȍǡǷǘ৹ǋǷΑǡȍǽǷǶǋǷȗƲǱ৹ ǀǋǷǋϮȗȐळ৹ƲȐ৹ΒǋǱǱ৹ƲȐ৹ȐƲΑǡǷǘ৹ȍǋȐǽȚȍǁǋȐल Themillpondsystem /Ǳ৹ȐǡȐȗǋǶƲ৹ǘǽȍǡǱǋ /Ǳ৹ȊƲǋȐƲǘǘǡǽ৹ƲǘȍǡǁǽǱǽ৹ȊȍǡǶǽȍǇǡƲǱǋ৹ǇǋǱǱƲ৹ǁǡȗȗƷ৹ǋȍƲ৹ ȐǋǘǷƲȗǽ৹ǇƲǱ৹ȐǡȐȗǋǶƲ৹Ǉǡ৹ȐȗƲǘǷǡ৹ǁǞǋ৹ƲȗȗȍƲΑǋȍȐƲΑƲ৹ȗȚȗȗƲ৹ǱƲ৹ ȊǡƲǷȚȍƲल৹eǷƲ৹ȐȗȍƲǽȍǇǡǷƲȍǡƲ৹ǡǷǗȍƲȐȗȍȚȗȗȚȍƲ৹ȗǋȍȍǡȗǽȍǡƲǱǋ৹ ǱȚǷǘǽ৹ǱƲ৹ȌȚƲǱǋ৹ǋȍƲǷǽ৹ǇǡȐȗȍǡǀȚǡȗǡ৹ǡ৹ǶȚǱǡǷǡल৹=Ʋ৹ǇǋǁǡȐǡǽǷǋ৹ Ǉǡ৹ȍǡΑǡȗƲǱǡΝΝƲȍǋ৹ȌȚǋȐȗƲ৹ȍǋȗǋळ৹ǁǡȍǁƲ৹ࡶࡴ৹ǯǶ৹Ǉǡ৹ǁƲǷƲǱǡ৹Ǉǡ৹ ǇǋΑǡƲΝǡǽǷǋ৹ǇǋǱǱঌƲǁȌȚƲळ৹ȊǋȍǶǋȗȗǋ৹Ǉǡ৹ȚȗǡǱǡΝΝƲȍǋ৹ǱঌǋǱǋǶǋǷȗǽ৹ ǇǋǱǱঌƲǁȌȚƲ৹ǁǽǶǋ৹ǶǡȗǡǘƲΝǡǽǷǋ৹ǇǋǱǱঌǋϥǋȗȗǽ৹ǡȐǽǱƲ৹Ǉǡ৹ǁƲǱǽȍǋ৹ ǡǷ৹ǁǡȗȗƷळ৹ȍǡǇȚǁǋǷǇǽ৹ǱƲ৹ǇǽǶƲǷǇƲ৹Ǉǡ৹ǋǷǋȍǘǡƲ৹ǋ৹ǽϥȍǋǷǇǽ৹ ǀǋǷǋϮǁǡ৹ƲǶǀǡǋǷȗƲǱǡळ৹ǽǱȗȍǋ৹Ʋ৹ȍǡȐȊƲȍǶǡƲȍǋ৹ȍǡȐǽȍȐǋल

SYMBIOSIS 092 bǞǋ৹ǋǷΑǡȍǽǷǶǋǷȗƲǱ৹ȐΘȐȗǋǶ৹ΒǡǱǱ৹ȍǋȊȍǋȐǋǷȗ৹Ʋ৹ȊǡΑǽȗƲǱ৹ ȊǽǡǷȗ৹Ǘǽȍ৹ȗǞǋ৹ǇǋΑǋǱǽȊǶǋǷȗ৹ǽǗ৹ȗǞǋ৹ǁǡȗΘ৹ƲǷǇ৹ΒǡǱǱ৹ǀǋ৹ǁǱǋƲȍǱΘ৹ ΑǡȐǡǀǱǋ৹Ʋȗ৹ȗǞǋ৹ǀǽȍǇǋȍ৹ǀǋȗΒǋǋǷ৹ȗǞǋ৹ȚȍǀƲǷǡȐǋǇ৹ȊƲȍȗ৹ƲǷǇ৹ȗǞǋ৹ ȊǋȍǡॺȚȍǀƲǷ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ǘȚǱǗȐ৹ȐΘȐȗǋǶल৹bǞǋ৹ȊȍǋȐǋǷǁǋ৹ǽǗ৹ ȍǋƲǱ৹ǀǡǽǇǡΑǋȍȐǡȗΘ৹ȐǡȗǋȐ৹ΒǞǋȍǋ৹ƲǘȍǡǁȚǱȗȚȍǋळ৹ǋǷΑǡȍǽǷǶǋǷȗ৹ ƲǷǇ৹ȚȍǀƲǷ৹ƲȍǋƲȐ৹ΒǡǱǱ৹ǀǋ৹ƲǀǱǋ৹ȗǽ৹ǇǡƲǱǽǘȚǋळ৹ΒǡǱǱ৹ǞǋǱȊ৹ ȗǽ৹ǡǷǁȍǋƲȐǋ৹ȗǞǋ৹ǽΑǋȍƲǱǱ৹ǋǷΑǡȍǽǷǶǋǷȗƲǱ৹ȌȚƲǱǡȗΘल৹ bǞǋ৹ protection of the agricultural park is of fundamental ǡǶȊǽȍȗƲǷǁǋळ৹ǀǽȗǞ৹Ǘǽȍ৹ǡȗȐ৹ǗȚǷǁȗǡǽǷ৹ƲȐ৹ǞǡȐȗǽȍǡǁƲǱ৹ȗǋȍȍǡȗǽȍǡƲǱ৹ ǞǋȍǡȗƲǘǋ৹ƲǷǇ৹ƲȐ৹Ʋ৹ȐǽȚȍǁǋ৹ǽǗ৹ȐǋǱǗॺȐȚȐȗǋǷƲǷǁǋ৹Ǘǽȍ৹ȗǞǋ৹ǁǡȗΘ৹ǽǗ৹ UȍƲȗǽल UǋȍǡॺȚȍǀƲǷ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ǘȚǱǗȐ %ǽǱϮ৹ƲǘȍǡǁǽǱǡ৹ȊǋȍǡॺȚȍǀƲǷǡ /Ǳ৹ȐǡȐȗǋǶƲ৹ƲǶǀǡǋǷȗƲǱǋ৹ȍƲȊȊȍǋȐǋǷȗǋȍƷ৹ȚǷ৹ȊȚǷȗǽ৹ ǁƲȍǇǡǷǋ৹Ȋǋȍ৹Ǳǽ৹ȐΑǡǱȚȊȊǽ৹ǇǋǱǱƲ৹ǁǡȗȗƷ৹ǋ৹ȐƲȍƷ৹ǀǋǷ৹ΑǡȐǡǀǡǱǋ৹ ƲǱ৹ǁǽǷϮǷǋ৹ȗȍƲ৹ǱƲ৹ȊƲȍȗǋ৹ȚȍǀƲǷǡΝΝƲȗƲ৹ǋ৹ǡǱ৹ȐǡȐȗǋǶƲ৹Ǉǋǡ৹ǘǽǱϮ৹ ƲǘȍǡǁǽǱǡ৹ȊǋȍǡȚȍǀƲǷǡल৹=Ʋ৹ȊȍǋȐǋǷΝƲ৹Ǉǡ৹Αǋȍǡ৹ǋ৹ȊȍǽȊȍǡ৹Ȑǡȗǡ৹Ǉǡ৹ ǀǡǽǇǡΑǋȍȐǡȗƷ৹ǇǽΑǋ৹ƲǘȍǡǁǽǱȗȚȍƲळ৹ƲǶǀǡǋǷȗǋ৹ǋ৹Ʋȍǋǋ৹ȚȍǀƲǷǋ৹ ȊǽȗȍƲǷǷǽ৹ǇǡƲǱǽǘƲȍǋळ৹ǁǽǷȗȍǡǀȚǡȍƷ৹ƲǇ৹ƲȚǶǋǷȗƲȍǋ৹ǱƲ৹ ȌȚƲǱǡȗƷ৹ƲǶǀǡǋǷȗƲǱǋ৹ǁǽǶȊǱǋȐȐǡΑƲल৹=Ʋ৹ȗȚȗǋǱƲ৹ǇǋǱ৹ȊƲȍǁǽ৹ agricolo è di fondamentale importanza, sia per la sua funzione di patrimonio storico territoriale sia come ǗǽǷȗǋ৹Ǉǡ৹ƲȚȗǽȐǽȐȗǋǷȗƲǶǋǷȗǽ৹Ȋǋȍ৹ǱƲ৹ǁǡȗȗƷ৹Ǉǡ৹UȍƲȗǽल

SYMBIOSIS 094

SYMBIOSIS 095 bǞǋ৹[ƲǷ৹%ǡȚȐȗǽ৹ǇǡȐȗȍǡǁȗ৹ǡȐ৹ǱǽǁƲȗǋǇ৹ǡǷ৹Ʋ৹ǁǋǷȗȍƲǱ৹ƲȍǋƲ৹ǽǗ৹ ȗǞǋ৹ȗǋȍȍǡȗǽȍΘळ৹ǋȌȚǡǇǡȐȗƲǷȗ৹ǗȍǽǶ৹ȗǞǋ৹ǞǡȐȗǽȍǡǁƲǱ৹ǁǋǷȗȍǋ৹ƲǷǇ৹ ǗȍǽǶ৹ȗǞǋ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ǀǋǱȗ৹ȊƲȍǯ৹ǡǷ৹ȗǞǋ৹ȐǽȚȗǞǋȍǷ৹ǀǋǱȗळ৹ƲǷǇ৹ ǡȐ৹ǁǞƲȍƲǁȗǋȍǡȐǋǇ৹ǀΘ৹ȗǞǋ৹ǁǽǋΗǡȐȗǋǷǁǋ৹ǽǗ৹ǇǡϥǋȍǋǷȗ৹ȐǁǋǷƲȍǡǽȐ৹ ƲǱȍǋƲǇΘ৹ƲǷƲǱΘȐǋǇ৹ǡǷ৹ȗǞǋ৹UȍƲȗǽ৹ࡳࡱࡶࡱ৹ǁȗǡǽǷ৹UǱƲǷळ৹ϮȍȐȗ৹ǽǗ৹ ƲǱǱ৹ȗǞǋ৹ǱƲȍǘǋ৹ȊǋȍǡॺȚȍǀƲǷ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ǘȚǱǗ৹ȗǞƲȗ৹ǇǡΑǡǇǋȐ৹ȗǞǋ৹ districtintotwoindependentparts:thenorthernpart, ǀǽȍǷ৹ǡǷ৹ࡲࡺࡷࡲ৹ƲȐ৹ȗǞǋ৹/CॺǁƲȐƲ৹ǀȚǡǱǇǡǷǘȐ৹ǇǋȐǡǘǷǋǇ৹ǀΘ৹ =ȚǇǽΑǡǁǽ৹WȚƲȍǽǷǡळ৹ƲǷǇ৹ȗǞǋ৹ȐǽȚȗǞǋȍǷ৹ȊƲȍȗळ৹ΒǞǋȍǋ৹ǡȗ৹ǡȐ৹ ȐȗǡǱǱ৹ȊǽȐȐǡǀǱǋ৹ȗǽ৹ϮǷǇ৹ȗǞǋ৹ǞǡȐȗǽȍǡǁƲǱ৹ǶƲȗȍǡΗ৹ǽǗ৹ȗǞǋ৹ǇǡȐȗȍǡǁȗल৹ bǞǋ৹ǗȍƲǶǋȐ৹ȐȚȍȍǽȚǷǇǡǷǘ৹ȗǞǡȐ৹ǱƲȍǘǋ৹ȚȍǀƲǷ৹ΑǽǡǇ৹Ʋȍǋ৹ ȐȗȍƲȗǋǘǡǁ৹ƲȍǋƲȐ৹ȚǷǇǋȍǘǽǡǷǘ৹ȗȍƲǷȐǗǽȍǶƲȗǡǽǷल৹ bǞǋ৹ ǋǁǱƲȐȐƲȗƲ৹ƲȍǋƲ৹ȗǽ৹ȗǞǋ৹ǷǽȍȗǞ৹ǞƲȐ৹ǀǋǋǷ৹ȍǋǇǋȐǡǘǷǋǇ৹ȗǽ৹ ǀǋǁǽǶǋ৹Ʋ৹ǷǋΒ৹ȚȍǀƲǷ৹boulevardconnectedtothemain arterialroadsandinterconnectedwiththecity’smajor ȊȍǽǇȚǁȗǡǽǷ৹ȐǋǁȗǽȍȐळ৹ǀȚȗ৹ǡȗ৹ǡȐ৹ƲǱȐǽ৹Ʋ৹ȐǽȚȍǁǋ৹ǽǗ৹ǗȚǷǁȗǡǽǷƲǱ৹ ǘȍǽΒȗǞ৹ȗǞƲȗ৹ΒǡǱǱ৹ǞƲΑǋ৹ȗǽ৹ȍǋǱΘ৹ǽǷ৹ȗǞǋ৹ȐǁǞǽǽǱ৹ǁǽǶȊǱǋΗǋȐ৹ ƲǷǇ৹ȗǞǋǡȍ৹ȐΘȐȗǋǶȐ৹ǽǗ৹ƲǷǷǋΗǋǇ৹ȊȚǀǱǡǁ৹ƲȍǋƲȐ৹ȗǞƲȗ৹ǽΑǋȍǱǽǽǯ৹ ǡȗल৹bǞǋ৹ȚȍǀƲǷ৹ǇǡȐȗȍǡǁȗ৹ǽǗ৹%ȍǡǘǷƲǷǽॺƲǗƲǘǘǡǽ৹ȗǽ৹ȗǞǋ৹ǋƲȐȗळ৹ ΒǞǡǁǞ৹ǋǷΑǡȐƲǘǋȐ৹ȗǞǋ৹ǁȍǋƲȗǡǽǷ৹ǽǗ৹Ʋ৹ǷǋΒ৹ƲȍǋƲ৹ǇǋȐȗǡǷǋǇ৹ Ǘǽȍ৹ȊȚǀǱǡǁ৹ȊƲȍǯǱƲǷǇ৹ΒǡȗǞ৹ƲǷ৹ƲǘȍǽॺȚȍǀƲǷ৹ǁǞƲȍƲǁȗǋȍ৹ that will connect towards the interclosed agricultural ǋǷΑǡȍǽǷǶǋǷȗ৹ǽǗ৹[ƲǷ৹%ǡȚȐȗǽल৹bǞǋ৹ǶǡǱǱȊǽǷǇळ৹ǁȚȍȍǋǷȗǱΘ৹ ȚǷǇǋȍǘȍǽȚǷǇळ৹ΒǞǡǁǞ৹ȊƲȐȐǋȐ৹ΑǋȍȗǡǁƲǱǱΘ৹ǗȍǽǶ৹ȗǞǋ৹ǁǋǷȗȍƲǱ৹ ƲǘȍǡǁȚǱȗȚȍƲǱ৹ƲȍǋƲ৹ƲǷǇळ৹ǱƲȐȗ৹ǀȚȗ৹Ƿǽȗ৹ǱǋƲȐȗळ৹ȗǞǋ৹ǱƲȍǘǋ৹ ȐǞǽȊȊǡǷǘ৹ǁǋǷȗȍǋ৹UƲȍǁǽ৹UȍƲȗǽ৹ॺ৹HǶǷǡƲ৹ǋǷȗǋȍळ৹ΒǞǡǁǞ৹ ȐǡǷǁǋ৹ࡳࡱࡱࡺ৹ǞƲȐ৹ǀǋǁǽǶǋ৹ǽǷǋ৹ǽǗ৹ȗǞǋ৹ǶƲǡǷ৹ǘƲȗǞǋȍǡǷǘ৹ȊǱƲǁǋȐ৹ ǡǷ৹ȗǞǋ৹ƲȍǋƲल ThecasestudyofSanGiusto IlcasostudiodiSanGiusto /Ǳ৹ȌȚƲȍȗǡǋȍǋ৹Ǉǡ৹[ƲǷ৹%ǡȚȐȗǽ৹Ȑǡ৹ȗȍǽΑƲ৹ǡǷ৹ȚǷƲ৹ΝǽǷƲ৹ǁǋǷȗȍƲǱǋ৹ ǇǋǱ৹ȗǋȍȍǡȗǽȍǡǽळ৹ǋȌȚǡǇǡȐȗƲǷȗǋ৹ǇƲǱ৹ǁǋǷȗȍǽ৹Ȑȗǽȍǡǁǽ৹ǋ৹ǇƲǱ৹ȊƲȍǁǽ৹ agricolodicinturanellafasciaasud,edècaratterizzato ǇƲǱǱƲ৹ǁǽǶȊȍǋȐǋǷΝƲ৹Ǉǡ৹ǇǡΑǋȍȐǡ৹ȐǁǋǷƲȍǡ৹ǘǡƷ৹ƲǷƲǱǡΝΝƲȗǡ৹ nell’Action Plan Prato 2050, primo tra tutti il grande ǘǽǱǗǽ৹ƲǘȍǡǁǽǱǽ৹ȊǋȍǡॺȚȍǀƲǷǽ৹ǁǞǋ৹ǇǡΑǡǇǋ৹ǱƲ৹ǗȍƲΝǡǽǷǋ৹ǡǷ৹ǇȚǋ৹ ȊƲȍȗǡ৹ǡǷǇǡȊǋǷǇǋǷȗǡऴ৹ǱƲ৹ȊƲȍȗǋ৹Ʋ৹CǽȍǇळ৹ǷƲȗƲ৹ǷǋǱ৹ࡲࡺࡷࡲ৹ǁǽǶǋ৹ ǋǇǡϮǁǡ৹/CॺǁƲȐƲ৹ȐȚ৹ȊȍǽǘǋȗȗƲΝǡǽǷǋ৹Ǉǡ৹=ȚǇǽΑǡǁǽ৹WȚƲȍǽǷǡ৹ ǋ৹ǱƲ৹ȊƲȍȗǋ৹Ʋ৹[ȚǇळ৹ǇǽΑǋ৹ȗȚȗȗঌǽǘǘǡ৹ǒ৹ȊǽȐȐǡǀǡǱǋ৹ȍǡȐǁǽǷȗȍƲȍǋ৹ǱƲ৹ ǶƲȗȍǡǁǋ৹ȐȗǽȍǡǁƲ৹ǇǋǱ৹ȌȚƲȍȗǡǋȍǋल৹ =ǋ৹ǁǽȍǷǡǁǡ৹ƲǱ৹ǁǽǷȗǽȍǷǽ৹Ǉǡ৹ȌȚǋȐȗǽ৹ǘȍƲǷǇǋ৹ΑȚǽȗǽ৹ȚȍǀƲǷǽ৹ ȍǡȐȚǱȗƲǷǽ৹ǋȐȐǋȍǋ৹Ʋȍǋǋ৹ȐȗȍƲȗǋǘǡǁǞǋ৹ǡǷ৹ȗȍƲȐǗǽȍǶƲΝǡǽǷǋल৹ =ঌƲȍǋƲ৹ǇǋǱǱƲ৹ǋǁǱƲȐȐƲȗƲ৹Ʋ৹ǷǽȍǇळ৹ȍǡȊǋǷȐƲȗƲ৹Ȋǋȍ৹ǇǡΑǋǷȗƲȍǋ৹ ȚǷ৹ǷȚǽΑǽ৹boulevard৹ȚȍǀƲǷǽ৹ǁǽǱǱǋǘƲȗǽ৹ƲǱǱǋ৹ȊȍǡǷǁǡȊƲǱǡ৹ Ʋȍȗǋȍǡǋ৹Ǉǡ৹ȗȍƲϨǁǽ৹ΑǋǡǁǽǱƲȍǋ৹ǋǇ৹ǡǷȗǋȍǁǽǷǷǋȐȐƲ৹ǁǽǷ৹ǡ৹ǘȍƲǷǇǡ৹ ǁǽǶȊƲȍȗǡ৹ȊȍǽǇȚȗȗǡΑǡ৹ǁǡȗȗƲǇǡǷǡळ৹ǶƲ৹ƲǷǁǞǋ৹ǗǽǷȗǋ৹Ǉǡ৹ǁȍǋȐǁǡȗƲ৹ ǗȚǷΝǡǽǷƲǱǋ৹ǁǞǋ৹ǇǽΑȍƷ৹ƲȊȊǽǘǘǡƲȍȐǡ৹Ʋǡ৹ǡ৹UǽǱǡ৹[ǁǽǱƲȐȗǡǁǡ৹ǋ৹Ʋǡ৹ Ǳǽȍǽ৹ȐǡȐȗǋǶǡ৹Ǉǡ৹Ʋȍǋǋ৹ȊȚǀǀǱǡǁǞǋ৹ƲǷǷǋȐȐǋ৹ǁǞǋ৹Ȑǡ৹ƲϥƲǁǁǡƲǷǽ৹ ȐȚ৹Ǉǡ৹ǋȐȐƲल৹=Ʋ৹ǗȍƲΝǡǽǷǋ৹ȚȍǀƲǷƲ৹Ǉǡ৹%ȍǡǘǷƲǷǽॺƲǗƲǘǘǡǽ৹ ƲǇ৹ǋȐȗळ৹ǁǞǋ৹ȊȍǋΑǋǇǋ৹ǱƲ৹ȍǋƲǱǡΝΝƲΝǡǽǷǋ৹Ǉǡ৹ȚǷƲ৹ǷȚǽΑƲ৹ƲȍǋƲ৹ ǇǋȐȗǡǷƲȗƲ৹Ʋ৹ȊƲȍǁǽ৹ȊȚǀǀǱǡǁǽ৹ǁǽǷ৹ǁƲȍƲȗȗǋȍǋ৹Ʋǘȍǽ৹ȚȍǀƲǷǽ৹ ǁǞǋ৹Ȑǡ৹ǁǽǷǷǋȗȗǋȍƷ৹ΑǋȍȐǽ৹ǱঌƲǶǀǡǋǷȗǋ৹ƲǘȍǡǁǽǱǽ৹ǡǷȗǋȍǁǱȚȐǽ৹ Ǉǡ৹[ƲǷ৹%ǡȚȐȗǽल৹=Ʋ৹%ǽȍƲळ৹ƲȗȗȚƲǱǶǋǷȗǋ৹ǡǷȗȚǀƲȗƲळ৹ǁǞǋ৹ ȊƲȐȐƲ৹ǁǽǷ৹ƲǷǇƲǶǋǷȗǽ৹ΑǋȍȗǡǁƲǱǋ৹ǇƲǱǱƲ৹ΝǽǷƲ৹ƲǘȍǡǁǽǱƲ৹ centralee,ultimononperimportanza,ilgrandecentro ǁǽǶǶǋȍǁǡƲǱǋ৹UƲȍǁǽ৹UȍƲȗǽ৹ॺ৹HǶǷǡƲ৹ǋǷȗǋȍ৹ǁǞǋ৹ǇƲǱ৹ࡳࡱࡱࡺ৹ ǒ৹ǇǡΑǋǷȗƲȗǽ৹ȚǷǽ৹Ǉǋǡ৹ǗȚǱǁȍǡ৹Ǉǡ৹ƲǘǘȍǋǘƲΝǡǽǷǋ৹ǶƲǘǘǡǽȍǋ৹Ʋ৹ ǱǡΑǋǱǱǽ৹ȗǋȍȍǡȗǽȍǡƲǱǋल

SYMBIOSIS 096 bǞǋ৹ [ƲǷ৹ %ǡȚȐȗǽ৹ǇǡȐȗȍǡǁȗळ৹ǱǽǁƲȗǋǇ৹ǡǷ৹Ʋ৹ȐȗȍƲȗǋǘǡǁ৹ ȊǽȐǡȗǡǽǷ৹ǗȍǽǶ৹ȗǞǋ৹ȊǽǡǷȗ৹ǽǗ৹ΑǡǋΒ৹ǽǗ৹ǡǷǗȍƲȐȗȍȚǁȗȚȍǋȐळ৹ ǁǽǷȗƲǡǷȐ৹ΒǡȗǞǡǷ৹ǡȗ৹ƲǱǱ৹ȗǞǋ৹ǗǋƲȗȚȍǋȐ৹ǋΗȊǱǽȍǋǇ৹ǀΘ৹ȗǞǋ৹ǷǋΒ৹ HȊǋȍƲȗǡǽǷƲǱ৹UǱƲǷल৹ȍǽȐȐǋǇ৹ǀΘ৹ȗǞȍǋǋ৹ǽǗ৹ȗǞǋ৹ǁǡȗΘঌȐ৹ǶƲǡǷ৹ ȗȍƲϨǁ৹ƲȍȗǋȍǡǋȐळ৹ǡȗ৹ǁǽǷȗƲǡǷȐ৹Ʋ৹ȊǋȍǡॺȚȍǀƲǷ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ ǘȚǱǗ৹ǁǞƲȍƲǁȗǋȍǡȐǋǇ৹ǀΘ৹ȗǞǋ৹ȊȍǋȐǋǷǁǋ৹ǽǗ৹ƲǷ৹ȚǷǇǋȍǘȍǽȚǷǇ৹ ǶǡǱǱȊǽǷǇल৹৹ȐȗȍƲȗǋǘǡǁ৹ƲȍǋƲ৹ȗǞƲȗ৹ΒƲȐ৹ƲǱȍǋƲǇΘ৹ȗƲǯǋǷ৹ǡǷȗǽ৹ ǁǽǷȐǡǇǋȍƲȗǡǽǷ৹Ʋȗ৹ȗǞǋ৹ǀǋǘǡǷǷǡǷǘ৹ǽǗ৹ȗǞǋ৹ࡳࡱࡱࡱȐ৹ΒǡȗǞ৹ȗǞǋ৹ construction of the city’s largest shopping centre and ȗǞƲȗ৹ȗǽǇƲΘ৹ΒǋǱǁǽǶǋȐ৹ǁǽǷȐȚǶǋȍȐ৹ǗȍǽǶ৹ƲǱǱ৹ǽΑǋȍ৹ȗǞǋ৹ȊǱƲǡǷल [ȗȍƲȗǋǘǡǁ৹ƲȍǋƲ Areastrategica /Ǳ৹ȌȚƲȍȗǡǋȍǋ৹Ǉǡ৹[ƲǷ৹%ǡȚȐȗǽळ৹ȐǡȗȚƲȗǽ৹ǡǷ৹ȚǷƲ৹ȊǽȐǡΝǡǽǷǋ৹ ȐȗȍƲȗǋǘǡǁƲ৹ǇƲǱ৹ȊȚǷȗǽ৹Ǉǡ৹ΑǡȐȗƲ৹ǇǋǱǱǋ৹ǡǷǗȍƲȐȗȍȚȗȗȚȍǋळ৹ contienealsuointernotuttelecaratteristicheesplorate ǇƲǱ৹ǷȚǽΑǽ৹UǡƲǷǽ৹HȊǋȍƲȗǡΑǽल৹ȗȗȍƲΑǋȍȐƲȗǽ৹ǇƲ৹ȗȍǋ৹ǇǋǱǱǋ৹ ȊȍǡǷǁǡȊƲǱǡ৹Ʋȍȗǋȍǡǋ৹Ǉǡ৹ȗȍƲϨǁǽ৹ǇǋǱǱƲ৹ǁǡȗȗƷळ৹ǁǽǷȗǡǋǷǋ৹ȚǷ৹ ǘǽǱǗǽ৹ƲǘȍǡǁǽǱǽ৹ȊǋȍǡॺȚȍǀƲǷǽ৹ǁƲȍƲȗȗǋȍǡΝΝƲȗǽ৹ǇƲǱǱƲ৹ȊȍǋȐǋǷΝƲ৹ Ǉǡ৹ȚǷƲ৹ΑƲȐǁƲ৹ǡǷȗǋȍȍƲȗƲल৹eǷঌƲȍǋƲ৹ȐȗȍƲȗǋǘǡǁƲ৹ǁǞǋ৹ǒ৹ȐȗƲȗƲ৹ ȊȍǋȐƲ৹ǡǷ৹ǁǽǷȐǡǇǋȍƲΝǡǽǷǋ৹ǘǡƷ৹ƲǱǱঌǡǷǡΝǡǽ৹ǇǋǘǱǡ৹ƲǷǷǡ৹ࡳࡱࡱࡱ৹ con la costruzione del più grande centro commerciale ǇǋǱǱƲ৹ǁǡȗȗƷ৹ǋ৹ǁǞǋ৹ǽǘǘǡ৹ƲǁǁǽǘǱǡǋ৹ǡ৹ǁǽǷȐȚǶƲȗǽȍǡ৹Ǉǡ৹ȗȚȗȗƲ৹ǱƲ৹ ȊǡƲǷȚȍƲल

SYMBIOSIS 098 [ȗȍƲȗǋǘǡǁ৹ȐǁǞǋǶǋ৹ǽǗ৹ȗǞǋ৹ǁȗǡǽǷ৹UǱƲǷ৹UȍƲȗǽ৹ࡳࡱࡶࡱ৹ȍǋǱƲȗǋǇ৹ȗǽ৹[ƲǷ৹%ǡȚȐȗǽ৹ǇǡȐȗȍǡǁȗ [ǁǞǋǶƲ৹ȐȗȍƲȗǋǘǡǁǽ৹ǇǋǱǱঌ৹ǁȗǡǽǷ৹UǱƲǷ৹UȍƲȗǽ৹ࡳࡱࡶࡱ৹ȍǋǱƲȗǡΑƲ৹ƲǱ৹ȌȚƲȍȗǡǋȍǋ৹[ƲǷ৹%ǡȚȐȗǽ

SYMBIOSIS 099Districtfunctions $ȚǷΝǡǽǷǡ৹ǇǋǱ৹ȌȚƲȍȗǡǋȍǋ

SYMBIOSIS 100 eȍǀƲǷ৹ǁǽǷǷǋǁȗǡǽǷȐ৹ǡǷ৹[ƲǷ৹%ǡȚȐȗǽ৹ ǽǷǷǋȐȐǡǽǷǡ৹ȚȍǀƲǷǋ৹Ǉǡ৹[ƲǷ৹%ǡȚȐȗǽ

SYMBIOSIS 101ǋǷȗȍƲǱ৹ȐȊǽȗ৹ǽǗ৹ȗǞǋ৹ǇǡȐȗȍǡǁȗ [Ȋǽȗ৹ǁǋǷȗȍƲǱǋ৹Ǉǡ৹ȌȚƲȍȗǡǋȍǋ

SYMBIOSIS 102 PHOTOGRAPHICESSAY SAGGIO FOTOGRAFICO

SYMBIOSIS 103

SYMBIOSIS 116 THE PROJECT IL PROGETTO

SYMBIOSIS 117 The project stems from the desire to connect two ǇǡȐǁǽǷǷǋǁȗǋǇ৹ȊƲȍȗȐ৹ǽǗ৹ȗǞǋ৹ȐƲǶǋ৹ǷǋǡǘǞǀǽȚȍǞǽǽǇ৹ॠǡǷ৹ ȗǞǋ৹ǞƲǶǱǋȗ৹ǽǗ৹[ƲǷ৹%ǡȚȐȗǽॡ৹ȗǞȍǽȚǘǞ৹ȗǞǋ৹ȊȍǽȗǽȗΘȊǋ৹ǽǗ৹ Ʋ৹ȐǁǞǽǽǱ৹ǀȚǡǱǇǡǷǘ৹ǁǽǷǁǋǡΑǋǇ৹ƲȐ৹Ʋ৹ȊǱƲǁǋ৹ǽǗ৹ǁȚǱȗȚȍƲǱ৹ƲǷǇ৹ ȐǽǁǡƲǱ৹ƲǘǘȍǋǘƲȗǡǽǷल৹/ǷǡȗǡƲǱǱΘ৹ȗǞǋ৹ƲȊȊȍǽƲǁǞ৹ȗǽ৹ȗǞǋ৹ȊȍǽǬǋǁȗ৹ area started from the consideration of the strong naturalistic matrix of the agricultural gulf, and then ǁǽǷȗǡǷȚǋǇ৹ȗǽ৹ǡǷΑǋȐȗǡǘƲȗǋ৹ȗǞǋ৹ǞǡȐȗǽȍǡǁƲǱ৹ǋΑǽǱȚȗǡǽǷ৹ǽǗ৹ the morphology of the territory and the surrounding ǁǽǷȗǋΗȗल৹$ȍǽǶ৹Ʋ৹ǁǽǶȊǱǋȗǋǱΘ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ȐǡȗȚƲȗǡǽǷ৹ǡǷ৹ ࡲࡺࡶࡵळ৹ΒǡȗǞ৹ȐǶƲǱǱ৹ȍǋȐǡǇǋǷȗǡƲǱ৹ǀȍƲǁǯǋȗȐळ৹ȗǞǋ৹ǱƲȍǘǋȐȗ৹ǽǗ৹ ΒǞǡǁǞ৹Βǋȍǋ৹ǇǡȐȗȍǡǀȚȗǋǇ৹ƲǱǽǷǘ৹ȗǞǋ৹ǶǡǱǱȊǽǷǇ৹ȐΘȐȗǋǶळ৹ȗǞǋ৹ ƲǘȍǡǁȚǱȗȚȍƲǱ৹ǱƲǷǇȐǁƲȊǋ৹ǘȍƲǇȚƲǱǱΘ৹ǇǡȐƲȊȊǋƲȍǋǇळ৹ǱǋƲΑǡǷǘ৹ ȐȊƲǁǋ৹ϮȍȐȗ৹Ǘǽȍ৹ȗǞǋ৹ǱƲȍǘǋ৹ǋΗॺ/CॺƲȐƲ৹ȍǋȐǡǇǋǷȗǡƲǱ৹ǁǽǶȊǱǋΗ৹ ǀȚǡǱȗ৹ǀΘ৹=ȚǇǽΑǡǁǽ৹WȚƲȍǽǷǡ৹ǡǷ৹ࡲࡺࡷࡲळ৹ƲǷǇ৹ϮǷƲǱǱΘ৹Ǘǽȍ৹ȗǞǋ৹ ǡǶȊǽȐǡǷǘ৹UƲȍǁǽ৹UȍƲȗǽ৹ȐǞǽȊȊǡǷǘ৹ǁǋǷȗȍǋ৹ǀȚǡǱȗ৹ǡǷ৹ࡳࡱࡱࡺल৹ /Ǘ৹ȗǞǋ৹ȐǡȗȚƲȗǡǽǷ৹ƲȍǽȚǷǇ৹ȗǞǋ৹ȊȍǽǬǋǁȗ৹ƲȍǋƲ৹ǞƲȐ৹ȐǋǋǷ৹ǡȗȐ৹ ǱƲǷǇȐǁƲȊǋ৹ǁǞƲǷǘǋ৹ǽΑǋȍ৹ȗǞǋ৹ΘǋƲȍȐळ৹ȗǞǋ৹ǱƲȍǘǋ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ ǘȚǱǗ৹ǞƲȐ৹ƲǱΒƲΘȐ৹ǶƲǡǷȗƲǡǷǋǇ৹ǡȗȐ৹ǁǽǷǗǽȍǶƲȗǡǽǷल৹ bǞǡȐ৹ ǇǋȗƲǡǱळ৹Ʋȗ৹ȗǞǋ৹ǇǋȐǡǘǷ৹ǱǋΑǋǱळ৹ΒƲȐ৹ǗȚǷǇƲǶǋǷȗƲǱ৹ǡǷ৹ȗȍƲǁǡǷǘ৹ ȗǞǋ৹ϮȍȐȗ৹ǘȚǡǇǡǷǘ৹ǇǡȍǋǁȗǡǽǷȐल৹ The large central circle, synonymous in shape with a new microcosm grafted onto the project area, was ǁȍǋƲȗǋǇ৹ǀΘ৹ȗǞǋ৹ǡǷȗǋȍȐǋǁȗǡǽǷ৹ǽǗ৹ȗǞǋ৹ȗΒǽ৹ȚȍǀƲǷ৹ǘȍǡǇȐ৹ extended towards the centre with the intention of ϮǷǇǡǷǘ৹Ʋ৹ǶǋǋȗǡǷǘ৹ȊǽǡǷȗल৹ bǞǋ৹ǇǡƲǶǋȗǋȍ৹ȗƲǯǋȐ৹ǡǷȗǽ৹ ǁǽǷȐǡǇǋȍƲȗǡǽǷ৹ȊȍǋǁǡȐǋǱΘ৹ȗǞǋ৹ȍǋǱƲȗǡǽǷȐǞǡȊ৹ǀǋȗΒǋǋǷ৹ ȗǞǋ৹ȚȍǀƲǷ৹ǘȍǡǇ৹ƲǷǇ৹ȗǞǋ৹ǷƲȗȚȍƲǱ৹ǘȍǡǇळ৹ǋΗȗǋǷǇǡǷǘ৹ȗǽ৹ȗǞǋ৹ ǋǇǘǋ৹ǽǗ৹ȗǞǋ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ϮǋǱǇȐल৹bǞǋ৹ǱƲȍǘǋ৹ȐǡΝǋळ৹ȍǋǇȚǁǋǇ৹ ǡǷ৹ǋǱǋΑƲȗǡǽǷळ৹ǞǋǱȊȐ৹ȗǽ৹ǁǽȊǋ৹ΒǡȗǞ৹ȗǞǋ৹ǁǽǷȐǡǇǋȍƲǀǱǋ৹ ǀȚǱǯ৹ǽǗ৹ȗǞǋ৹ȐǞǽȊȊǡǷǘ৹ǁǋǷȗȍǋ৹ǱǽǁƲȗǋǇ৹ȗǽ৹ȗǞǋ৹ȐǡǇǋळ৹ΒǡȗǞ৹ ȗǞǋ৹ǡǷȗǋǷȗǡǽǷ৹ǽǗ৹ǁȍǋƲȗǡǷǘ৹Ʋ৹ǷǋΒ৹ȚȍǀƲǷ৹ǞȚǀ৹ƲǷǇ৹ǡǷ৹ƲǷ৹ ƲȗȗǋǶȊȗ৹ȗǽ৹ǁǽǷΑǋΘ৹ȗǞǋ৹ȚǷǇǡȐȊȚȗǋǇ৹ǡǶȊǽȍȗƲǷǁǋ৹ǽǗ৹ȗǞǋ৹ ȐǁǞǽǽǱ৹ƲȐ৹ȗǞǋ৹ǞȚǀ৹ǽǗ৹ǷǋǡǘǞǀǽȚȍǞǽǽǇ৹ǱǡǗǋल৹[ȚǀȐǋȌȚǋǷȗǱΘ৹ /Ǳ৹Ȋȍǽǘǋȗȗǽ৹ǷƲȐǁǋ৹ǇƲǱǱƲ৹ΑǽǱǽǷȗƷ৹Ǉǡ৹ǁǽǱǱǋǘƲȍǋ৹ǇȚǋ৹ȊƲȍȗǡ৹ ȐǁǽǷǷǋȐȐǋ৹Ǉǡ৹ȚǷǽ৹ȐȗǋȐȐǽ৹ȌȚƲȍȗǡǋȍǋ৹ॠǷǋǱǱƲ৹ǗȍƲΝǡǽǷǋ৹Ǉǡ৹[ƲǷ৹ %ǡȚȐȗǽॡ৹ƲȗȗȍƲΑǋȍȐǽ৹ǡǱ৹ȊȍǽȗǽȗǡȊǽ৹Ǉǡ৹ȚǷ৹ǋǇǡϮǁǡǽ৹ȐǁǽǱƲȐȗǡǁǽ৹ concepito come luogo di aggregazione culturale e ȐǽǁǡƲǱǋल৹ /ǷǡΝǡƲǱǶǋǷȗǋ৹ǱঌƲȊȊȍǽǁǁǡǽ৹ƲǱǱঌƲȍǋƲ৹Ǉǡ৹Ȋȍǽǘǋȗȗǽ৹ è partito dalla considerazione della forte matrice naturalistica del golfo agricolo, per poi continuare ǷǋǱǱঌ৹ǡǷǇƲǘƲȍǋ৹ǱঌǋΑǽǱȚΝǡǽǷǋ৹ȐȗǽȍǡǁƲ৹ǇǋǱǱƲ৹ǶǽȍǗǽǱǽǘǡƲ৹ǇǋǱ৹ ȗǋȍȍǡȗǽȍǡǽ৹ǋ৹ǇǋǱ৹ǁǽǷȗǋȐȗǽ৹ǁǡȍǁǽȐȗƲǷȗǋल৹Ʋ৹ȚǷƲ৹ȐǡȗȚƲΝǡǽǷǋ৹ ǁǽǶȊǱǋȗƲǶǋǷȗǋ৹ƲǘȍǡǁǽǱƲ৹ǷǋǱ৹ࡲࡺࡶࡵळ৹ǁǽǷ৹ȊǡǁǁǽǱǋ৹ȊƲȍǋǷȗǋȐǡ৹ ƲǀǡȗƲȗǡΑǋ৹ȗȍƲ৹ǁȚǡ৹Ǳǋ৹Ȋǡȟ৹ǘȍƲǷǇǡ৹ǇǡȐȗȍǡǀȚǡȗǋ৹ǱȚǷǘǽ৹ǡǱ৹ȐǡȐȗǋǶƲ৹ %ǽȍǡǱǋळ৹ǡǱ৹ȊƲǋȐƲǘǘǡǽ৹ƲǘȍǡǁǽǱǽ৹ǒ৹ƲǷǇƲȗǽ৹ΑǡƲ৹ΑǡƲ৹ȐǋǶȊȍǋ৹ più scomparendo lasciando spazio prima al grande ǁǽǶȊǱǋȐȐǽ৹ȍǋȐǡǇǋǷΝǡƲǱǋ৹ǋΗ৹ /CॺƲȐƲ৹ȍǋƲǱǡΝΝƲȗǽ৹ǇƲ৹ =ȚǇǽΑǡǁǽ৹WȚƲȍǽǷǡ৹ǷǋǱ৹ࡲࡺࡷࡲळ৹ǋǇ৹ǡǷϮǷǋ৹ƲǱǱঌǡǶȊǽǷǋǷȗǋ৹ ǁǋǷȗȍǽ৹ǁǽǶǶǋȍǁǡƲǱǋ৹UƲȍǁǽ৹UȍƲȗǽ৹ȍǋƲǱǡΝΝƲȗǽ৹ǷǋǱ৹ࡳࡱࡱࡺल৹[ǋ৹ ǱƲ৹ȐǡȗȚƲΝǡǽǷǋ৹ƲǱ৹ǁǽǷȗǽȍǷǽ৹ǇǋǱǱঌƲȍǋƲ৹Ǉǡ৹Ȋȍǽǘǋȗȗǽ৹ǞƲ৹ΑǡȐȗǽ৹ ǁǽǷ৹ǡǱ৹ȊƲȐȐƲȍǋ৹ǇǋǘǱǡ৹ƲǷǷǡ৹ǶǽǇǡϮǁƲȍǋ৹ǡǱ৹ȐȚǽ৹ȊƲǋȐƲǘǘǡǽळ৹ il grande golfo agricolo ha sempre mantenuto la sua ǁǽǷǗǽȍǶƲΝǡǽǷǋल৹WȚǋȐȗǽ৹ǇǋȗȗƲǘǱǡǽळ৹Ʋ৹ǱǡΑǋǱǱǽ৹ȊȍǽǘǋȗȗȚƲǱǋळ৹ è stato fondamentale per tracciare le prime direzioni ǘȚǡǇƲल৹ /Ǳ৹ǘȍƲǷǇǋ৹ǁǋȍǁǞǡǽ৹ǁǋǷȗȍƲǱǋळ৹ȐǡǷǽǷǡǶǽ৹Ȋǋȍ৹ǗǽȍǶƲ৹Ǉǡ৹ȚǷ৹ ǷȚǽΑǽ৹ǶǡǁȍǽǁǽȐǶǽ৹ǁǞǋ৹Ȑǡ৹ǡǷǷǋȐȗƲ৹ǷǋǱǱঌƲȍǋƲ৹Ǉǡ৹Ȋȍǽǘǋȗȗǽळ৹ ǷƲȐǁǋ৹ǇƲǱǱঌǡǷȗǋȍȐǋΝǡǽǷǋ৹ǇǋǱǱǋ৹ǇȚǋ৹ǘȍǡǘǱǡǋ৹ȚȍǀƲǷǋ৹ǋȐȗǋȐǋ৹ ΑǋȍȐǽ৹ǡǱ৹ǁǋǷȗȍǽ৹ǁǽǷ৹ǱঌǡǷȗǋǷȗǽ৹Ǉǡ৹ȗȍǽΑƲȍǋ৹ȚǷ৹ȊȚǷȗǽ৹ ǇঌǡǷǁǽǷȗȍǽल৹ /Ǳ৹ǇǡƲǶǋȗȍǽ৹ȊȍǋǷǇǋ৹ǡǷ৹ǁǽǷȐǡǇǋȍƲΝǡǽǷǋ৹ ȊȍǽȊȍǡǽ৹ǱƲ৹ȍǋǱƲΝǡǽǷǋ৹ǁǞǋ৹ǡǷȗǋȍǁǽȍȍǋ৹ȗȍƲ৹ǘȍǡǘǱǡƲ৹ȚȍǀƲǷƲ৹ ǋ৹ǱƲ৹ǘȍǡǘǱǡƲ৹ǷƲȗȚȍƲǱǋळ৹ǋȐȗǋǷǇǋǷǇǽȐǡ৹ϮǷǽ৹ƲǱ৹ǱǡǶǡȗǋ৹Ǉǋǡ৹ ǁƲǶȊǡ৹ƲǘȍǡǁǽǱǡल৹=ǋ৹ǘȍƲǷǇǡ৹ǇǡǶǋǷȐǡǽǷǡळ৹ȍǡǇǽȗȗǋ৹ǡǷ৹ƲǱΝƲȗǽळ৹ ƲǡȚȗƲǷǽ৹Ʋ৹ǗȍǽǷȗǋǘǘǡƲȍǋ৹ǱƲ৹ǁǽǷȐǡǇǋȍǋΑǽǱǋ৹ǶǽǱǋ৹ǇǋǱ৹ǁǋǷȗȍǽ৹ commerciale situato di lato, con l’intento di creare ȚǷ৹ǷȚǽΑǽ৹ȊǽǱǽ৹Ǉǡ৹ȐǷǽǇǽ৹ȚȍǀƲǷǽ৹ǋ৹ǷǋǱ৹ȗǋǷȗƲȗǡΑǽ৹Ǉǡ৹ǗƲȍ৹ comprendere l’indiscussa importanza della scuola Concept Concept

SYMBIOSIS 118 ΒǡȗǞǡǷ৹ȗǞǡȐ৹ǁǡȍǁǱǋळ৹ȗǞƲǷǯȐ৹ȗǽ৹ȗǞǋ৹ȗȍƲǁǋȐ৹ȐȚǘǘǋȐȗǋǇ৹ǀΘ৹ ȗǞǋ৹ϮǋǱǇȐ৹ƲǷǇ৹ȗǞǋǡȍ৹ȊǱǽȗȐळ৹ȗǞǋ৹ƲȍǋƲȐ৹ǽǗ৹ǡǷȗǋȍǋȐȗ৹Ǘǽȍ৹ȗǞǋ৹ ǇǡϥǋȍǋǷȗ৹ȐǁǞǽǽǱȐ৹ǶƲǯǡǷǘ৹ȚȊ৹ȗǞǋ৹ȊȍǽǬǋǁȗ৹Βǋȍǋ৹ǡǇǋǷȗǡϮǋǇऴ৹ the kindergarten school, the primary school and the ȐǋǁǽǷǇƲȍΘ৹ȐǁǞǽǽǱल৹bǞǋȍǋ৹Ʋȍǋ৹ǽǷǱΘ৹ȗΒǽ৹ȊǽǡǷȗȐ৹ΒǞǋȍǋ৹ȗǞǋ৹ ǁǡȍǁǱǋ৹ǡȐ৹ǡǷȗǋȍȍȚȊȗǋǇळ৹ƲǱǱǽΒǡǷǘ৹ȗǞǋ৹ϮǋǱǇȐ৹ȗǽ৹ǋǷȗǋȍ৹ǡǷȐǡǇǋ৹ ǡȗ৹ȗǽ৹ȚǷǇǋȍǱǡǷǋ৹ȗǞǋ৹ǞƲȍǶǽǷΘ৹ƲǷǇ৹ȐΘǶǀǡǽȐǡȐ৹ǀǋȗΒǋǋǷ৹ ǷƲȗȚȍǋ৹ƲǷǇ৹ȗǞǋ৹ǀȚǡǱȗ৹ǋǷΑǡȍǽǷǶǋǷȗव৹Ʋ৹ǱƲȍǘǋ৹ǡǷǗȍƲȐȗȍȚǁȗȚȍǋ৹ ǱǡǷǯǡǷǘ৹ȗǞǋ৹ȗΒǽ৹ȚȍǀƲǷ৹ǘȍǡǇȐ৹ǡȐ৹ƲǱȐǽ৹ǡǷȐǋȍȗǋǇ৹Ʋȗ৹ȗǞǋȐǋ৹ points, with the main intention of opening up to the ǁǽǶǶȚǷǡȗΘ৹ƲǷǇ৹ǁǽǷǷǋǁȗǡǷǘ৹ȗǞǋ৹ȗΒǽ৹ƲȍǋƲȐल৹ ǽǷȐǡǇǋȍǡǷǘ৹ȗǞǋ৹ΑƲȐȗǷǋȐȐ৹ǽǗ৹ȗǞǋ৹ǘǋǷǋȍƲǱ৹ȗǞǋǶǋ৹ƲǷǇ৹ȗǞǋ৹ ǶȚǱȗǡȊǱǋ৹ǗȍƲǶǋΒǽȍǯȐ৹ǇǋȍǡΑǋǇ৹ǗȍǽǶ৹ȗǞǋ৹ȚȍǀƲǷ৹ƲǷƲǱΘȐǡȐळ৹ thedesiretostudytheprojectasasuperimpositionof ǇǡϥǋȍǋǷȗ৹ǱƲΘǋȍȐ৹ƲǷǇ৹ȐǁǋǷƲȍǡǽȐ৹ΒƲȐ৹ǀǽȍǷल৹৹ȊȍǽǬǋǁȗ৹ȗǞƲȗ৹ recognises the importance of three founding factors: thetracesofman,theroleofnatureinrelationtoman ƲǷǇ৹ȗǞǋ৹ȍǽǱǋ৹ǽǗ৹ȗǞǋ৹ƲǷǡǶƲǱ৹ΒǽȍǱǇल৹৹ȊȍǽǬǋǁȗ৹ΒǞǡǁǞळ৹Ʋȗ৹ thesametime,representstheunionofthethreefactors ΒǞǡǁǞळ৹ȊȚȗ৹ǡǷ৹ȐΘǶǀǡǽȐǡȐ৹ΒǡȗǞ৹ǋƲǁǞ৹ǽȗǞǋȍळ৹ǁȍǋƲȗǋ৹ΑƲȍǡǽȚȐ৹ ΒƲΘȐ৹ǽǗ৹ǁǽǋΗǡȐȗǋǷǁǋ৹ǀǋȗΒǋǋǷ৹ǽȍǘƲǷǡȐǶȐ৹ǽǗ৹ǇǡϥǋȍǋǷȗ৹ ȐȊǋǁǡǋȐळ৹ƲǷǡǶƲǱȐ৹ƲǷǇ৹ȊǱƲǷȗȐल ǁǽǶǋ৹ǗȚǱǁȍǽ৹ǇǋǱǱƲ৹ΑǡȗƲ৹ǇǋǱ৹ȌȚƲȍȗǡǋȍǋल৹[ȚǁǁǋȐȐǡΑƲǶǋǷȗǋ৹ ƲǱǱঌǡǷȗǋȍǷǽ৹Ǉǡ৹ȌȚǋȐȗǽ৹ǁǋȍǁǞǡǽळ৹ǘȍƲΝǡǋ৹ƲǱǱǋ৹ȗȍƲǁǁǋ৹ȐȚǘǘǋȍǡȗǋ৹ ǇƲǡ৹ǁƲǶȊǡ৹ǋ৹ǇƲǱǱǋ৹Ǳǽȍǽ৹ȗȍƲǶǋळ৹ȐǽǷǽ৹ȐȗƲȗǋ৹ǡǷǇǡΑǡǇȚƲȗǋ৹Ǳǋ৹ Ʋȍǋǋ৹ǇঌǡǷȗǋȍǋȐȐǋ৹Ȋǋȍ৹Ǳǋ৹ǇǡΑǋȍȐǋ৹ȐǁȚǽǱǋ৹ǁǞǋ৹ǁǽǶȊǽǷǘǽǷǽ৹ il progetto: la scuola dell’infanzia, la primaria e la ȐǋǁǽǷǇƲȍǡƲ৹Ǉǡ৹ȊȍǡǶǽ৹ǘȍƲǇǽल৹ǡ৹ȐǽǷǽ৹ȐǽǱǽ৹ǇȚǋ৹ȊȚǷȗǡ৹ǡǷ৹ ǁȚǡ৹ǡǱ৹ǁǋȍǁǞǡǽ৹ΑǡǋǷǋ৹ǡǷȗǋȍȍǽȗȗǽ৹ǱƲȐǁǡƲǷǇǽ৹ǋǷȗȍƲȍǋ৹ǡ৹ǁƲǶȊǡ৹ ƲǱ৹ȐȚǽ৹ǡǷȗǋȍǷǽ৹Ȋǋȍ৹ȐǽȗȗǽǱǡǷǋƲȍǋ৹ǱঌƲȍǶǽǷǡƲ৹ǋ৹ǱƲ৹ȐǡǶǀǡǽȐǡ৹ ǗȍƲ৹ǷƲȗȚȍƲ৹ǋ৹ǁǽȐȗȍȚǡȗǽव৹ȊȍǽȊȍǡǽ৹ǡǷ৹ǁǽȍȍǡȐȊǽǷǇǋǷΝƲ৹Ǉǡ৹ ȌȚǋȐȗǡ৹Ȑǡ৹ǡǷȐǋȍǡȐǁǋ৹ƲǷǁǞǋ৹ȚǷƲ৹ǘȍƲǷǇǋ৹ǡǷǗȍƲȐȗȍȚȗȗȚȍƲ৹ Ǉǡ৹ǁǽǱǱǋǘƲǶǋǷȗǽळ৹Ǉǡ৹ȗǋȐȗƲ৹ƲǱǱǋ৹ǇȚǋ৹ǘȍǡǘǱǡǋ৹ȚȍǀƲǷǋळ৹ǁǽǷ৹ ǱঌǡǷȗǋǷȗǽ৹ȊȍǡǷǁǡȊƲǱǋ৹Ǉǡ৹ƲȊȍǡȍȐǡ৹ΑǋȍȐǽ৹ǱƲ৹ǁǽǶȚǷǡȗƷ৹ǋ৹Ǉǡ৹ ǁǽǱǱǋǘƲȍǋ৹Ǳǋ৹ǇȚǋ৹ΝǽǷǋल৹ UȍǋȐƲ৹ǡǷ৹ǁǽǷȐǡǇǋȍƲΝǡǽǷǋ৹ǱƲ৹ΑƲȐȗǡȗƷ৹ǇǋǱ৹ȗǋǶƲ৹ǘǋǷǋȍƲǱǋ৹ǋ৹ǡ৹ ǶǽǱȗǋȊǱǡǁǡ৹ȌȚƲǇȍǡ৹ǇǋȍǡΑƲȗǡ৹ǇƲǱǱঌƲǷƲǱǡȐǡ৹ȚȍǀƲǷƲळ৹ǒ৹ǷƲȗƲ৹ǱƲ৹ ΑǽǱǽǷȗƷ৹Ǉǡ৹ȐȗȚǇǡƲȍǋ৹ǡǱ৹Ȋȍǽǘǋȗȗǽ৹ǁǽǶǋ৹ȐǽΑȍƲȊȊǽȐǡΝǡǽǷǋ৹ Ǉǡ৹ǱƲΘǋȍ৹ǋ৹ȐǁǋǷƲȍǡ৹ǇǡΑǋȍȐǡल৹eǷ৹Ȋȍǽǘǋȗȗǽ৹ǁǞǋ৹ȍǡǁǽǷǽȐǁǋ৹ ill’importanzaditrefattorifondanti:letraccedell’uomo,ruolodellanaturarelazionataall’uomoeilruolodel ǶǽǇǽ৹ƲǷǡǶƲǱǋल৹eǷ৹Ȋȍǽǘǋȗȗǽ৹ǁǞǋळ৹ǷǋǱǱǽ৹ȐȗǋȐȐǽ৹ȗǋǶȊǽळ৹ rappresenta l’unione dei tre fattori che, messi in ȐǡǶǀǡǽȐǡ৹ȗȍƲ৹Ǳǽȍǽळ৹ǁȍǋƲǷǽ৹ΑƲȍǡ৹ǶǽǇǡ৹Ǉǡ৹ǁǽǷΑǡΑǋǷΝƲ৹ȗȍƲ৹ ǽȍǘƲǷǡȐǶǡ৹Ǉǡ৹ȐȊǋǁǡǋ৹ǇǡΑǋȍȐƲळ৹ƲǷǡǶƲǱǡ৹ǋ৹ΑǋǘǋȗƲǱǡल

SYMBIOSIS 119

SYMBIOSIS 120 Uncerchioèunasintesidellepiùgrandiopposizioni. Combinaconcentricoedeccentricoinunaformaeinequilibrio Acircleisasynthesisofthegreatestoppositions. Itcombinesconcentricandeccentricinoneformandinbalance Kandinsky ExplodedCircleinacircle,superimpositionoflayersanddynamics EsplosodiCircleinacircle,ȐǽΑȍƲȊȊǽȐǡΝǡǽǷǋ৹Ǉǡ৹ȐȗȍƲȗǡ৹ǋ৹ǇǡǷƲǶǡǁǞǋ [ǽȚȍǁǋऴ৹ΒΒΒलȐǯǋȗǁǞǗƲǀलǁǽǶ Circleinacircleळ৹<ƲǷǇǡǷȐǯΘळ৹UǞǡǱƲǇǋǱȊǞǡƲ৹BȚȐǋȚǶ৹ǽǗ৹ȍȗ৹ळࡲࡺࡳࡴ

SYMBIOSIS 121

SYMBIOSIS 122

SYMBIOSIS 123 bǞǋ৹ȗǽȗƲǱǡȗΘ৹ǽǗ৹ȗǞǋ৹ǡǷȗǋȍΑǋǷȗǡǽǷ৹ǁƲǷ৹ǀǋ৹ȐȚǶǶƲȍǡȐǋǇ৹ ƲȐ৹ȗǞǋ৹ȐȚȊǋȍǡǶȊǽȐǡȗǡǽǷ৹ǽǗ৹ȗǞȍǋǋ৹ǇǡϥǋȍǋǷȗ৹ǱƲΘǋȍȐळ৹ǽȍ৹ ȐǁǋǷƲȍǡǽȐळ৹ΒǞǡǁǞळ৹ǀΘ৹ǡǷȗǋǘȍƲȗǡǷǘ৹ΒǡȗǞ৹ǋƲǁǞ৹ǽȗǞǋȍळ৹ǋΗȊȍǋȐȐ৹ ǽȚȍ৹ǁǽǷǁǋȊȗ৹ǽǗ৹ȐΘǶǀǡǽȐǡȐल৹bǞǋ৹ϮȍȐȗ৹ǱƲΘǋȍ৹ǞǡǘǞǱǡǘǞȗȐ৹ȗǞǋ৹ ȊȍǋॺǋΗǡȐȗǡǷǘ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ȊǱǽȗळ৹ΒǞǡǁǞ৹ǡȐ৹ǡǷȐǋȍȗǋǇ৹ǡǷȗǽ৹ ȗǞǋ৹ȊȍǽǬǋǁȗळ৹ǀȍǋƲǯǡǷǘ৹ȚȊ৹ȗǞǋ৹ǁǡȍǁȚǱƲȍǡȗΘ৹ǽǗ৹ȗǞǋ৹ΑǽǱȚǶǋव৹ a second layer emphasises the animal and plant part of the project, more or less wild, which is inserted ȗǽ৹ǁȍǋƲȗǋ৹ǀǡǽǇǡΑǋȍȐǡȗΘ৹ƲǷǇ৹ǷǋΒ৹ȐȊƲǁǋȐ৹Ǘǽȍ৹ȗǋƲǁǞǡǷǘल৹৹ ȗǞǡȍǇ৹ǱƲΘǋȍ৹ȍǋȊȍǋȐǋǷȗȐ৹ȗǞǋ৹ȍǋǱƲȗǡǽǷȐǞǡȊȐ৹ǀǋȗΒǋǋǷ৹ǞȚǶƲǷ৹ ǀǋǡǷǘȐळ৹ȐǞǽΒǡǷǘ৹ȗǞǋǡȍ৹ȊƲȗǞȐल৹bǞǋ৹ȊȍǽǬǋǁȗ৹ǱǽǽǯȐ৹ȗǽ৹ȗǞǋ৹ ǗȚȗȚȍǋळ৹Ƿǽȗ৹ǽǷǱΘ৹ǀǋǁƲȚȐǋ৹ǡȗ৹ȗƲǯǋȐ৹ǁƲȍǋ৹ȗǽ৹ǁȍǋƲȗǋ৹ȐȊƲǁǋȐ৹ Ǘǽȍ৹ȗǞǋ৹ǁǡȗǡΝǋǷȐ৹ǽǗ৹ȗǽǶǽȍȍǽΒळ৹ǀȚȗ৹ƲǱȐǽ৹ǀǋǁƲȚȐǋ৹ǽǗ৹ȗǞǋ৹ ǘȍǋƲȗ৹ǷƲȗȚȍƲǱ৹ΑƲȍǡǋȗΘ৹ȗǞƲȗ৹ǡȐ৹ǡǷȐǋȍȗǋǇ৹ΒǡȗǞǡǷ৹ǡȗल৹ȗ৹ȗǞǋ৹ centre, the most important point of the large central ΑǽǡǇळ৹ȗǞǋȍǋ৹Ʋȍǋ৹ǡǷ৹ǗƲǁȗ৹ǇǡϥǋȍǋǷȗ৹ȊǱǽȗȐ৹ƲǷǇ৹ȊǱƲǷȗ৹ȐȊǋǁǡǋȐळ৹ ǇǡϥǋȍǋǷȗǡƲȗǋǇ৹ǗȍǽǶ৹ǋƲǁǞ৹ǽȗǞǋȍ৹ǡǷ৹ȗǋȍǶȐ৹ǽǗ৹ȐǞƲȊǋळ৹ ȐǡΝǋळ৹ǘȍǽΒȗǞ৹ȗǡǶǋȐ৹ƲǷǇ৹ǱǋΑǋǱ৹ǽǗ৹ΒǡǱǇǷǋȐȐळ৹ΒǞǡǁǞ৹ǁƲǷ৹ constantly transform and change with the passage of ȗǡǶǋल৹bǞǋȐǋ৹ǇǡϥǋȍǋǷǁǋȐ৹ǀǋȗΒǋǋǷ৹ȗǞǋ৹ΑƲȍǡǽȚȐ৹ȐǋǱǋǁȗǋǇ৹ ǷƲȗǡΑǋ৹ȐȊǋǁǡǋȐ৹ȗǞƲȗ৹Βǋ৹ΒǡǱǱ৹ǱǡȐȗ৹ǱƲȗǋȍळ৹ǇǋȍǡΑǋǇ৹ǗȍǽǶ৹ƲǷ৹ǡǷॺ ǇǋȊȗǞ৹ȐȗȚǇΘ৹ǽǗ৹ȗǞǋǡȍ৹ǇǋΑǋǱǽȊǶǋǷȗƲǱ৹ǁǽǷǇǡȗǡǽǷȐळ৹ǁƲǷ৹ǀǋ৹ ǷǽȗǡǁǋǇ৹ǡǷ৹ȗǞǋ৹ȊƲȗȗǋȍǷ৹ȗǞȍǽȚǘǞ৹ȗǞǋ৹ΑƲȍǡƲȗǡǽǷ৹ǽǗ৹ȗǞǋ৹ȗȍƲǡȗल৹ ৹ǞǋƲΑǡǋȍ৹ƲǷǇ৹ǇǋǷȐǋȍ৹Ȑȗȍǽǯǋ৹ȗǽ৹ǡǇǋǷȗǡǗΘ৹Ʋ৹Ƕǽȍǋ৹ΒǡǱǇ৹ƲǷǇ৹ natural area, more concentrated in the central space parallel to the millpond, a lighter stroke to indicate a ǱǽΒǋȍ৹ƲǷǇ৹ǱǋȐȐ৹ΒǡǱǇ৹ƲȍǋƲल৹bǞǋ৹ǋǷǇ৹ȍǋȐȚǱȗ৹ǡȐ৹ȗǞǋ৹ȐȚǶ৹ǽǗ৹ ȗǞǋȐǋ৹ǇǡϥǋȍǋǷȗ৹ǗƲǁȗǽȍȐ৹ΒǞǡǁǞ৹ƲȐȐȚǶǋ৹ǋȌȚƲǱ৹ǡǶȊǽȍȗƲǷǁǋ৹ ΒǡȗǞǽȚȗ৹ȊȍǋΑƲǡǱǡǷǘ৹ǽΑǋȍ৹ǋƲǁǞ৹ǽȗǞǋȍल bǞǋȍǋ৹ǁƲǷ৹ǀǋ৹Ƿǽ৹ǁǽǷǁǋȊȗ৹ǽǗ৹ȐΘǶǀǡǽȐǡȐ৹ΒǡȗǞǽȚȗ৹ȗǞǋ৹ ȍǋǱƲȗǡǽǷȐǞǡȊ৹ǀǋȗΒǋǋǷ৹ȗΒǽ৹ǋǷȗǡȗǡǋȐळ৹ΒǡȗǞǽȚȗ৹ǁǽǷȗƲǁȗ৹ ǀǋȗΒǋǋǷ৹ȗǞǋ৹ƲǷǡǶƲǱ৹ƲǷǇ৹ȊǱƲǷȗ৹ΒǽȍǱǇȐल =ǋ৹ȗǽȗƲǱǡȗƷ৹ǇǋǱǱঌǡǷȗǋȍΑǋǷȗǽ৹Ȑǡ৹ȊȚȂ৹ȍǡƲȐȐȚǶǋȍǋ৹ǁǽǷ৹ǱƲ৹ ȐǽΑȍƲȊȊǽȐǡΝǡǽǷǋ৹Ǉǡ৹ȗȍǋ৹ǇǡΑǋȍȐǡ৹ǱƲΘǋȍळ৹ǽ৹ȐǁǋǷƲȍǡळ৹ǁǞǋ৹ integrandosi tra loro esprimono il nostro concetto di ȐǡǶǀǡǽȐǡल৹eǷ৹ȊȍǡǶǽ৹ǱƲΘǋȍ৹ǋΑǡǇǋǷΝǡƲ৹ǱƲ৹ȗȍƲǶƲ৹ƲǘȍǡǁǽǱƲ৹ preesistente che si inserisce all’interno del progetto ȍǽǶȊǋǷǇǽ৹ǱƲ৹ǁǡȍǁǽǱƲȍǡȗƷ৹ǇǋǱ৹ΑǽǱȚǶǋळ৹ȚǷ৹ȐǋǁǽǷǇǽ৹ ǱƲΘǋȍ৹ǋǷǗƲȗǡΝΝƲ৹ǱƲ৹ȊƲȍȗǋ৹ƲǷǡǶƲǱǋ৹ǋ৹ΑǋǘǋȗƲǱǋ৹Ǉǡ৹Ȋȍǽǘǋȗȗǽळ৹ Ȋǡȟ৹ǽ৹ǶǋǷǽ৹ȐǋǱΑƲȗǡǁƲळ৹ǁǞǋ৹ΑǡǋǷǋ৹ǡǷȐǋȍǡȗƲ৹Ȋǋȍ৹ǁȍǋƲȍǋ৹ ǀǡǽǇǡΑǋȍȐǡȗƷ৹ǋ৹ǷȚǽΑǡ৹ȐȊƲΝǡ৹Ȋǋȍ৹ǱƲ৹ǇǡǇƲȗȗǡǁƲल৹eǷ৹ȗǋȍΝǽ৹ layer rappresenta le relazioni che intercorrono tra gli ǋȐȐǋȍǡ৹ȚǶƲǷǡ৹ǶǽȐȗȍƲǷǇǽ৹ǡ৹Ǳǽȍǽ৹ȊǋȍǁǽȍȐǡल৹=ঌ৹ǡǷȗǋȍΑǋǷȗǽ৹ ǘȚƲȍǇƲ৹ƲǱ৹ǗȚȗȚȍǽळ৹ǷǽǷ৹ȐǽǱȗƲǷȗǽ৹ȊǋȍǁǞǌ৹Ȑǡ৹ǁȚȍƲ৹Ǉǡ৹ǁȍǋƲȍǋ৹ spazi per i cittadini di domani, ma anche grazie alla ǘȍƲǷǇǋ৹ΑƲȍǡǋȗƷ৹ǷƲȗȚȍƲǱǋ৹ǁǞǋ৹ΑǡǋǷǋ৹ǡǷȐǋȍǡȗƲ৹ƲǱ৹ȊȍǽȊȍǡǽ৹ ǡǷȗǋȍǷǽल৹Ǳ৹ǁǋǷȗȍǽळ৹ȊȚǷȗǽ৹Ǉǡ৹ǶƲȐȐǡǶƲ৹ǡǶȊǽȍȗƲǷΝƲ৹ǇǋǱ৹ ǘȍƲǷǇǋ৹ΑȚǽȗǽ৹ǁǋǷȗȍƲǱǋळ৹Ȑǡ৹ǡǷǁǽǷȗȍƲǷǽ৹ǡǷǗƲȗȗǡ৹ǇǡΑǋȍȐǋ৹ ȗȍƲǶǋ৹ǋ৹ȐȊǋǁǡǋ৹ΑǋǘǋȗƲǱǡळ৹ǇǡϥǋȍǋǷΝǡƲȗǋ৹ȗȍƲ৹Ǳǽȍǽ৹Ȋǋȍ৹ǗǽȍǶƲळ৹ ǇǡǶǋǷȐǡǽǷǋळ৹ȗǋǶȊǡ৹Ǉǡ৹ǁȍǋȐǁǡȗƲ৹ǋ৹ǱǡΑǋǱǱǽ৹Ǉǡ৹ȐǋǱΑƲȗǡǁǡȗƷळ৹ ǁǞǋ৹ȊǽȐȐǽǷǽ৹ȗȍƲȐǗǽȍǶƲȍȐǡ৹ǋ৹ǶǽǇǡϮǁƲȍǋ৹ǁǽȐȗƲǷȗǋǶǋǷȗǋ৹ ǁǽǷ৹ǡǱ৹ȊƲȐȐƲȍǋ৹ǇǋǱ৹ȗǋǶȊǽल৹ WȚǋȐȗǋ৹ǇǡϥǋȍǋǷΝǋ৹ȗȍƲ৹Ǳǋ৹ ǇǡΑǋȍȐǋ৹ȐȊǋǁǡǋ৹ƲȚȗǽǁȗǽǷǋ৹ȐǋǱǋΝǡǽǷƲȗǋ৹ǁǞǋ৹ǋǱǋǷǁǞǋȍǋǶǽ৹ Ȋǡȟ৹ƲΑƲǷȗǡळ৹ǇǋȍǡΑƲȗǋ৹ǇƲ৹ȚǷǽ৹ȐȗȚǇǡǽ৹ƲȊȊȍǽǗǽǷǇǡȗǽ৹ȐȚǱǱǋ৹ Ǳǽȍǽ৹ǁǽǷǇǡΝǡǽǷǡ৹Ǉǡ৹ȐΑǡǱȚȊȊǽळ৹ȊǽȐȐǽǷǽ৹ǋȐȐǋȍǋ৹ǷǽȗƲȗǋ৹ǷǋǱ৹ ǇǡȐǋǘǷǽ৹ƲȗȗȍƲΑǋȍȐǽ৹ǱƲ৹ΑƲȍǡƲΝǡǽǷǋ৹ǇǋǱ৹ȗȍƲȗȗǽल৹eǷ৹ȗȍƲȗȗǽ৹ Ȋǡȟ৹ȊǋȐǽ৹ǋ৹ǇǋǷȐǽ৹Ȋǋȍ৹ǡǇǋǷȗǡϮǁƲȍǋ৹ȚǷঌƲȍǋƲ৹Ȋǡȟ৹ȐǋǱΑƲȗǡǁƲ৹ e naturale, maggiormente concentrata nello spazio centrale parallelo alla gora, un tratto più leggero per ǡǷǇǡǁƲȍǋ৹ȚǷǽ৹ȐȊƲΝǡǽ৹Ȋǡȟ৹ǀƲȐȐǽ৹ǋ৹ǶǋǷǽ৹ȐǋǱΑƲȗǡǁǽल৹ /Ǳ৹ ȍǡȐȚǱȗƲȗǽ৹ϮǷƲǱǋ৹ǒ৹ǱƲ৹ȐǽǶǶƲ৹Ǉǡ৹ȌȚǋȐȗǡ৹ǇǡΑǋȍȐǡ৹ǗƲȗȗǽȍǡ৹ǁǞǋ৹ ƲȐȐȚǶǽǷǽ৹ǱƲ৹ǶǋǇǋȐǡǶƲ৹ǡǶȊǽȍȗƲǷΝƲ৹ȐǋǷΝƲ৹ȊȍǋΑƲǱǋȍǋ৹ ǱঌȚǷǽ৹ȐȚǱǱঌƲǱȗȍǽल CǽǷ৹ȊȚȂ৹ǋȐǡȐȗǋȍǋ৹ȚǷ৹ǁǽǷǁǋȗȗǽ৹Ǉǡ৹ȐǡǶǀǡǽȐǡ৹ȐǋǷΝƲ৹ǱƲ৹ ȍǋǱƲΝǡǽǷǋ৹ȗȍƲ৹ǇȚǋ৹ǋǷȗǡȗƷळ৹ȐǋǷΝƲ৹ǡǱ৹ǁǽǷȗƲȗȗǽ৹ȗȍƲ৹ǡǱ৹ǶǽǷǇǽ৹ ƲǷǡǶƲǱǋ৹ǋ৹ΑǋǘǋȗƲǱǋल Symbiosis Symbiosis

SYMBIOSIS 124 agriculturaltexture tramaagricola

SYMBIOSIS 125

SYMBIOSIS 126 agriculturaltexture ƲǷǡǶƲǱ৹ƲǷǇ৹ȊǱƲǷȗ৹ǋǷΑǡȍǽǷǶǋǷȗȐ tramaagricola ȐǗǋȍƲ৹ƲǷǡǶƲǱǋ৹ǋ৹ΑǋǘǋȗƲǱǋ

SYMBIOSIS 127

SYMBIOSIS 128 agriculturaltexture ƲǷǡǶƲǱ৹ƲǷǇ৹ȊǱƲǷȗ৹ǋǷΑǡȍǽǷǶǋǷȗȐ tramarelationsagricola ȐǗǋȍƲ৹ƲǷǡǶƲǱǋ৹ǋ৹ΑǋǘǋȗƲǱǋ relazioni

SYMBIOSIS 129

SYMBIOSIS 130

SYMBIOSIS 131 [ȗƲȍȗǡǷǘ৹ǗȍǽǶ৹ȗǞǡȐ৹ǡǇǋƲ৹ǽǗ৹ȐΘǶǀǡǽȐǡȐ৹ƲǷǇ৹ ǁǽǶȊǱǋǶǋǷȗƲȍǡȗΘ৹ǀǋȗΒǋǋǷ৹ȗǞǋ৹ǇǡϥǋȍǋǷȗ৹ΒǽȍǱǇȐळ৹ǡȗ৹ΒƲȐ৹ ȊǽȐȐǡǀǱǋ৹ȗǽ৹ǇǋϮǷǋ৹ΒǞƲȗ৹ǡȐ৹ȗǞǋ৹ȊȍǽǬǋǁȗ৹ǶƲȐȗǋȍȊǱƲǷल৹bǞǋ৹ initialneedtoconnectthenorthernandsouthernareas ǽǗ৹ȗǞǋ৹ȐƲǶǋ৹ǞƲǶǱǋȗ৹ǽǗ৹[ƲǷ৹%ǡȚȐȗǽ৹ǞƲȐ৹ǀǋǋǷ৹Ƕǋȗळ৹ƲȐ৹ ǁƲǷ৹ǀǋ৹ȐǋǋǷळ৹ǀΘ৹ǁǽǷǷǋǁȗǡǽǷȐ৹ǁǞƲȍƲǁȗǋȍǡȐǋǇ৹ǀΘ৹ȍǽΒȐ৹ǽǗ৹ treesemphasisingadirectionality,pushingtowardsthe ǁǋǷȗȍƲǱ৹ƲȍǋƲल৹$ǽǱǱǽΒǡǷǘ৹ȗǞǋ৹ǶǋȗǞǽǇǽǱǽǘΘ৹ǽǗ৹ǱƲǷǇȐǁƲȊǋ৹ ƲȍǁǞǡȗǋǁȗ৹BǡǁǞǋǱ৹ǋȐΑǡǘǷǋळ৹ǇǡϥǋȍǋǷȗ৹ȗǋΗȗȚȍǋȐ৹ǞƲΑǋ৹ǀǋǋǷ৹ ȍǋȐȊǋǁȗǋǇऴ৹ȚȍǀƲǷ৹ƲǷǇ৹ƲǘȍǡǁȚǱȗȚȍƲǱल৹/Ƿ৹ǗƲǁȗळ৹ȗǞǋ৹ǽȍǡǘǡǷƲǱ৹ ǀǽȚǷǇƲȍΘ৹ǽǗ৹ȗǞǋ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ϮǋǱǇȐ৹ȗǽΒƲȍǇȐ৹ȗǞǋ৹ǋǷǇȐ৹ǽǗ৹ ȗǞǋ৹ǇǡȐȗȍǡǁȗ৹ǡȐ৹ȐȗǡǱǱ৹ȍǋǁǽǘǷǡȐƲǀǱǋ৹ǡǷ৹ȗǞǋ৹ǶƲȐȗǋȍȊǱƲǷ৹ǇǋȐǡǘǷल৹ ȗ৹ȗǞǋ৹ϮǷƲǱ৹ȊǽǡǷȗ৹ǽǗ৹ȗǞǋ৹ȊƲȍǯळ৹ȗǞǋȍǋ৹Ʋȍǋ৹ȗǞǋ৹ȗΒǽ৹ǋǷǇȐ৹ ǽǗ৹ȗǞǋ৹ǀȚǡǱǇǡǷǘ৹ΒǞǡǁǞळ৹ȊǱƲǁǋǇ৹ǋǷǇ৹ȗǽ৹ǋǷǇळ৹Βǽȍǯ৹ƲȐ৹ȗǞǋ৹ ǡǷǡȗǡƲǱ৹ƲǷǇ৹ϮǷƲǱ৹ȊǽǡǷȗȐ৹ǽǗ৹Ʋ৹ȗȍȚǋ৹ǡǷǗȍƲȐȗȍȚǁȗȚȍǋ৹ȗǞƲȗ৹ǡȐ৹ ƲǱΒƲΘȐ৹ǽȊǋǷ৹ƲǷǇ৹ƲǁǁǋȐȐǡǀǱǋळ৹ƲǱǱǽΒǡǷǘ৹Ǘǽȍ৹ǷǽȍȗǞॺȐǽȚȗǞ৹ ȊƲȐȐƲǘǋ৹ƲǷǇ৹Αǡǁǋ৹ΑǋȍȐƲल৹৹ Ȑ৹ȗǞǋ৹[ƲǷ৹%ǡȚȐȗǽ৹ǇǡȐȗȍǡǁȗ৹ǡȐ৹Ʋ৹ȊƲȍȗ৹ǽǗ৹UȍƲȗǽ৹ȚǷǇǋȍ৹ ȗǞǋ৹ǡǷȗǋȍǋȐȗ৹ǽǗ৹ȗǞǋ৹ƲǁȗǡǽǷ৹ȊǱƲǷ৹Ǘǽȍ৹উUȍƲȗǽ৹ࡳࡱࡶࡱঊळ৹ȗǞǋ৹ ǘȚǡǇǋǱǡǷǋȐ৹Ǘǽȍ৹ȚȍǀƲǷ৹ǗǽȍǋȐȗƲȗǡǽǷ৹ƲǷǇ৹ǡǶȊȍǽΑǋǶǋǷȗ৹ ǽǗ৹ȗǞǋ৹ǷƲȗȚȍƲǱ৹ȊƲȍȗ৹ǽǗ৹ȗǞǋ৹ǁǡȗΘ৹ǁǋǷȗȍǋ৹ƲǷǇ৹ǡǷǞƲǀǡȗǋǇ৹ ƲȍǋƲȐ৹ǞƲΑǋ৹ǀǋǋǷ৹ǗǽǱǱǽΒǋǇळ৹ƲȐ৹ǗƲȍ৹ƲȐ৹ȗǞǋ৹ȊȍǽǬǋǁȗ৹ǽǗ৹ȗǞǋ৹ naturalistic part of the masterplan is concerned, in ǽȍǇǋȍ৹ȗǽ৹ȍǋǶƲǡǷ৹ǁǽǞǋȍǋǷȗ৹ΒǡȗǞ৹ȗǞǋ৹ǗȚȗȚȍǋ৹ǇǋΑǋǱǽȊǶǋǷȗ৹ ȊǱƲǷ৹ǽǗ৹ȗǞǋ৹ǁǡȗΘल৹/ȗ৹ǡȐ৹ƲǱȐǽ৹Ǘǽȍ৹ȗǞǡȐ৹ȍǋƲȐǽǷळ৹ǡǷ৹ǱǡǷǋ৹ΒǡȗǞ৹ȗǞǋ৹ guidelines of the Prato agenda, that it was decided to ǁǱǋƲȍ৹ȗǞǋ৹ǶǡǱǱȊǽǷǇ৹ƲǷǇ৹ǀȍǡǷǘ৹ȗǞǋ৹ΒƲȗǋȍǁǽȚȍȐǋ৹ǀƲǁǯ৹ǡǷȗǽ৹ ΑǡǋΒ৹Ȑǽ৹ȗǞƲȗ৹ǡȗ৹ǁƲǷ৹ǀǋǁǽǶǋ৹ƲǷ৹ǋǱǋǶǋǷȗ৹ǽǗ৹ǋǷȍǡǁǞǶǋǷȗ৹ ǽǗ৹ȗǞǋ৹ȊȍǽǬǋǁȗ৹ǡǷ৹ǶƲǷΘ৹ΒƲΘȐऴ৹ǽǷ৹ȗǞǋ৹ǽǷǋ৹ǞƲǷǇ৹ǀȍǡǷǘǡǷǘ৹ ǡȗ৹ǀƲǁǯ৹ȗǽ৹ǡȗȐ৹ǷƲȗȚȍƲǱ৹ǁǽǷϮǘȚȍƲȗǡǽǷ৹ƲǷǇ৹ǽǷ৹ȗǞǋ৹ǽȗǞǋȍ৹ ǽϥǋȍǡǷǘ৹ȗǞǋ৹ȊǽȐȐǡǀǡǱǡȗΘ৹ǽǗ৹ǁȍǋƲȗǡǷǘ৹Ʋ৹ǘȍǋƲȗǋȍ৹ǋΗǁǞƲǷǘǋ৹ǽǗ৹ ǀǡǽǇǡΑǋȍȐǡȗΘल৹ UƲȍȗǋǷǇǽ৹ǇƲ৹ȌȚǋȐȗƲ৹ǡǇǋƲ৹Ǉǡ৹ȐǡǶǀǡǽȐǡ৹ǋ৹Ǉǡ৹ǁǽǶȊǱǋǶǋǷȗƲȍǡȗƷ৹ ȗȍƲ৹ǡ৹ǇǡΑǋȍȐǡ৹ǶǽǷǇǡळ৹ǒ৹ȐȗƲȗǽ৹ȊǽȐȐǡǀǡǱǋ৹ǇǋϮǷǡȍǋ৹ȌȚǋǱǱǽ৹ ǁǞǋ৹ǒ৹ǡǱ৹ǶƲȐȗǋȍȊǱƲǷ৹Ǉǡ৹Ȋȍǽǘǋȗȗǽल৹=Ʋ৹ǷǋǁǋȐȐǡȗƷ৹ǡǷǡΝǡƲǱǋ৹ dicollegareleareenordesuddellamedesimafrazione Ǉǡ৹[ƲǷ৹%ǡȚȐȗǽ৹ǒ৹ȐȗƲȗƲ৹ȐǽǇǇǡȐǗƲȗȗƲळ৹ǁǽǶǋ৹ΑǡȐǡǀǡǱǋळ৹ǘȍƲΝǡǋ৹ Ʋ৹ǇǋǱǱǋ৹ǁǽǷǷǋȐȐǡǽǷǡ৹ǁƲȍƲȗȗǋȍǡΝΝƲȗǋ৹ǇƲ৹ϮǱƲȍǡ৹ƲǱǀǋȍƲȗǡ৹ǁǞǋ৹ ǋǷǗƲȗǡΝΝƲǷǽ৹ȚǷƲ৹ǇǡȍǋΝǡǽǷƲǱǡȗƷळ৹ȐȊǡǷǘǋǷǇǽ৹ΑǋȍȐǽ৹ǱঌƲȍǋƲ৹ ǁǋǷȗȍƲǱǋल৹ [ǋǘȚǋǷǇǽ৹ǱƲ৹ǶǋȗǽǇǽǱǽǘǡƲ৹ǇǋǱ৹ȊƲǋȐƲǘǘǡȐȗƲ৹ BǡǁǞǋǱ৹ǋȐΑǡǘǷǋळ৹ȐǽǷǽ৹ȐȗƲȗǋ৹ȍǡȐȊǋȗȗƲȗǋ৹Ǳǋ৹ǇǡΑǋȍȐǋ৹ȗȍƲǶǋऴ৹ ȚȍǀƲǷǋ৹ǋ৹ƲǘȍǡǁǽǱƲल৹CǋǱ৹ǇǡȐǋǘǷǽ৹ǇǋǱ৹ǶƲȐȗǋȍȊǱƲǷळ৹ǡǷǗƲȗȗǡळ৹ ȍǡǶƲǷǋ৹ƲǷǁǽȍƲ৹ȍǡǁǽǷǽȐǁǡǀǡǱǋ৹ǡǱ৹ǁǽǷϮǷǋ৹ǽȍǡǘǡǷƲǱǋ৹Ǉǋǡ৹ ǁƲǶȊǡ৹ƲǘȍǡǁǽǱǡ৹ΑǋȍȐǽ৹Ǳǋ৹ǋȐȗȍǋǶǡȗƷ৹ǇǋǱ৹ȌȚƲȍȗǡǋȍǋल৹ CǋǱ৹ ȊȚǷȗǽ৹ϮǷƲǱǋ৹ǇǋǱ৹ȊƲȍǁǽळ৹Αǡ৹ȐǽǷǽ৹ǡ৹ǇȚǋ৹ǋȐȗȍǋǶǡ৹ǇǋǱǱঌǋǇǡϮǁǡǽ৹ ǁǞǋळ৹ǶǋȐȐǡ৹Ǉǡ৹ȗǋȐȗƲळ৹ǱƲΑǽȍƲǷǽ৹ǁǽǶǋ৹ȊȚǷȗǽ৹ǡǷǡΝǡƲǱǋ৹ǋ৹ ϮǷƲǱǋ৹Ǉǡ৹ȚǷƲ৹ΑǋȍƲ৹ǋ৹ȊȍǽȊȍǡƲ৹ǡǷǗȍƲȐȗȍȚȗȗȚȍƲ৹ȐǋǶȊȍǋ৹ ƲȊǋȍȗƲ৹ǋ৹ƲǁǁǋȐȐǡǀǡǱǋ৹ǁǞǋ৹ȊȍǋǶǋȗȗǋ৹ǡǱ৹ȊƲȐȐƲǘǘǡǽ৹ǷǽȍǇॺȐȚǇ৹ ǋ৹ΑǡǁǋΑǋȍȐƲल৹৹ ȐȐǋǷǇǽ৹ǡǱ৹ȌȚƲȍȗǡǋȍǋ৹Ǉǡ৹[ƲǷ৹%ǡȚȐȗǽ৹ȚǷƲ৹ȊƲȍȗǋ৹Ǉǡ৹UȍƲȗǽ৹ Ȑǽȗȗǽ৹ǱঌǡǷȗǋȍǋȐȐǋ৹ǇǋǱǱঌƲǁȗǡǽǷ৹ȊǱƲǷ৹Ȋǋȍ৹উUȍƲȗǽ৹ࡳࡱࡶࡱঊ৹ȐǽǷǽ৹ ȐȗƲȗǋ৹ȐǋǘȚǡȗǋळ৹Ȋǋȍ৹ȌȚƲǷȗǽ৹ȍǡǘȚƲȍǇƲ৹ǡǱ৹Ȋȍǽǘǋȗȗǽ৹ǇǋǱǱƲ৹ȊƲȍȗǋ৹ ǷƲȗȚȍƲǱǡȐȗǡǁƲ৹ǇǋǱ৹ǶƲȐȗǋȍȊǱƲǷळ৹ȌȚǋǱǱǋ৹ǁǞǋ৹ȐǽǷǽ৹Ǳǋ৹ǱǡǷǋǋ৹ ǘȚǡǇƲ৹Ȋǋȍ৹ǱƲ৹ǗǽȍǋȐȗƲΝǡǽǷǋ৹ȚȍǀƲǷƲ৹ǋ৹Ȋǋȍ৹ǡǱ৹ǶǡǘǱǡǽȍƲǶǋǷȗǽ৹ ǇƲǱǱƲ৹ȊƲȍȗǋ৹ǷƲȗȚȍƲǱǋ৹ǇǋǱ৹ǁǋǷȗȍǽ৹ǁǡȗȗƷ৹ǋ৹ǇǋǱǱǋ৹ΝǽǷǋ৹ƲǀǡȗƲȗǋळ৹ ǡǷ৹ǶǽǇǽ৹ǇƲ৹ȍǋȐȗƲȍǋ৹ǁǽǋȍǋǷȗǡ৹ǁǽǷ৹ǡǱ৹ȊǡƲǷǽ৹Ǉǡ৹ȐΑǡǱȚȊȊǽ৹ ǗȚȗȚȍǽ৹ǇǋǱǱƲ৹ǁǡȗȗƷल৹ !৹ȐǋǶȊȍǋ৹Ȋǋȍ৹ȌȚǋȐȗǽ৹ǶǽȗǡΑǽळ৹ allineandociconlelineeguidadell’agendadiPratocheè ȐȗƲȗǽ৹ȐǁǋǱȗǽ৹ƲǷǁǞǋ৹Ǉǡ৹ȐȗǽǶǀƲȍǋ৹ǱƲ৹ǘǽȍƲ৹ǋ৹ȍǡȊǽȍȗƲȍǋ৹Ʋ৹ΑǡȐȗƲ৹ ǡǱ৹ǁǽȍȐǽ৹ǇঌƲǁȌȚƲ৹ƲϨǷǁǞǌ৹ȊǽȐȐƲ৹ǇǡΑǋǷȗƲȍǋ৹ȚǷ৹ǋǱǋǶǋǷȗǽ৹ di arricchimento del progetto sotto molteplici aspetti: ȍǡȊǽȍȗƲǷǇǽǱǽ৹ǇƲ৹ȚǷ৹ǱƲȗǽ৹ƲǱǱƲ৹ȐȚƲ৹ǷƲȗȚȍƲǱǋ৹ǁǽǷϮǘȚȍƲΝǡǽǷǋ৹ ǋ৹ǽϥȍǋǷǇǽ৹ǇƲǱǱঌƲǱȗȍǽ৹ǱƲ৹ȊǽȐȐǡǀǡǱǡȗƷ৹Ǉǡ৹ǁȍǋƲȍǋ৹ȚǷ৹ǶƲǘǘǡǽȍǋ৹ ȐǁƲǶǀǡǽ৹Ǉǡ৹ǀǡǽǇǡΑǋȍȐǡȗƷल৹ Themasterplan Ilmasterplan

SYMBIOSIS 132

SYMBIOSIS 133

SYMBIOSIS 134

SYMBIOSIS 135 ৹ϮȍȐȗ৹ȐǡǘǷǡϮǁƲǷȗ৹ΑǡǋΒ৹ǽǗ৹ȗǞǋ৹ȊȍǽǬǋǁȗ৹ƲȐ৹Ʋ৹ΒǞǽǱǋ৹ǁƲǷ৹ǀǋ৹ ǞƲǇ৹ȗǞȍǽȚǘǞ৹ȗǞǋ৹ƲΗǽǷǽǶǋȗȍΘऴ৹Ʋ৹ȐΘǷȗǞǋȐǡȐ৹ǽǗ৹ȗǞǋ৹ǇǡϥǋȍǋǷȗ৹ ǁǽǷǁǋȊȗȐ৹ȗǞƲǷǯȐ৹ȗǽ৹ȗǞǋ৹ȐȚǀǇǡΑǡȐǡǽǷ৹ƲǷǇ৹ȐǋȊƲȍƲȗǋ৹ƲǷƲǱΘȐǡȐ৹ ǽǗ৹ΑƲȍǡǽȚȐ৹ǋǱǋǶǋǷȗȐ৹ȗǞƲȗ৹ǁǞƲȍƲǁȗǋȍǡȐǋ৹ȗǞǋ৹ȊȍǽǬǋǁȗल৹ȗ৹ ȗǞǋ৹ǀƲȐǋ৹ǽǗ৹ǋΑǋȍΘȗǞǡǷǘ৹ǡȐ৹ȗǞǋ৹ǷƲȗȚȍƲǱ৹ǋǱǋǶǋǷȗळ৹ΒǞǡǁǞ৹ ȍǋƲǁǞǋȐ৹ǡȗȐ৹ǶƲΗǡǶȚǶ৹ǋΗȊȍǋȐȐǡǽǷ৹ǡǷ৹ȗǞǋ৹ǁǋǷȗȍƲǱ৹ȊƲȍȗल৹৹ ǷƲȗȚȍƲǱ৹ǋǷΑǡȍǽǷǶǋǷȗ৹ȗǞƲȗ৹ǇǡƲǱǽǘȚǋȐ৹ƲǷǇ৹ǶƲǷǡǗǋȐȗȐ৹ǡȗȐǋǱǗ৹ ǇǡϥǋȍǋǷȗǱΘ৹ǇǋȊǋǷǇǡǷǘ৹ǽǷ৹ȗǞǋ৹ƲȍǋƲ৹ǡǷ৹ΒǞǡǁǞ৹ǡȗ৹ǡȐ৹ǱǽǁƲȗǋǇल৹ sǋ৹ȗǞȚȐ৹ǞƲΑǋ৹Ʋ৹ǇǡϥǋȍǋǷȗǡƲȗǡǽǷ৹ǽǗ৹ǘȍǋǋǷǋȍΘ৹ȗǞƲȗ৹ǁȍǋƲȗǋȐ৹ ǇǡϥǋȍǋǷȗ৹ȐǁǋǷƲȍǡǽȐऴ৹ΒǡǱǇǋȍ৹ƲǷǇ৹ȚǷǁǽǷȗȍǽǱǱǋǇ৹ȐȊƲǁǋȐ৹ ƲǱǽǷǘ৹ȗǞǋ৹ǶǡǱǱȊǽǷǇळ৹ƲǷ৹ǡǷȗǋȍǷƲǱ৹ǘȍǋǋǷ৹ȐȌȚƲȍǋळ৹ǀȍƲǁǯǋȗȐ৹ ofhighgreeneryasascreen,educationalorchards,play ƲȍǋƲȐ৹ΒǡȗǞ৹ǱǽΒ৹ΑǋǘǋȗƲȗǡǽǷळ৹ȚȍǀƲǷ৹ǘƲȍǇǋǷȐळ৹Ʋ৹ǱƲǀΘȍǡǷȗǞ৹ǽǗ৹ perennials,onewithseasonalplants,aprotectedspace Ǘǽȍ৹ΘǽȚǷǘ৹ǁǞǡǱǇȍǋǷ৹ƲǷǇ৹ǽȗǞǋȍȐल HǷ৹ȗǞǡȐ৹ǷƲȗȚȍƲǱ৹ǀƲȐǋ৹ǡȐ৹ǘȍƲǗȗǋǇ৹Ʋ৹ȐǋǁǽǷǇ৹ǱǋΑǋǱळ৹ȗǞǋ৹ǀȚǡǱȗॺ ȚȊ৹ȐǁǞǽǽǱ৹ǱǋΑǋǱल৹bǞǋ৹ǀȚǡǱǇǡǷǘ৹ǁƲǷ৹ƲǁǁǽǶǶǽǇƲȗǋ৹ȚȊ৹ȗǽ৹ four hundred children: eighty for the kindergarten, twohundredfortheprimaryschoolandonehundred ƲǷǇ৹ȗΒǋǷȗΘ৹Ǘǽȍ৹ȗǞǋ৹ȐǋǁǽǷǇƲȍΘ৹ȐǁǞǽǽǱल৹ bǞǋ৹ȐȊƲȗǡƲǱ৹ ȐȚǀǇǡΑǡȐǡǽǷ৹ǽǗ৹ȗǞǋȐǋ৹ȗǞȍǋǋ৹ȐǁǞǽǽǱȐ৹ǡȐ৹ǶƲȍǯǋǇ৹ǀΘ৹ȗǞǋ৹ ǶǽȍȊǞǽǱǽǘΘ৹ǽǗ৹ȗǞǋ৹ǱƲǷǇ৹ƲǷǇ৹ȗǞǋ৹ǇǡΑǡȐǡǽǷȐ৹ǽǗ৹ȗǞǋ৹ ƲǘȍǡǁȚǱȗȚȍƲǱ৹ȊǱǽȗȐल৹$ȍǽǶ৹Ʋ৹ȊȚȍǋǱΘ৹ǗȚǷǁȗǡǽǷƲǱ৹ȊǽǡǷȗ৹ǽǗ৹ ΑǡǋΒळ৹ȗǞǋ৹ǀȚǡǱǇǡǷǘ৹ƲȐ৹Ʋ৹ΒǞǽǱǋ৹ǞǽȚȐǋȐ৹ǀǽȗǞ৹ȐȊƲǁǋȐ৹Ǘǽȍ৹ȗǞǋ৹ ǶƲǡǷȗǋǷƲǷǁǋ৹ǽǗ৹ȗǞǋ৹ȐȚȍȍǽȚǷǇǡǷǘ৹ƲǘȍǡǁȚǱȗȚȍƲǱ৹ϮǋǱǇȐ৹ƲǷǇ৹ ƲǱǱ৹ȗǞǋ৹ǗȚǷǁȗǡǽǷȐ৹ǷǋǁǋȐȐƲȍΘ৹Ǘǽȍ৹ȗǞǋ৹ǱǡǗǋ৹ǽǗ৹ǋƲǁǞ৹ǡǷǇǡΑǡǇȚƲǱ৹ ȐǁǞǽǽǱळ৹ǶƲǷƲǘǡǷǘ৹ȗǽ৹Ƕǋǋȗ৹ȗǞǋ৹ǷǋǋǇȐ৹ǽǗ৹ǋƲǁǞ৹Ʋǘǋ৹ǘȍǽȚȊल৹ /Ƿ৹ǱǡǷǋ৹ΒǡȗǞ৹ƲǷ৹/C/X৹ȊȍǽȊǽȐƲǱ৹Ǘǽȍ৹“Educational [ȊƲǁǋȐ৹ࡲਭࡵঊ,thekindergartenhas:aroomforteachers, ǁǞƲǷǘǡǷǘ৹ȍǽǽǶȐ৹Ǘǽȍ৹ǁǞǡǱǇȍǋǷळ৹ǀƲȗǞȍǽǽǶȐळ৹Ʋ৹ȊȍǽǬǋǁȗǡǽǷ৹ ȍǽǽǶळ৹Ʋ৹ǁƲǷȗǋǋǷळ৹ƲǘǽȍƷळ৹ǘȍǽȚȊळ৹ϱǋΗǡǀǱǋळ৹ǡǷǇǡΑǡǇȚƲǱळ৹ ǡǷǗǽȍǶƲǱ৹ƲǷǇ৹ȍǋǱƲȗǡǽǷȐǞǡȊ৹ȐȊƲǁǋȐल৹ eǷƲ৹ȊȍǡǶƲ৹ΑǡȐǡǽǷǋ৹ȐǡǘǷǡϮǁƲȗǡΑƲ৹ǇǋǱ৹Ȋȍǽǘǋȗȗǽ৹ǷǋǱ৹ ȐȚǽ৹ǡǷȐǡǋǶǋ৹Ȑǡ৹ȊȚȂ৹ƲΑǋȍǋ৹ƲȗȗȍƲΑǋȍȐǽ৹ǱঌƲȐȐǽǷǽǶǋȗȍǡƲऴ৹ ȐǡǷȗǋȐǡ৹Ǉǋǡ৹ǇǡΑǋȍȐǡ৹ǁǽǷǁǋȗȗǡ৹ǘȍƲΝǡǋ৹ƲǱǱƲ৹ȐȚǇǇǡΑǡȐǡǽǷǋ৹ǋǇ৹ ƲǱǱঌƲǷƲǱǡȐǡ৹ȐǋȊƲȍƲȗƲ৹Ǉǡ৹ǇǡΑǋȍȐǡ৹ǋǱǋǶǋǷȗǡ৹ǁǞǋ৹ǁƲȍƲȗȗǋȍǡΝΝƲǷǽ৹ ǡǱ৹Ȋȍǽǘǋȗȗǽल৹ǱǱƲ৹ǀƲȐǋ৹Ǉǡ৹ȗȚȗȗǽ৹ǒ৹ȊȍǋȐǋǷȗǋ৹ǱঌǋǱǋǶǋǷȗǽ৹ naturale, che raggiunge la sua massima espressione ǷǋǱǱƲ৹ȊƲȍȗǋ৹ǁǋǷȗȍƲǱǋल৹eǷ৹ƲǶǀǡǋǷȗǋ৹ǷƲȗȚȍƲǱǋ৹ǁǞǋ৹ǇǡƲǱǽǘƲ৹ ǋ৹Ȑǡ৹ǶƲǷǡǗǋȐȗƲ৹ǡǷ৹ǶƲǷǡǋȍƲ৹ǇǡϥǋȍǋǷȗǋ৹Ʋ৹ȐǋǁǽǷǇƲ৹ǇǋǱǱঌƲȍǋƲ৹ ǡǷ৹ǁȚǡ৹Ȑǡ৹ȗȍǽΑƲल৹ǀǀǡƲǶǽ৹ǁǽȐǧ৹ȚǷƲ৹ǇǡϥǋȍǋǷΝǡƲΝǡǽǷǋ৹ǇǋǱ৹ ΑǋȍǇǋ৹ǁǞǋ৹ǁȍǋƲ৹ȐǁǋǷƲȍǡ৹ǇǡΑǋȍȐǡ৹ȗȍƲ৹Ǳǽȍǽऴ৹ȐȊƲΝǡ৹Ȋǡȟ৹ȐǋǱΑƲȗǡǁǡ৹ ǋ৹ǡǷǁǽǷȗȍǽǱǱƲȗǡ৹ǱȚǷǘǽ৹ǱƲ৹ǘǽȍƲळ৹ȚǷƲ৹ȊǡƲΝΝƲ৹ΑǋȍǇǋ৹ǡǷȗǋȍǷƲळ৹ ȊƲȍǋǷȗǋȐǡ৹Ǉǡ৹ΑǋȍǇǋ৹ƲǱȗǽ৹ǁǽǶǋ৹ȐǁǞǋȍǶƲȗȚȍƲळ৹ǗȍȚȗȗǋȗǡ৹ ǇǡǇƲȗȗǡǁǡळ৹ȐȊƲΝǡ৹Ȋǋȍ৹ǡǱ৹ǘǡǽǁǽ৹ǁǽǷ৹ΑǋǘǋȗƲΝǡǽǷǋ৹ǀƲȐȐƲळ৹ǽȍȗǡ৹ ȚȍǀƲǷǡळ৹ȚǷ৹ǱƲǀǡȍǡǷȗǽ৹Ǉǡ৹ȊǡƲǷȗǋ৹ȊǋȍǋǷǷǡळ৹ȚǷǽ৹ǁǽǷ৹ȊǡƲǷȗǋ৹ ȐȗƲǘǡǽǷƲǱǡळ৹ȚǷǽ৹ȐȊƲΝǡǽ৹Ȋȍǽȗǋȗȗǽ৹Ȋǋȍ৹ǡ৹ǀƲǶǀǡǷǡ৹Ȋǡȟ৹ȊǡǁǁǽǱǡ৹ ǋ৹ƲǱȗȍǡ৹ƲǷǁǽȍƲल [Ț৹ȌȚǋȐȗƲ৹ǀƲȐǋ৹ǷƲȗȚȍƲǱǋ৹Ȑǡ৹ǡǷǷǋȐȗƲ৹ȚǷ৹ȐǋǁǽǷǇǽ৹ǱǡΑǋǱǱǽळ৹ ȌȚǋǱǱǽ৹ǋǇǡϮǁƲȗǽ৹ǇǋǱǱǋ৹ȐǁȚǽǱǋल৹ =ঌǋǇǡϮǁǡǽ৹ǒ৹ǡǷ৹ǘȍƲǇǽ৹ Ǉǡ৹ǽȐȊǡȗƲȍǋ৹ϮǷǽ৹Ʋ৹ȌȚƲȗȗȍǽǁǋǷȗǽ৹ȍƲǘƲΝΝǡऴ৹ǽȗȗƲǷȗƲ৹Ȋǋȍ৹ la scuola dell’infanzia, duecento per la primaria e ǁǋǷȗǽΑǋǷȗǡ৹Ȋǋȍ৹ǱƲ৹ȐǋǁǽǷǇƲȍǡƲ৹Ǉǡ৹ȊȍǡǶǽ৹ǘȍƲǇǽल৹ =Ʋ৹ ȐȚǇǇǡΑǡȐǡǽǷǋ৹ȐȊƲΝǡƲǱǋ৹Ǉǡ৹ȌȚǋȐȗǋ৹ȗȍǋ৹ȐǁȚǽǱǋ৹ǒ৹ȐǁƲǷǇǡȗƲ৹ ǇƲǱǱƲ৹ǶǽȍǗǽǱǽǘǡƲ৹ǇǋǱ৹ȗǋȍȍǋǷǽ৹ǋ৹ǇƲǱǱǋ৹ǇǡΑǡȐǡǽǷǡ৹ǇǋǘǱǡ৹ ƲȊȊǋΝΝƲǶǋǷȗǡ৹ƲǘȍǡǁǽǱǡल৹ƲǱ৹ȊȚǷȗǽ৹Ǉǡ৹ΑǡȐȗƲ৹ȊȍǋȗȗƲǶǋǷȗǋ৹ ǗȚǷΝǡǽǷƲǱǋळ৹ǱঌǋǇǡϮǁǡǽ৹ǷǋǱ৹ȐȚǽ৹ǁǽǶȊǱǋȐȐǽ৹ǽȐȊǡȗƲ৹ȐǡƲ৹ȐȊƲΝǡ৹ per la manutenzione dei campi agricoli circostanti, sia ȗȚȗȗǋ৹Ǳǋ৹ǗȚǷΝǡǽǷǡ৹ǷǋǁǋȐȐƲȍǡǋ৹Ȋǋȍ৹ǱƲ৹ΑǡȗƲ৹Ǉǡ৹ǽǘǷǡ৹ȐǡǷǘǽǱƲ৹ scuola,riuscendoasoddisfareesigenzeperognisingola ǗƲȐǁǡƲ৹Ǉǡ৹ǋȗƷल৹ ǱǱǡǷǋƲǷǇǽȐǡळ৹ǁǽǶǋ৹ǘǡƷ৹Ǉǋȗȗǽळ৹ƲǇ৹ȚǷƲ৹ȊȍǽȊǽȐȗƲ৹/C/X৹ Ȋǋȍ৹ǘǱǡ৹উ[ȊƲΝǡ৹ǇȚǁƲȗǡΑǡ৹ࡲਭࡵঊळ৹ǷǋǱǱƲ৹ȐǁȚǽǱƲ৹ǇঌǡǷǗƲǷΝǡƲ৹ sonopresenti:unastanzaperglieducatori,glispogliatoi Ȋǋȍ৹ǡ৹ǀƲǶǀǡǷǡळ৹ǡ৹ǀƲǘǷǡळ৹ȚǷƲ৹ȐƲǱƲ৹ȊȍǽǡǋΝǡǽǷǡळ৹ȚǷƲ৹ǶǋǷȐƲळ৹ Projectlayering [ȗȍƲȗǡϮǁƲΝǡǽǷǋ৹ǇǋǱ৹Ȋȍǽǘǋȗȗǽ

SYMBIOSIS 136 /Ƿ৹ȊȍǡǶƲȍΘ৹ȐǁǞǽǽǱऴ৹Ʋ৹ȍǽǽǶ৹Ǘǽȍ৹ǋǇȚǁƲȗǽȍȐळ৹ǀƲȗǞȍǽǽǶȐळ৹ƲǷ৹ ƲȚǇǡȗǽȍǡȚǶळ৹Ʋ৹ǁƲǷȗǋǋǷळ৹Ʋ৹ǱǡǀȍƲȍΘळ৹ƲǷ৹Ʋȍȗ৹ǱƲǀळ৹Ʋ৹ȗǋǁǞǷǽǱǽǘΘ৹ ǱƲǀळ৹Ʋ৹ǶȚȐǡǁ৹ǱƲǀळ৹ǘȍǽȚȊळ৹ϱǋΗǡǀǱǋळ৹ǡǷǇǡΑǡǇȚƲǱळ৹ǡǷǗǽȍǶƲǱ৹ ƲǷǇ৹ȍǋǱƲȗǡǽǷȐǞǡȊ৹ȐȊƲǁǋȐल৹ /Ƿ৹ȗǞǋ৹ȐǋǁǽǷǇƲȍΘ৹ȐǁǞǽǽǱऴ৹Ʋ৹ȍǽǽǶ৹Ǘǽȍ৹ǋǇȚǁƲȗǽȍȐळ৹ ǀƲȗǞȍǽǽǶȐळ৹ƲǷ৹ƲȚǇǡȗǽȍǡȚǶळ৹Ʋ৹ǱǡǀȍƲȍΘळ৹Ʋ৹ȍǋǱƲΗƲȗǡǽǷ৹ƲȍǋƲळ৹ an art workshop, a technology workshop, a music ΒǽȍǯȐǞǽȊळ৹ǘȍǽȚȊळ৹ϱǋΗǡǀǱǋळ৹ǡǷǇǡΑǡǇȚƲǱळ৹ǡǷǗǽȍǶƲǱ৹ƲǷǇ৹ ȍǋǱƲȗǡǽǷƲǱ৹ȐȊƲǁǋȐल৹bǞǋ৹ǇȍƲΒǡǷǘ৹ǞǡǘǞǱǡǘǞȗȐ৹ȗǞǋ৹ϱȚǡǇǡȗΘ৹ ΒǡȗǞ৹ΒǞǡǁǞ৹ȗǞǋ৹ǁǽǶǶǽǷ৹ȐȊƲǁǋȐ৹ǇǋΑǋǱǽȊऴ৹Ƿǽ৹ǱǽǷǘǋȍ৹Ʋ৹ ȐǡǶȊǱǋ৹ǁǽȍȍǡǇǽȍळ৹ǀȚȗ৹Ʋ৹ȐǋȌȚǋǷǁǋ৹ǽǗ৹ǋǶȊȗΘ৹ΑǽǱȚǶǋȐ৹ϮǱǱǋǇ৹ ΒǡȗǞ৹ȐǁǞǽǽǱ৹ǱǡǗǋल bǞǋ৹ǱƲȐȗ৹ǱǋΑǋǱळ৹Ƿǽȗ৹ǱǋƲȐȗळ৹ǡȐ৹ȍǋȊȍǋȐǋǷȗǋǇ৹ǋΗǁǱȚȐǡΑǋǱΘ৹ǀΘ৹ȗǞǋ৹ ȐǯǋǱǋȗǽǷ৹ǽǗ৹ȗǞǋ৹ǀȚǡǱǇǡǷǘल৹%ȚǡǇǋǇ৹ǀΘ৹ȗǞǋ৹ȊǋǇƲǘǽǘǡǁƲǱ৹ guidelinesonthechild’sgrowthpathinrelationtohis orherautonomyandgradualintroductionintosociety, ȗǞǋ৹ȊȍǽǬǋǁȗ৹ȍǋǁǽǘǷǡȐǋȐ৹ȗǞǋ৹ȐȗȍȚǁȗȚȍǋ৹ƲȐ৹Ʋ৹ȍǋƲǱ৹ǀƲȐǡȐ৹Ǘǽȍ৹ ǋȐȗƲǀǱǡȐǞǡǷǘ৹ȗǞǋ৹ƲΒƲȍǋǷǋȐȐ৹ǽǗ৹ȗǞǋ৹ȐǋǱǗल৹BƲǷǡǗǋȐȗǡǷǘ৹ȗǞǋ৹ ȐȗȍȚǁȗȚȍǋ৹ǽǗ৹ȗǞǋ৹ǀȚǡǱǇǡǷǘ৹ǡȐ৹ǡǷȗǋǷǇǋǇ৹ƲȐ৹Ʋ৹ǗȚȍȗǞǋȍ৹ǶǋƲǷȐ৹ of transmitting to the child a direct and practical ǯǷǽΒǱǋǇǘǋ৹ǽǗ৹ȗǞǋ৹ΒǽȍǱǇल৹ [ǡǶȊǱǋ৹ƲȍǁǞǡȗǋǁȗȚȍǋ৹ǡǷ৹ǡȗȐ৹ǱƲǷǘȚƲǘǋळ৹ΒǞǋȍǋ৹ȗǞǋ৹ȐȗȍȚǁȗȚȍǋ৹ ǡȐ৹ǱǋǗȗ৹ǋΗȊǽȐǋǇ৹ƲǷǇ৹ȗǞǋ৹ǀȚǡǱǇǡǷǘ৹ǡȐ৹ȐȗȍǡȊȊǋǇ৹ǽǗ৹ǋΗȗǋȍǷƲǱ৹ ǇǋǁǽȍƲȗǡǽǷȐल৹bǞǋ৹ΒǽǽǇǋǷ৹ȐȗȍȚǁȗȚȍǋ৹ȍǋǁƲǱǱȐ৹ȗǞǋ৹ǶƲȗǋȍǡƲǱȐ৹ of the earth and the linearity of an architecture in ΒǞǡǁǞ৹ǋΑǋȍΘǽǷǋ৹ǡȐ৹ȊǱƲǁǋǇ৹ǽǷ৹ȗǞǋ৹ȐƲǶǋ৹ǱǋΑǋǱव৹ǡȗ৹ǡȐ৹ǱǋǗȗ৹ǡǷ৹ ǋΑǡǇǋǷǁǋ৹ȗǽ৹ȐǞǽΒ৹ȗǞǋ৹ǋȐȐǋǷǁǋ৹ǽǗ৹ȗǞǡǷǘȐळ৹ȗǞǋ৹ȐǡǶȊǱǡǁǡȗΘ৹ ǽǗ৹ǽǀǬǋǁȗȐल৹Ȑ৹ȍǷǋȐȗǽ৹CƲȗǞƲǷ৹XǽǘǋȍȐ৹Βȍǽȗǋ৹ǡǷ৹ȗǞǋ৹ ǡȐȐȚǋ৹ǽǗ৹ǽǶȚȐ৹ࡳࡳࡱळ৹ȗǞǋ৹ǶǽǷǽǘȍƲȊǞǡǁ৹ȊȚǀǱǡǁƲȗǡǽǷ৹ ȊȚǀǱǡȐǞǋǇ৹ǡǷ৹:ȚǷǋ৹ࡲࡺࡵࡸ৹ǽǷ৹ȗǞǋ৹ȗǞǋǶǋ৹ǽǗ৹ǋǇȚǁƲȗǡǽǷƲǱ৹ architecture: ƲǘǽȍƷळ৹ȐȊƲΝǡ৹Ǉǡ৹ǘȍȚȊȊǽळ৹ϱǋȐȐǡǀǡǱǡळ৹ǡǷǇǡΑǡǇȚƲǱǡळ৹ǡǷǗǽȍǶƲǱǡ৹ ǋ৹Ȋǋȍ৹Ǳǋ৹ȍǋǱƲΝǡǽǷǡल৹ Nella scuola primaria: una stanza per gli educatori, i ǀƲǘǷǡळ৹ȚǷ৹ƲȚǇǡȗǽȍǡȚǶळ৹ȚǷƲ৹ǶǋǷȐƲळ৹ȚǷƲ৹ǀǡǀǱǡǽȗǋǁƲळ৹ȚǷ৹ ǱƲǀǽȍƲȗǽȍǡǽ৹Ǉǡ৹Ʋȍȗǋळ৹ȚǷǽ৹Ǉǡ৹ȗǋǁǷǽǱǽǘǡƲळ৹ȚǷǽ৹Ǉǡ৹ǶȚȐǡǁƲळ৹ ȐȊƲΝǡ৹Ǉǡ৹ǘȍȚȊȊǽळ৹ϱǋȐȐǡǀǡǱǡळ৹ǡǷǇǡΑǡǇȚƲǱǡळ৹ǡǷǗǽȍǶƲǱǡ৹ǋ৹Ȋǋȍ৹Ǳǋ৹ ȍǋǱƲΝǡǽǷǡल Nellascuolasecondariadiprimogrado:unastanzaper ǘǱǡ৹ǋǇȚǁƲȗǽȍǡळ৹ǡ৹ǀƲǘǷǡळ৹ȚǷ৹ƲȚǇǡȗǽȍǡȚǶळ৹ȚǷƲ৹ǀǡǀǱǡǽȗǋǁƲळ৹ ȚǷঌƲȍǋƲ৹ȍǋǱƲΗळ৹ȚǷ৹ǱƲǀǽȍƲȗǽȍǡǽ৹Ǉǡ৹Ʋȍȗǋळ৹ȚǷǽ৹Ǉǡ৹ȗǋǁǷǽǱǽǘǡƲळ৹ ȚǷǽ৹Ǉǡ৹ǶȚȐǡǁƲळ৹ȐȊƲΝǡ৹Ǉǡ৹ǘȍȚȊȊǽळ৹ϱǋȐȐǡǀǡǱǡळ৹ǡǷǇǡΑǡǇȚƲǱǡळ৹ ǡǷǗǽȍǶƲǱǡ৹ǋ৹Ȋǋȍ৹Ǳǋ৹ȍǋǱƲΝǡǽǷǡल৹ƲǱ৹ǇǡȐǋǘǷǽ৹ΑǡǋǷǋ৹ǶǋȐȐǽ৹ǡǷ৹ ȍǡȐƲǱȗǽ৹ǱƲ৹ϱȚǡǇǡȗƷ৹ǁǽǷ৹ǁȚǡ৹Ȑǡ৹ȐΑǡǱȚȊȊƲǷǽ৹ǘǱǡ৹ȐȊƲΝǡ৹ǁǽǶȚǷǡऴ৹ ǷǽǷ৹Ȋǡȟ৹ȚǷ৹ȐǋǶȊǱǡǁǋ৹ǁǽȍȍǡǇǽǡǽळ৹ǶƲ৹ȚǷƲ৹ȐǋȌȚǋǷΝƲ৹Ǉǡ৹ ΑǽǱȚǶǡ৹ΑȚǽȗǡ৹ȍǡǋǶȊǡȗǡ৹ǇƲǱǱƲ৹ΑǡȗƲ৹ȐǁǽǱƲȐȗǡǁƲल =ঌȚǱȗǡǶǽ৹ǱǡΑǋǱǱǽळ৹ǷǽǷ৹Ȋǋȍ৹ǡǶȊǽȍȗƲǷΝƲळ৹ǒ৹ȍƲȊȊȍǋȐǋǷȗƲȗǽ৹ ǋȐǁǱȚȐǡΑƲǶǋǷȗǋ৹ǇƲǱǱǽ৹ȐǁǞǋǱǋȗȍǽ৹ǇǋǱǱঌǋǇǡϮǁǡǽल৹ %ȚǡǇƲȗǡ৹ dalle linee guida pedagogiche sul percorso di crescita ǇǋǱ৹ǀƲǶǀǡǷǽ৹ǡǷ৹ȍǋǱƲΝǡǽǷǋ৹ƲǱǱƲ৹ȐȚƲ৹ƲȚȗǽǷǽǶǡƲ৹ǋ৹ƲǱǱƲ৹ ȊȍǽǘȍǋȐȐǡΑƲ৹ǡǷȗȍǽǇȚΝǡǽǷǋ৹ǷǋǱǱƲ৹ȐǽǁǡǋȗƷळ৹ǡǱ৹Ȋȍǽǘǋȗȗǽ৹ ȍǡǁǽǷǽȐǁǋ৹ǷǋǱǱƲ৹ȐȗȍȚȗȗȚȍƲ৹ȚǷƲ৹ΑǋȍƲ৹ǋ৹ȊȍǽȊȍǡƲ৹ǀƲȐǋ৹Ȋǋȍ৹ ǘǋȗȗƲȍǋ৹ǱƲ৹ȊȍǋȐƲ৹Ǉǡ৹ǁǽȐǁǡǋǷΝƲ৹ǇǋǱ৹ȊȍǽȊȍǡǽ৹ǡǽल৹BƲǷǡǗǋȐȗƲȍǋ৹ ǱƲ৹ȐȗȍȚȗȗȚȍƲ৹ǇǋǱǱঌǋǇǡϮǁǡǽ৹ΑȚǽǱǋ৹ǋȐȐǋȍǋ৹ȚǷ৹ȚǱȗǋȍǡǽȍǋ৹ǶǋΝΝǽ৹ Ȋǋȍ৹ȗȍƲȐǶǋȗȗǋȍǋ৹ƲǱ৹ǀƲǶǀǡǷǽ৹ȚǷƲ৹ǁǽǷǽȐǁǋǷΝƲ৹ǇǡȍǋȗȗƲ৹ǋ৹ ȊȍƲȗǡǁƲ৹ǇǋǱ৹ǶǽǷǇǽल৹ eǷঌƲȍǁǞǡȗǋȗȗȚȍƲ৹ȐǋǶȊǱǡǁǋ৹ǷǋǱ৹ǱǡǷǘȚƲǘǘǡǽ৹ǇǽΑǋ৹ǱƲ৹ ȐȗȍȚȗȗȚȍƲ৹ΑǡǋǷǋ৹ǱƲȐǁǡƲȗƲ৹Ʋ৹ΑǡȐȗƲ৹ǋ৹ǱঌǋǇǡϮǁǡǽ৹ΑǡǋǷǋ৹ȐȊǽǘǱǡƲȗǽ৹ Ǉǡ৹ǇǋǁǽȍƲΝǡǽǷǡ৹ǋȐȗǋȍǷǋल৹=Ʋ৹ȐȗȍȚȗȗȚȍƲ৹ǡǷ৹ǱǋǘǷǽ৹ȍǡǶƲǷǇƲ৹Ʋǡ৹ ǶƲȗǋȍǡƲǱǡ৹ǇǋǱǱƲ৹ȗǋȍȍƲ৹ǋǇ৹ƲǱǱƲ৹ǱǡǷǋƲȍǡȗƷ৹Ǉǡ৹ȚǷƲ৹ƲȍǁǞǡȗǋȗȗȚȍƲ৹ ǷǋǱǱƲ৹ȌȚƲǱǋ৹ȗȚȗȗǡ৹ȐǽǷǽ৹ǶǋȐȐǡ৹ȐȚǱǱǽ৹ȐȗǋȐȐǽ৹ǱǡΑǋǱǱǽव৹ΑǡǋǷǋ৹ ǱƲȐǁǡƲȗƲ৹ǡǷ৹ǋΑǡǇǋǷΝƲ৹Ʋ৹ǶǽȐȗȍƲȍǋ৹ǱঌǋȐȐǋǷΝƲ৹ǇǋǱǱǋ৹ǁǽȐǋळ৹ Layeroftheproject [ȗȍƲȗǡ৹ǇǋǱ৹Ȋȍǽǘǋȗȗǽ

SYMBIOSIS 137 Functional program Main access Main access connectionUrban entrance entrance entrance connectionUrban connection with the sports centre Secondary school spaces for maintenance spaces for maintenance !*+%(-' ,!*((&+ -",(*"-& **1 (SPVQ TQBDF nFYJCMF TQBDF (-' * !'(%( 1 *, -+" '"."-%+) *OGPSNBM TQBDF 2)(** ,"('+ 0"%+) Ϫ Ϫ Ϫ 2 2 2 2 (-,!*'-*')*$ (*,!*'-*')*$ &YJTUJOH BHSJDVMUVSBM mFMET XIFBU DVMUJWBUJPO &"%%)('',-* +1+,&"(,() / * /"%'++ *)*(-,"(' &YJTUJOH BHSJDVMUVSBM mFMET XIFBU DVMUJWBUJPO connecting infrastructure VFKRROVRFLHW\·V GHYLFH H[SRVHG PHWDO VWUXFWXUH FRYHUHG LQ SRO\FDUERQDWH H[SRVHG ZRRGHQ VWUXFWXUH ZLWK DOXPLQLXP FRYHULQJ Kindergarten !*+%(-' ,!*((&+ *(#,"('*((& (*3 (SPVQ TQBDF nFYJCMF TQBDF ',' !' "' *((&+ !*+%(-' ,!*((&+ -",(*"-& *1 (SPVQ TQBDF nFYJCMF TQBDF ',' !'(%( 1 *, -+" '"."- +) ĕ*OGPSNBM TQBDF )(** ,"('+ %0" +) *OGPSNBM TQBDF 2)(** ,"('+ Primary school 2 Ϫ Ϫ Ϫ 2 2 2 2

SYMBIOSIS 138 “In few cases, as in this theme of the school, does architecture present the closest adherence between form and content (...). The teacher’s word and the architect’s drawing collaborate equally in the formation of the young”. ǱƲ৹ȐǋǶȊǱǡǁǡȗƷ৹ǇǋǘǱǡ৹ǽǘǘǋȗȗǡल৹ǽǶǋ৹ȐǁȍǡΑǋ৹ȍǷǋȐȗǽ৹ Nathan Rogers nel numero di Domus 220, l’uscita ǶǽǷǽǘȍƲϮǁƲ৹ȊȚǀǀǱǡǁƲȗƲ৹ǷǋǱ৹ǘǡȚǘǷǽ৹ǇǋǱ৹ࡲࡺࡵࡸ৹ȐȚǱ৹ȗǋǶƲ৹ dell’architetturaeducatrice: “In pochi casi, come in questo tema della scuola, l’architetturapresentalapiùstrettaaderenzatraforma e contenuto (…). La parola dell’insegnante e il disegno dell’architetto collaborano ugualmente alla formazione delgiovane”. CȚǶǀǋȍ৹ǽǗ৹ȐȗȚǇǋǷȗȐ৹ǡǷ৹ȗǞǋ৹ȐǁǞǽǽǱ Kindergarten /ǷǗƲǷΝǡƲ Primaria [ǋǁǽǷǇƲȍǡƲ৹Ǉǡ৹ȊȍǡǶǽ৹ǘȍƲǇǽ UȍǡǶƲȍΘ৹[ǁǞǽǽǱ [ǋǁǽǷǇƲȍΘ৹[ǁǞǽǽǱ Numerodistudentinellascuola 80 200 120

SYMBIOSIS 139CǋΒ৹ȗǡǶǋȗƲǀǱǋ৹ȊȍǽȊǽȐƲǱ CȚǽΑƲ৹ȊȍǽȊǽȐȗƲ৹Ǉǡ৹ǽȍƲȍǡǽ

SYMBIOSIS 140

SYMBIOSIS 141

People trace a winding path for some reason, despite being able to walk straight it they wish. Speces are born out of the relationship between architecture and nonarchitectural elements, and the relationship with the people who perceive these. A building is no more than one of the many conditions that make up myriad thethingsenvironments.Theextenttowhicharchitectureandothercanberenderedequivalentisthekeytoexpandingpossibilitiesofarchitecture.

/ȐǞǡǘƲǶǡळ৹:ल৹ॠࡳࡱࡲࡲॡ৹ǷǽȗǞǋȍ৹[ǁƲǱǋ৹ǽǗ৹ȍǁǞǡȗǋǁȗȚȍǋल৹ <Θǽȗǽऴ৹[ǋǡǘǋǷȐǞƲल Le persone tracciano un percorso tortuoso per qualche motivo, nonostante siano in grado di camminare dritto se lo desiderano. Gli spazi nascono dal rapporto tra l’architettura e gli elementi non architettonici, e il rapporto con le persone che li percepiscono. Un ǡǝǷχǗǷȓॉȍȓȍॉǨॉǈȇȭȣȓॉǗǴǡॉȰȍǈॉǝǡȇȇǡॉȭǈȍȭǡॉǗȓȍǝǷ͛ǷȓȍǷॉǗǴǡॉ lal’architetturacompongonounamiriadediambienti.Lamisuraincuielealtrecosepuòessereresaequivalenteèchiaveperespanderelepossibilitàdell’architettura. /ȐǞǡǘƲǶǡळ৹:ल৹ॠࡳࡱࡲࡲॡ৹ǷǽȗǞǋȍ৹[ǁƲǱǋ৹ǽǗ৹ȍǁǞǡȗǋǁȗȚȍǋल৹ <Θǽȗǽऴ৹[ǋǡǘǋǷȐǞƲल Theplan Lapianta bǞǋ৹ǗǽȍǶȐ৹ƲǷǇ৹ǇǡȐȗȍǡǀȚȗǡǽǷ৹ǽǗ৹ȗǞǋ৹ƲȍǁǞǡȗǋǁȗȚȍƲǱ৹ ȐȊƲǁǋȐ৹ǞƲΑǋ৹ƲȍǡȐǋǷ৹ǀǽȗǞ৹ǗȍǽǶ৹ȗǞǋ৹ǇǋȐǡȍǋ৹ȗǽ৹ƲǁǁǽǶȊƲǷΘ৹ ȗǞǋ৹ǁǞǡǱǇ৹Ʋȗ৹ȗǞǋ৹ǶǽǶǋǷȗ৹ǽǗ৹ǋΑǽǱȚȗǡǽǷƲȍΘ৹ȗȍƲǷȐǡȗǡǽǷ৹ ǀǋȗΒǋǋǷ৹ǞǽǶǋ৹ǱǡǗǋळ৹Ʋ৹ȐȊƲǁǋ৹ǽǗ৹ǁǽǶǗǽȍȗ৹ƲǷǇ৹ȊȍǽȗǋǁȗǡǽǷ৹ ΒǡȗǞǡǷ৹Ʋ৹ǞǽǶǋळ৹ƲǷǇ৹ȊȚǀǱǡǁ৹ǱǡǗǋळ৹ƲǷǇ৹ǗȍǽǶ৹ȗǞǋ৹ǇǋȐǡȍǋ৹ȗǽ৹ ǶǋǇǡƲȗǋ৹ǀǋȗΒǋǋǷ৹ȗǞǋ৹ǀȚǡǱȗ৹ǋǷΑǡȍǽǷǶǋǷȗ৹ƲǷǇ৹ȗǞǋ৹ǷƲȗȚȍƲǱ৹ ǋǷΑǡȍǽǷǶǋǷȗल৹$ǽȍ৹ȗǞǡȐ৹ȍǋƲȐǽǷळ৹Ʋ৹ǀǱǽǁǯ৹ǽǗ৹ϱǋΗǡǀǱǋ৹ȐȊƲǁǋȐ৹ ǡǷǁȍǋƲȐǡǷǘǱΘ৹ȐǋǋǯȐळ৹ǀǋȗΒǋǋǷ৹ǯǡǷǇǋȍǘƲȍȗǋǷ৹ƲǷǇ৹ȐǋǁǽǷǇƲȍΘ৹ ȐǁǞǽǽǱळ৹ȗǽ৹ǀȍǋƲǯ৹ƲΒƲΘ৹ǗȍǽǶ৹ȗǞǋ৹ǁǡȍǁȚǱƲȍ৹ǀǽȚǷǇƲȍΘ৹ȍǡǷǘ৹ of the school and join, in total independence, the ǁǋǷȗȍƲǱ৹ǷƲȗȚȍƲǱ৹ȐȊǞǋȍǋल৹/Ƿ৹ȗǞǋ৹ȐȊƲǁǋȐ৹Ǘǽȍ৹ȊȍǋȐǁǞǽǽǱȐ৹ȗǞǋȍǋ৹ is, in fact, a semicircle that allows a dual relationship ΒǡȗǞ৹ȗǞǋ৹ǽȚȗȐǡǇǋ৹ΒǽȍǱǇऴ৹ΑǡȐȚƲǱ৹ΒǡȗǞ৹ȗǞǋ৹ǽǷǋ৹ȐǞƲȍǋǇ৹ ΒǡȗǞ৹ȗǞǋ৹ǽȗǞǋȍ৹ȐǁǞǽǽǱȐ৹ƲǷǇ৹ȊǞΘȐǡǁƲǱळ৹ƲǱΒƲΘȐ৹ƲǁǁǋȐȐǡǀǱǋळ৹ ΒǡȗǞ৹ȗǞǋ৹ǡǷǷǋȍ৹ǁǡȍǁȚǶȐǁȍǡǀǋǇ৹ƲǷǇ৹ȊȍǽȗǋǁȗǋǇ৹ǽǷǋल৹/Ƿ৹ ȗǞǋ৹ȊȍǡǶƲȍΘ৹ȐǁǞǽǽǱ৹ȗǞǋ৹ȐǡȗȚƲȗǡǽǷ৹ǁǞƲǷǘǋȐ৹ǀǋǁƲȚȐǋ৹ƲǷ৹ ǋǱǽǷǘƲȗǋǇ৹ΑǽǱȚǶǋ৹ǗǽǱǱǽΒǡǷǘ৹ȗǞǋ৹ȍƲǇǡƲǱ৹ȐǞƲȊǋ৹ǽǗ৹ȗǞǋ৹ circularcrownextendstowardsthegreenspaceoutside, ȊǋȍǶǡȗȗǡǷǘ৹ǁǽǷȐȗƲǷȗ৹ΑǡȐȚƲǱ৹ƲǷǇ৹ȊǞΘȐǡǁƲǱ৹ȊǋȍǶǋƲǀǡǱǡȗΘळ৹ ƲǱΒƲΘȐ৹ǡǷ৹ǁǽǷȗǡǷȚǡȗΘ৹ΒǡȗǞ৹ȗǞǋ৹ǡǷȐǡǇǋ৹ǽǗ৹ȗǞǋ৹ȐǁǞǽǽǱल৹/Ƿ৹ ȗǞǋ৹ȐǋǁǽǷǇƲȍΘ৹ȐǁǞǽǽǱळ৹ȗǞǋ৹ȐȗȍȚǁȗȚȍǋ৹ϮǷƲǱǱΘ৹ǶƲǷƲǘǋȐ৹ =ǋ৹ǗǽȍǶǋ৹ǋ৹ǱƲ৹ǇǡȐȗȍǡǀȚΝǡǽǷǋ৹ǇǋǘǱǡ৹ȐȊƲΝǡ৹ƲȍǁǞǡȗǋȗȗǽǷǡǁǡ৹ ȐǽǷǽ৹ǷƲȗǡ৹ȐǡƲ৹ǇƲǱǱƲ৹ΑǽǱǽǷȗƷ৹Ǉǡ৹ƲǁǁǽǶȊƲǘǷƲȍǋ৹ǡǱ৹ǀƲǶǀǡǷǽ৹ ǷǋǱ৹ǶǽǶǋǷȗǽ৹ǇǋǱ৹ȊƲȐȐƲǘǘǡǽ৹ǋΑǽǱȚȗǡΑǽ৹ȗȍƲ৹ΑǡȗƲ৹ǇǽǶǋȐȗǡǁƲळ৹ spaziodicomfortediprotezioneall’internodiunacasa, ǋ৹ΑǡȗƲ৹ȊȚǀǀǱǡǁƲ৹ȐǡƲ৹ǇƲǱǱƲ৹ΑǽǱǽǷȗƷ৹Ǉǡ৹ǶǋǇǡƲȍǋ৹ƲǶǀǡǋǷȗǋ৹ ǁǽȐȗȍȚǡȗǽ৹ǋ৹ƲǶǀǡǋǷȗǋ৹ǷƲȗȚȍƲǱǋल৹Uǋȍ৹ȌȚǋȐȗǽ৹ǶǽȗǡΑǽळ৹ȚǷ৹ ǀǱǽǁǁǽ৹Ǉǡ৹ȐȊƲΝǡ৹ϱǋȐȐǡǀǡǱǡ৹ǁǋȍǁƲ৹ȐǋǶȊȍǋ৹Ǉǡ৹Ȋǡȟळ৹ȗȍƲ৹ȐǁȚǽǱƲ৹ dell’infanzia e scuola secondaria di primo grado, di ȐȗƲǁǁƲȍȐǡ৹ǇƲǱǱƲ৹ǁǽȍǽǷƲ৹ǁǡȍǁǽǱƲȍǋ৹Ǉǡ৹ǁǽǷϮǷǋ৹ǇǋǱǱƲ৹ȐǁȚǽǱƲ৹ ed unirsi, in totale indipendenza, alla sfera naturale ǁǋǷȗȍƲǱǋल৹CǋǘǱǡ৹ȐȊƲΝǡ৹Ȋǋȍ৹ǱঌǡǷǗƲǷΝǡƲ৹ǒ৹ȊȍǋȐǋǷȗǋळ৹ǡǷǗƲȗȗǡळ৹ ȚǷ৹ȐǋǶǡǁǋȍǁǞǡǽ৹ǁǞǋ৹ȊǋȍǶǋȗȗǋ৹Ǉǡ৹ƲΑǋȍǋ৹ȚǷƲ৹ǇȚȊǱǡǁǋ৹ ȍǋǱƲΝǡǽǷǋ৹ǁǽǷ৹ǱঌǋȐȗǋȍǷǽऴ৹ΑǡȐǡΑǽ৹ǁǽǷ৹ȌȚǋǱǱǽ৹ǁǽǷǇǡΑǡȐǽ৹ǁǽǷ৹ Ǳǋ৹ƲǱȗȍǋ৹ȐǁȚǽǱǋ৹ǋ৹ϮȐǡǁǽळ৹ȐǋǶȊȍǋ৹ƲǁǁǋȐȐǡǀǡǱǋळ৹ǁǽǷ৹ȌȚǋǱǱǽ৹ ǡǷȗǋȍǷǽ৹ǁǡȍǁǽȐǁȍǡȗȗǽ৹ǋ৹Ȋȍǽȗǋȗȗǽल৹CǋǱǱƲ৹ȐǁȚǽǱƲ৹ȊȍǡǶƲȍǡƲ৹ǱƲ৹ ȐǡȗȚƲΝǡǽǷǋ৹ǁƲǶǀǡƲ৹ȊǋȍǁǞǌ৹ȚǷƲ৹ΑǽǱȚǶǋȗȍǡƲ৹ƲǱǱȚǷǘƲȗƲ৹ǁǞǋ৹ ȐǋǘȚǋ৹ǱƲ৹ȍƲǇǡƲǱǡȗƷ৹ǇǋǱǱƲ৹ǁǽȍǽǷƲ৹ǁǡȍǁǽǱƲȍǋळ৹Ȑǡ৹ȊȍǽȗȍƲǋ৹ΑǋȍȐǽ৹ Ǳǽ৹ȐȊƲΝǡǽ৹ΑǋȍǇǋ৹ǋȐȗǋȍǷǽ৹ȊǋȍǶǋȗȗǋǷǇǽǷǋ৹ȚǷƲ৹ǁǽȐȗƲǷȗǋ৹ ȊǋȍǶǋƲǀǡǱǡȗƷ৹ΑǡȐǡΑƲ৹ǋ৹ϮȐǡǁƲ৹ȐǋǶȊȍǋ৹ǡǷ৹ǁǽǷȗǡǷȚǡȗƷ৹ǁǽǷ৹ ǱঌǡǷȗǋȍǷǽ৹ǇǋǱǱƲ৹ȐǁȚǽǱƲल৹/Ƿ৹ȌȚǋǱǱƲ৹ȐǋǁǽǷǇƲȍǡƲ৹Ǉǡ৹ȊȍǡǶǽ৹ ǘȍƲǇǽळ৹ϮǷƲǱǶǋǷȗǋळ৹ǱƲ৹ȐȗȍȚȗȗȚȍƲ৹ȍǡǋȐǁǋ৹ƲǇ৹ǽȗȗǋǷǋȍǋ৹ǱƲ৹

SYMBIOSIS 142 ȗǽ৹ǽǀȗƲǡǷ৹ǡȗȐ৹ǽΒǷ৹ǡǷǇǋȊǋǷǇǋǷǁǋ৹ǗȍǽǶ৹ȗǞǋ৹ǀǽȚǷǇƲȍΘळ৹ identifying a sheltered space for teaching that is ǁǽǶȊǱǋȗǋǱΘ৹ƲȚȗǽǷǽǶǽȚȐ৹ƲǷǇ৹ǡǶǶǋȍȐǋǇ৹ǡǷ৹ǘȍǋǋǷǋȍΘल৹ sǡȗǞ৹ȗǞǡȐ৹ǘȍƲǇȚƲǱ৹ǁǞƲǷǘǋळ৹ȗǋƲǁǞǡǷǘ৹ǡȐ৹ƲǀǱǋ৹ȗǽ৹ǇǋΑǋǱǽȊ৹ƲǷ৹ ǡǷǁȍǋƲȐǡǷǘǱΘ৹ǡǶǶǋȍȐǡΑǋ৹ȍǋǱƲȗǡǽǷȐǞǡȊ৹ΒǡȗǞ৹ǷƲȗȚȍǋल৹ A new school for Prato where the landscape takes ǽǷ৹Ʋ৹ǗȚǷǇƲǶǋǷȗƲǱ৹ȍǽǱǋऴ৹ȗǞǋ৹ǋΗȗǋȍǷƲǱ৹ƲǷǇ৹ȗǞǋ৹ǡǷȗǋȍǷƲǱल৹ ǇǋȌȚƲȗǋ৹ǋǇȚǁƲȗǡǽǷळ৹ǡǷ৹ǗƲǁȗळ৹ǇǽǋȐ৹Ƿǽȗ৹ƲȍǡȐǋ৹ǽǷǱΘ৹ ǗȍǽǶ৹ȗǞǋ৹ȗǋƲǁǞǡǷǘȐ৹ȊȍǽΑǡǇǋǇ৹ǡǷȐǡǇǋ৹ȗǞǋ৹ȗȍƲǇǡȗǡǽǷƲǱ৹ ǁǱƲȐȐȍǽǽǶȐळ৹ǀȚȗ৹ȗǞǋȐǋ৹ǶȚȐȗ৹ǀǋ৹ǡǶȊǱǋǶǋǷȗǋǇ৹ΒǡȗǞ৹ǽȗǞǋȍ৹ heterogeneous spaces in order to create a real learning ǱƲǷǇȐǁƲȊǋळ৹ΒǞǋȍǋ৹Ʋ৹Ȑǋȗ৹ǽǗ৹ȐȊƲǁǋȐ৹ǘǡΑǋ৹ȗǞǋ৹ǽȊȊǽȍȗȚǷǡȗΘ৹ ȗǽ৹ǇǋΑǋǱǽȊ৹ǇǡϥǋȍǋǷȗ৹ȗΘȊǋȐ৹ǽǗ৹ǋǇȚǁƲȗǡǽǷ৹ƲǷǇ৹ƲǁȗǡΑǡȗǡǋȐ৹ Ʋȗ৹ȗǞǋ৹ȐƲǶǋ৹ȗǡǶǋल৹ǷƲǱΘȐǡǷǘ৹ȗǞǋ৹ȊǱƲǷ৹ǇȍƲΒǡǷǘȐळ৹Βǋ৹ǁƲǷ৹ seethatthemainentrancestakeplacefromthecontact ǀǋȗΒǋǋǷ৹ȗǞǋ৹ǡǷǗȍƲȐȗȍȚǁȗȚȍǋ৹ƲǷǇ৹ȗǞǋ৹ǀƲȐǋ৹ǁǡȍǁǱǋल৹bǞƲǷǯȐ৹ to this alteration of the rule, an opening is created which allows access to a walkway connecting the city ƲǷǇळ৹Ʋȗ৹ȗǞǋ৹ȐƲǶǋ৹ȗǡǶǋ৹Ʋȗ৹ƲǷ৹ƲǱȗǡȗȚǇǋ৹ǽǗ৹ࡱलࡱࡱ৹ǶǋȗȍǋȐळ৹ȗǽ৹ ȗǞǋ৹ǋǷȗȍƲǷǁǋ৹ȗǽ৹ȗǞǋ৹ȐǁǞǽǽǱल৹bǞǋ৹ǡǷǗȍƲȐȗȍȚǁȗȚȍǋळ৹ΒǞǽȐǋ৹ façadeissuspendedfromthegroundsoastoemphasise ȗǞǋ৹ǁǽǷǷǋǁȗǡǽǷ৹ǀǋȗΒǋǋǷ৹ǡǷȐǡǇǋ৹ƲǷǇ৹ǽȚȗȐǡǇǋळ৹ǱǋƲǇȐ৹ ǇǡȍǋǁȗǱΘळ৹ƲǁǁǽǶȊƲǷǡǋǇ৹ǀΘ৹ȐǞƲȍǋǇ৹ȚȍǀƲǷ৹ǘƲȍǇǋǷȐळ৹ȗǽ৹ȗǞǋ৹ ȐǽȍȗǡǷǘ৹ƲȍǁƲǇǋ৹Ǘǽȍ৹ȗǞǋ৹ȗǞȍǋǋ৹ǇǡϥǋȍǋǷȗ৹ȐǁǞǽǽǱȐल৹ ǱǱ৹ȗǞǋ৹ƲȍǋƲȐ৹Ƕǋǋȗ৹ȗǞǋ৹ȍǋȌȚǡȍǋǶǋǷȗȐ৹ȗǽ৹ǘȚƲȍƲǷȗǋǋ৹ȗǞǋ৹ ǀǋȐȗ৹ȐǋȍΑǡǁǋळ৹ǀȚȗ৹Ǉǡϥǋȍ৹ǗȍǽǶ৹ǋƲǁǞ৹ǽȗǞǋȍ৹ǡǷ৹ȐȊƲǁǋळ৹ƲȐ৹ ǘȚǡǇǋǇ৹ǀΘ৹ǁȚȍȍǋǷȗ৹ȍǋǘȚǱƲȗǡǽǷȐळ৹ȐǡǷǁǋ৹ȗǞǋΘ৹ƲǁǁǽǶǶǽǇƲȗǋ৹ ǁǞǡǱǇȍǋǷ৹ǽǗ৹ǇǡϥǋȍǋǷȗ৹Ʋǘǋ৹ǘȍǽȚȊȐल৹৹Ȑ৹ƲǱȍǋƲǇΘ৹ȊǽǡǷȗǋǇ৹ out in the axonometry, the kindergarten has a higher Ǉǋǘȍǋǋ৹ǽǗ৹ȐƲǗǋȗΘल৹ǱǱ৹ȗǞǋ৹ȐȊƲǁǋȐ৹ǞƲΑǋ৹ǀǋǋǷ৹ǇǋȐǡǘǷǋǇ৹ ȗǽ৹ǋǷȐȚȍǋ৹ΑǡȐȚƲǱ৹ǁǽǷȗǡǷȚǡȗΘ৹ƲǷǇ৹ǁǽǷȗǡǷȚǽȚȐ৹ǁǽǷȗȍǽǱ৹ ǽΑǋȍ৹ȗǞǋ৹ǁǞǡǱǇȍǋǷळ৹ȐȗƲȍȗǡǷǘ৹ΒǡȗǞ৹ȗǞǋ৹ǋǷȗȍƲǷǁǋ৹ΒǞǡǁǞळ৹ Ȑǋȗ৹ǀƲǁǯ৹ǗȍǽǶ৹ȗǞǋ৹ǡǷȐǡǇǋळ৹ǁȍǋƲȗǋȐ৹Ʋ৹ȐǶƲǱǱ৹ǁǽΑǋȍǋǇ৹ƲǷǇ৹ ȊȍǽȊȍǡƲ৹ǡǷǇǡȊǋǷǇǋǷΝƲ৹ǇƲǱ৹ǁǽǷϮǷǋळ৹ǡǷǇǡΑǡǇȚƲǷǇǽ৹ uno spazio riparato per la didattica completamente ƲȚȗǽǷǽǶǽ৹ǋǇ৹ǡǶǶǋȍȐǽ৹ǷǋǱ৹ΑǋȍǇǋल৹ǽǷ৹ȌȚǋȐȗǽ৹ ȊȍǽǘȍǋȐȐǡΑǽ৹ǁƲǶǀǡƲǶǋǷȗǽळ৹ǱƲ৹ǇǡǇƲȗȗǡǁƲ৹ȍǡǋȐǁǋ৹Ʋ৹ǶƲȗȚȍƲȍǋ৹ ȚǷ৹ȍƲȊȊǽȍȗǽ৹ȐǋǶȊȍǋ৹Ȋǡȟ৹ǡǶǶǋȍȐǡΑǽ৹ǁǽǷ৹ǱƲ৹ǷƲȗȚȍƲल৹ eǷƲ৹ǷȚǽΑƲ৹ȐǁȚǽǱƲ৹Ȋǋȍ৹UȍƲȗǽ৹ǇǽΑǋ৹ǡǱ৹ȊƲǋȐƲǘǘǡǽ৹ƲȐȐȚǶǋ৹ ȚǷ৹ȍȚǽǱǽ৹ǗǽǷǇƲǶǋǷȗƲǱǋऴ৹ȌȚǋǱǱǽ৹ǋȐȗǋȍǷǽ৹ǋ৹ȌȚǋǱǱǽ৹ǡǷȗǋȍǷǽल৹ L’educazione adeguata, infatti, non scaturisce soltanto dagliinsegnamentifornitiall’internodelletradizionali ƲȚǱǋ৹ǇǡǇƲȗȗǡǁǞǋळ৹ǶƲ৹ȌȚǋȐȗǋ৹ǇǋΑǽǷǽ৹ǋȐȐǋȍǋ৹ǡǶȊǱǋǶǋǷȗƲȗǋ৹ con altri spazi eterogenei tra loro in modo da creare ȚǷ৹Αǋȍǽ৹ǋ৹ȊȍǽȊȍǡǽ৹Ǳearning landscape, un paesaggio ǇǡǇƲȗȗǡǁǽळ৹ǇǽΑǋ৹ȚǷ৹ǡǷȐǡǋǶǋ৹Ǉǡ৹ȐȊƲΝǡ৹ǇƲǷǷǽ৹ǱঌǽȊȊǽȍȗȚǷǡȗƷ৹ Ǉǡ৹ȐΑǡǱȚȊȊƲȍǋ৹ǁǽǷȗǋǶȊǽȍƲǷǋƲǶǋǷȗǋ৹ǇǡΑǋȍȐǡ৹ȗǡȊǡ৹Ǉǡ৹ ǋǇȚǁƲΝǡǽǷǋ৹ǋ৹ƲȗȗǡΑǡȗƷल৹ǷƲǱǡΝΝƲǷǇǽ৹ǡ৹ǇǡȐǋǘǷǡ৹ǡǷ৹ȊǡƲǷȗƲ৹ ȊǽȐȐǡƲǶǽ৹ǷǽȗƲȍǋ৹ǁǽǶǋ৹ǘǱǡ৹ǡǷǘȍǋȐȐǡ৹ȊȍǡǷǁǡȊƲǱǡ৹ƲΑΑǋǷǘǽǷǽ৹ dall’entrata in contatto tra infrastruttura e il cerchio Ǉǡ৹ǀƲȐǋल৹%ȍƲΝǡǋ৹Ʋ৹ȌȚǋȐȗঌƲǱȗǋȍƲΝǡǽǷǋ৹ǇǋǱǱƲ৹ȍǋǘǽǱƲ৹Ȑǡ৹ǁȍǋƲ৹ ȚǷ৹ΑƲȍǁǽ৹ǁǞǋ৹ȊǋȍǶǋȗȗǋ৹Ǉǡ৹ƲǁǁǋǇǋȍǋ৹ƲǇ৹ȚǷƲ৹ȊƲȐȐǋȍǋǱǱƲ৹ Ǉǡ৹ǁǽǷǷǋȐȐǡǽǷǋ৹ȚȍǀƲǷƲ৹ǋळ৹ƲǱǱǽ৹ȐȗǋȐȐǽ৹ȗǋǶȊǽ৹Ʋ৹ȌȚǽȗƲ৹ ࡱलࡱࡱ৹Ƕǋȗȍǡळ৹ƲǱǱঌǡǷǘȍǋȐȐǽ৹ǇǋǱǱƲ৹ȐǁȚǽǱƲल৹=ঌǡǷǗȍƲȐȗȍȚȗȗȚȍƲळ৹ la cui facciata risulta essere sospesa da terra in modo da enfatizzare la connessione tra interno ad esterno, conduce direttamente, accompagnati da degli orti ȚȍǀƲǷǡ৹ǁǽǷǇǡΑǡȐǡळ৹ƲǱ৹ȊǽȍȗǡǁƲȗǽ৹Ǉǡ৹ȐǶǡȐȗƲǶǋǷȗǽ৹Ȋǋȍ৹Ǳǋ৹ȗȍǋ৹ ǇǡΑǋȍȐǋ৹ȐǁȚǽǱǋल৹ bȚȗȗǋ৹Ǳǋ৹Ʋȍǋǋ৹ȍǡȐȊǽǷǇǽǷǽ৹Ʋǡ৹ȍǋȌȚǡȐǡȗǡ৹Ǉǡ৹ǁȚǡ৹ǷǋǁǋȐȐǡȗƲǷǽळ৹ ǶƲ৹Ȑǡ৹ǇǡϥǋȍǋǷΝǡƲǷǽ৹ȗȍƲ৹Ǳǽȍǽ৹ǷǋǘǱǡ৹ȐȊƲΝǡळ৹ǁǽǶǋ৹ǘȚǡǇƲȗǽ৹ ǇƲǱǱǋ৹ǷǽȍǶƲȗǡΑǋ৹ΑǡǘǋǷȗǡळ৹ǇƲǱ৹ǶǽǶǋǷȗǽ৹ǁǞǋ৹ƲǁǁǽǱǘǽǷǽ৹ ȍƲǘƲΝΝǡ৹Ǉǡ৹ǇǡΑǋȍȐǋ৹ǗƲȐǁǋ৹Ǉǡ৹ǋȗƷल৹৹ǽǶǋ৹ǘǡƷ৹ȐǽȗȗǽǱǡǷǋƲȗǽ৹ nell’assonometria, la scuola dell’infanzia presenta ȚǷ৹ǶƲǘǘǡǽȍ৹ǘȍƲǇǽ৹Ǉǡ৹ȐǡǁȚȍǋΝΝƲल৹bȚȗȗǡ৹ǘǱǡ৹ȐȊƲΝǡ৹ȐǽǷǽ৹ ȐȗƲȗǡ৹ȊǋǷȐƲȗǡ৹Ȋǋȍ৹ǘƲȍƲǷȗǡȍǋ৹ǁǽǷȗǡǷȚǡȗƷ৹ΑǡȐǡΑƲ৹ǋǇ৹ƲΑǋȍǋ৹ǡǱ৹

SYMBIOSIS 143 ǁǡȍǁȚǶȐǁȍǡǀǋǇ৹ȐȌȚƲȍǋल৹/Ƿ৹ƲǇǇǡȗǡǽǷ৹ȗǽ৹ȗǞǋ৹ȚȐȚƲǱ৹ǁǽǶǶǽǷ৹ ƲȍǋƲȐ৹Ǘǽȍ৹ǁǞƲǷǘǡǷǘ৹ȍǽǽǶȐळ৹ǀƲȗǞȍǽǽǶȐळ৹ǁƲǷȗǋǋǷ৹ȐȊƲǁǋळ৹ teachers’roomsandtraditionalteachingareas,thereare ƲǱȐǽ৹ǽȗǞǋȍ৹ȐȊƲǁǋȐ৹ΒǞǡǁǞ৹ǁƲǷ৹ǁǞƲǷǘǋ৹ƲǁǁǽȍǇǡǷǘ৹ȗǽ৹ǷǋǋǇल৹ The primary school, on the other hand, appears to ǞƲΑǋ৹Ʋ৹ǘȍǋƲȗǋȍ৹Ǉǋǘȍǋǋ৹ǽǗ৹ǽȊǋǷǷǋȐȐ৹ȗǽΒƲȍǇȐ৹ȗǞǋ৹ȐǞƲȍǋǇ৹ space outside, starting from the entrance, where there ǡȐ৹Ʋ৹ȐǶƲǱǱ৹ǋΗǁǞƲǷǘǋ৹ȐȌȚƲȍǋल৹ /ǷȐǡǇǋ৹ȗǞǋ৹ȐǁǞǽǽǱळ৹ȗǞǋ৹ ȍǋǱƲȗǡǽǷȐǞǡȊ৹ǀǋȗΒǋǋǷ৹ǁǱƲȐȐȍǽǽǶ৹ȐȊƲǁǋ৹ƲǷǇ৹ǁǽȍȍǡǇǽȍ৹ ȐȊƲǁǋ৹ǡȐ৹ΑǋȍΘ৹ǇǡϥǋȍǋǷȗ৹ǗȍǽǶ৹Ʋ৹ǁǱƲȐȐǡǁƲǱ৹ȐǁǞǋǶǋल৹bǞǋ৹ corridor takes on a fundamental role, it does not ȍǋǶƲǡǷ৹ȐǽǱǋǱΘ৹ƲǷǇ৹ǋΗǁǱȚȐǡΑǋǱΘ৹Ʋ৹ȐǋȍΑƲǷȗ৹ȐȊƲǁǋळ৹ǀȚȗ৹ ǀǋǁǽǶǋȐ৹Ʋ৹ΒǽȍǯǡǷǘ৹ȐȊƲǁǋ৹Ǘǽȍ৹ǁǱƲȐȐ৹ǘȍǽȚȊȐळ৹Ʋ৹ȐȊƲǁǋ৹Ǘǽȍ৹ ǁȍǋƲȗǡǷǘ৹ǁǽǱǱǋǁȗǡΑǋ৹ǶǋǶǽȍΘळ৹ƲǷ৹ǡǷǗǽȍǶƲǱ৹ȐȊƲǁǋ৹ǽȍ৹ƲǷ৹ ǡǷǇǡΑǡǇȚƲǱ৹ȐȊƲǁǋल৹bǞǋȐǋ৹Ʋȍǋ৹ǡǷ৹ƲǇǇǡȗǡǽǷ৹ȗǽ৹ȗǞǋ৹ǁǱǽȐǋǇ৹ ǇǋǱǡǶǡȗǋǇ৹ƲȍǋƲȐ৹ȍǋȐǋȍΑǋǇ৹Ǘǽȍ৹ǘȍǽȚȊ৹Βǽȍǯळ৹ΒǞǡǁǞ৹ǁƲǷ৹ ƲǱȐǽ৹ǀǋ৹ǶǽǇǡϮǋǇ৹ǡǷ৹ȐǡΝǋ৹ƲǷǇ৹ǁƲǷ৹ƲǁǁǽǶǶǽǇƲȗǋ৹ȐǋΑǋȍƲǱ৹ ǁǱƲȐȐ৹ǘȍǽȚȊȐ৹Ʋȗ৹ȗǞǋ৹ȐƲǶǋ৹ȗǡǶǋल৹Ȑ৹ȊǽǡǷȗǋǇ৹ǽȚȗ৹ƲǀǽΑǋ৹Ʋ৹ ϱǋΗǡǀǱǋ৹ȐȊƲǁǋ৹ȗȍǡǋȐ৹ȗǽ৹ǀȍǋƲǯ৹ƲΒƲΘ৹ǗȍǽǶ৹ȗǞǋ৹ǶƲǡǷ৹ǁǡȍǁȚǱƲȍ৹ ǁȍǽΒǷळ৹ƲǱǱǽΒǡǷǘ৹ΑǡȐȚƲǱ৹ƲǷǇ৹ȊǞΘȐǡǁƲǱ৹ȊǋȍǶǋƲǀǡǱǡȗΘ৹ΒǡȗǞ৹ ȗǞǋ৹ǽȚȗȐǡǇǋ৹ΒǽȍǱǇल৹ This is not the case in the secondary school, where ȗǞǡȐ৹ȐȊƲǁǋ৹ǇǋȗƲǁǞǋȐ৹ǡȗȐǋǱǗ৹ȊǋȍǶƲǷǋǷȗǱΘल৹ȗ৹ȗǞǋ৹ǱǋΑǋǱ৹ǽǗ৹ ȗǞǋ৹ǡǷȗǋȍǷƲǱ৹ǱǋƲȍǷǡǷǘ৹ǱƲǷǇȐǁƲȊǋळ৹ȗǞǋ৹ȐȊƲǁǋȐ৹ǇǋΑǋǱǽȊ৹ǡǷ৹ a similar way to the primary one with the exception of a direct access to the wilder area of the millpond Ʋȗ৹ȗǞǋ৹ǶƲǡǷ৹ǋǷȗȍƲǷǁǋल৹ bǞǋ৹ǗȚǷǇƲǶǋǷȗƲǱ৹ȊǽǡǷȗ৹ǽǗ৹ ǇǡϥǋȍǋǷȗǡƲȗǡǽǷ৹ǀǋȗΒǋǋǷ৹ȗǞǋ৹ȗΒǽ৹ȐǁǞǽǽǱȐ৹ǽǗ৹ǇǡϥǋȍǋǷȗ৹ grades is therefore the relationship with the external ǋǷΑǡȍǽǷǶǋǷȗ৹ƲǷǇ৹ȗǞǋ৹ǇǡǇƲǁȗǡǁ৹ȗȍƲǷȐǗǽȍǶƲȗǡǽǷ৹ȗǞƲȗ৹ȗǞǡȐ৹ ǁƲǷ৹ǀȍǡǷǘ৹ƲǀǽȚȗल ǁǽǷȗȍǽǱǱǽ৹ǁǽǷȗǡǷȚǽ৹ȐȚǡ৹ǀƲǶǀǡǷǡळ৹Ʋ৹ȊƲȍȗǡȍǋ৹ǇƲǱǱঌǡǷǘȍǋȐȐǽ৹ che,arretratoall’interno,creaunapiccolapiazzacoperta ǋ৹ǁǡȍǁǽȐǁȍǡȗȗƲल৹HǱȗȍǋ৹Ʋǡ৹ǁǽǷȐȚǋȗǡ৹ȐȊƲΝǡ৹ǁǽǶȚǷǡ৹ǇǋȐȗǡǷƲȗǡ৹ Ʋ৹ȐȊǽǘǱǡƲȗǽǡळ৹ǀƲǘǷǡळ৹ȐȊƲΝǡǽ৹ǶǋǷȐƲळ৹ƲȚǱƲ৹ǇǽǁǋǷȗǡ৹ǋ৹ȌȚǋǱǱǡ৹ per la didattica tradizionale, sono presenti anche altri ȐȊƲΝǡ৹ǡǷ৹ǘȍƲǇǽ৹Ǉǡ৹ǶȚȗƲȍǋ৹ǡǷ৹ǀƲȐǋ৹ƲǱǱǋ৹ǷǋǁǋȐȐǡȗƷल৹ =Ʋ৹ȐǁȚǽǱƲ৹ȊȍǡǶƲȍǡƲळ৹ǡǷΑǋǁǋळ৹ȍǡȐȚǱȗƲ৹ƲΑǋȍǋ৹ȚǷ৹ǶƲǘǘǡǽȍ৹ ǘȍƲǇǽ৹Ǉǡ৹ƲȊǋȍȗȚȍƲ৹ΑǋȍȐǽ৹Ǳǽ৹ȐȊƲΝǡǽ৹ǁǽǷǇǡΑǡȐǽ৹ǋȐȗǋȍǷǽ৹ Ʋ৹ȊƲȍȗǡȍǋ৹ǇƲǱǱঌǡǷǘȍǋȐȐǽ৹ǇǽΑǋ৹Αǡ৹ǒ৹ǁǽǱǱǽǁƲȗƲ৹ȚǷƲ৹ȊǡǁǁǽǱƲ৹ ȊǡƲΝΝƲ৹Ǉǡ৹ȐǁƲǶǀǡǽल৹Ǳ৹ȐȚǽ৹ǡǷȗǋȍǷǽ৹ǡǱ৹ȍƲȊȊǽȍȗǽ৹ȗȍƲ৹ ȐȊƲΝǡǽ৹ƲȚǱƲ৹ǋ৹ǁǽȍȍǡǇǽǡ৹ȍǡȐȚǱȗƲ৹ǋȐȐǋȍǋ৹ǶǽǱȗǽ৹ǇǡϥǋȍǋǷȗǋ৹ ȍǡȐȊǋȗȗǽ৹ƲǇ৹ȚǷǽ৹ȐǁǞǋǶƲ৹ǁǱƲȐȐǡǁǽल৹ /Ǳ৹ǁǽȍȍǡǇǽǡǽ৹ assume un ruolo fondamentale, non rimane solo ed ǋȐǁǱȚȐǡΑƲǶǋǷȗǋ৹Ǳǽ৹ȐȊƲΝǡǽ৹ȐǋȍΑǋǷȗǋळ৹ǶƲ৹ǇǡΑǋǷȗƲ৹ȐȊƲΝǡǽ৹ Ǉǡ৹ǱƲΑǽȍǽ৹Ȋǋȍ৹ǘȍȚȊȊǡ৹ǁǱƲȐȐǋळ৹ȐȊƲΝǡǽ৹Ȋǋȍ৹ǁȍǋƲȍǋ৹ǶǋǶǽȍǡƲ৹ ǁǽǱǱǋȗȗǡΑƲळ৹ȐȊƲΝǡǽ৹ǡǷǗǽȍǶƲǱǋ৹ǽ৹ȐȊƲΝǡǽ৹ǡǷǇǡΑǡǇȚƲǱǋल৹ WȚǋȐȗǡ৹Ȑǡ৹ΑƲǷǷǽ৹Ʋ৹ȐǽǶǶƲȍǋ৹ƲǱǱǋ৹Ʋȍǋǋ৹ǇǋǱǡǶǡȗƲȗǋ৹ǁǞǡȚȐǋ৹ ȍǡȐǋȍΑƲȗǋ৹Ȋǋȍ৹ǡ৹ǱƲΑǽȍǡ৹Ǉǡ৹ǘȍȚȊȊǽळ৹ƲǷǁǞঌǋȐȐǋ৹ǶǽǇǡϮǁƲǀǡǱǡ৹ per grandezza e in grado accogliere più gruppi di ǁǱƲȐȐǋ৹ǁǽǷȗǋǶȊǽȍƲǷǋƲǶǋǷȗǋल৹ǽǶǋ৹ǘǡƷ৹ǋΑǡǇǋǷΝǡƲȗǽ৹ ȊȍǋǁǋǇǋǷȗǋǶǋǷȗǋ৹ȚǷǽ৹ȐȊƲΝǡǽ৹ϱǋȐȐǡǀǡǱǋ৹ǁǋȍǁƲ৹Ǉǡ৹ȐȗƲǁǁƲȍȐǡ৹ dalla corona circolare principale, permettendo ȊǋȍǶǋƲǀǡǱǡȗƷ৹ΑǡȐǡΑƲ৹ǋ৹ϮȐǡǁƲ৹ǁǽǷ৹ǱঌǋȐȗǋȍǷǽल৹ Non succede la stessa cosa nella scuola secondaria Ǉǡ৹ȊȍǡǶǽ৹ǘȍƲǇǽळ৹ǇǽΑǋ৹ȌȚǋȐȗǽ৹ȐȊƲΝǡǽ৹Ǉǡ৹ȐȗƲǁǁƲ৹ ǇǋϮǷǡȗǡΑƲǶǋǷȗǋल৹৹ǱǡΑǋǱǱǽ৹Ǉǡ৹ȊƲǋȐƲǘǘǡǽ৹ǇǡǇƲȗȗǡǁǽ৹ ǡǷȗǋȍǷǽळ৹ǘǱǡ৹ȐȊƲΝǡ৹Ȑǡ৹ȐΑǡǱȚȊȊƲǷǽ৹ǡǷ৹ǶƲǷǡǋȍƲ৹ȐǡǶǡǱǋ৹Ʋ৹ȌȚǋǱǱƲ৹ primariaconl’eccezionediunaccessodirettoallazona Ȋǡȟ৹ȐǋǱΑƲǘǘǡƲ৹ǇǋǱǱƲ৹ǘǽȍƲ৹ǡǷ৹ǁǽȍȍǡȐȊǽǷǇǋǷΝƲ৹ǇǋǱǱঌǡǷǘȍǋȐȐǽ৹ ȊȍǡǷǁǡȊƲǱǋल৹/Ǳ৹ȊȚǷȗǽ৹ǗǽǷǇƲǶǋǷȗƲǱǋ৹Ǉǡ৹ǇǡϥǋȍǋǷΝǡƲΝǡǽǷǋ৹ ȗȍƲ৹Ǳǋ৹ǇȚǋ৹ȐǁȚǽǱǋ৹Ǉǡ৹ǇǡΑǋȍȐǽ৹ǘȍƲǇǽ৹ǒ৹ȌȚǡǷǇǡ৹ǡǱ৹ȍƲȊȊǽȍȗǽ৹ ǁǽǷ৹ǱঌƲǶǀǡǋǷȗǋ৹ǋȐȗǋȍǷǽ৹ǋ৹ǱƲ৹ȗȍƲȐǗǽȍǶƲΝǡǽǷǋ৹ǇǋǱǱƲ৹ ǇǡǇƲȗȗǡǁƲ৹ǁǞǋ৹ȌȚǋȐȗǽ৹ȊȚȂ৹ǘǋǷǋȍƲǱǋल

SYMBIOSIS 144

SYMBIOSIS 145

SYMBIOSIS 146

SYMBIOSIS 147 As far as the natural outdoor area is concerned, ȗǞǋ৹ǇǋȐǡȍǋ৹ΒƲȐ৹ȗǽ৹ȗȍΘ৹ȗǽ৹ȍǋǁȍǋƲȗǋ৹ǇǡϥǋȍǋǷȗ৹ǀǡǽȗǽȊǋȐ৹ within the same shared space in order to create ǇǡϥǋȍǋǷȗ৹ǇǡǇƲǁȗǡǁ৹ȐǁǋǷƲȍǡǽȐ৹ǗȍǽǶ৹ΒǞǡǁǞ৹ȗǽ৹ǱǋƲȍǷ৹ƲǷǇ৹ ǋΗȊǋȍǡǶǋǷȗ৹ǽȚȗǇǽǽȍȐव৹ΒǞǋȍǋ৹ȗǞǋ৹ƲȚȗǽǁǞȗǞǽǷǽȚȐ৹ϱǽȍƲ৹ ƲǷǇ৹ǗƲȚǷƲ৹ǁƲǷ৹ȗƲǯǋ৹ȊǽȐȐǋȐȐǡǽǷ৹ǽǗ৹ȗǞǋ৹ǋǷΑǡȍǽǷǶǋǷȗळ৹ ǀǋǁǽǶǡǷǘ৹Ʋ৹ȗȍȚǋ৹ǁǋǷȗȍǋ৹ǽǗ৹ǁǽǷǁǋǷȗȍƲȗǡǽǷ৹ǽǗ৹ǇǡϥǋȍǋǷȗ৹ ȗȍǋǋ৹ƲǷǇ৹ƲǷǡǶƲǱ৹ȐȊǋǁǡǋȐल৹bǞǋ৹ǡǷȗǋǷȗǡǽǷ৹ΒƲȐ৹ȗǽ৹ǁȍǋƲȗǋ৹Ʋ৹ dynamic space in which the animal and plant worlds can gradually take possession of the place, growing in ΑǽǱȚǶǋ৹ƲǷǇ৹ƲǱȗǋȍǷƲȗǡǷǘ৹ΒǡȗǞ৹ǶƲǷঌȐ৹ǶƲǡǷȗǋǷƲǷǁǋ৹Βǽȍǯल৹ ǱǱ৹ȗǞǡȐ৹ΒǡȗǞ৹ȗǞǋ৹ƲǡǶ৹ǽǗ৹ǁǽǷȗȍǡǀȚȗǡǷǘ৹ȗǽ৹ƲǷ৹ƲΒƲȍǋǷǋȐȐ৹ǽǗ৹ how nature and man can go their separate ways while ǶƲǡǷȗƲǡǷǡǷǘ৹ȗǞǋǡȍ৹ǡǷȗǋȍǁǽǷǷǋǁȗǋǇ৹ȊǽȐǡȗǡǽǷȐल৹৹ sǞǡǱǋ৹ǱǌǶǋǷȗঌȐ৹Βǽȍǯ৹ȍǋΑǋƲǱȐ৹Ʋ৹ȐȗȍǽǷǘ৹ǡǇǋƲ৹ǽǗ৹ȗǞǋ৹ΒǡǱǇ৹ freedom with which the plant world expresses itself and occupies spaces, forcing man to adapt, Dutch landscape architect Piet Oudolf does not totally ǋΗǁǱȚǇǋ৹ȗǞǋ৹ǞȚǶƲǷ৹ǡǶȊȍǡǷȗळ৹ǀȚȗ৹ȚȐǋȐ৹ǡȗ৹ȗǽ৹ǽǀȐǋȍΑǋ৹ƲǷǇ৹ ȐȗȚǇΘ৹ȗǞǋ৹ǀǋǞƲΑǡǽȚȍ৹ǽǗ৹ȊǱƲǷȗȐ৹ǡǷ৹ȗǞǋ৹ǘƲȍǇǋǷȐ৹Ǟǋ৹ǇǋȐǡǘǷȐल৹ [ǽǶǋ৹ǽǗ৹ȗǞǋ৹ǋǷΑǡȍǽǷǶǋǷȗƲǱ৹ΝǽǽǶȐ৹ȍǋȊȍǋȐǋǷȗǋǇ৹ȐǞǽΒ৹ ǞǽΒ৹ȗǞǋ৹ǇǋȐǡǘǷ৹ǡǇǋƲ৹ΒƲȐ৹ȗǽ৹ǁǽǶǀǡǷǋ৹ǇǡϥǋȍǋǷȗ৹ȗǞǽȚǘǞȗȐल৹ bǞǋ৹ȐǁǋǷǋȍΘ৹ǽǗ৹ȗǞǋ৹ǶǡǱǱȊǽǷǇ৹ƲǷǇ৹ȗǞǋ৹ϱǽǽǇȊǱƲǡǷळ৹ΒǞǡǁǞ৹ ǡȐ৹ΑǋȍΘ৹ȍǋǶǡǷǡȐǁǋǷȗ৹ǽǗ৹ǱǌǶǋǷȗঌȐ৹ȗǞǡǷǯǡǷǘळ৹ƲǱȗǞǽȚǘǞ৹ it has geometric patterns modelled on it to allow water, a natural element, to shape the landscape as it pleases, is contrasted with that of the path in the ǶǡǇǇǱǋ৹ǽǗ৹ƲǷ৹ǋΗȊƲǷȐǋ৹ǽǗ৹ȊǋȍǋǷǷǡƲǱ৹ȊǱƲǷȗȐल৹bǞǋ৹ǽȚȗǇǽǽȍ৹ ȐȌȚƲȍǋ৹Ǘǽȍ৹ȍǋǱƲȗǡǽǷȐ৹ǀǋȗΒǋǋǷ৹ǞȚǶƲǷȐ৹ǁǽǷȗȍƲȐȗȐ৹ΒǡȗǞ৹ ȗǞǋ৹ȊǽȍǁǞ৹ΒǞǋȍǋ৹ǁǞǡǱǇȍǋǷ৹Ʋȍǋ৹ǽǷ৹ȗǞǋ৹ȐƲǶǋ৹ǱǋΑǋǱ৹ƲȐ৹ ȗǞǋ৹ƲǷǡǶƲǱ৹ΒǽȍǱǇल৹ bǞǋ৹ΑǡǋΒ৹ǽǗ৹ȗǞǋ৹ǽȍǁǞƲȍǇ৹ΒǞǋȍǋ৹ ΑƲȍǡǋȗǡǋȐ৹ǽǗ৹ƲǷǡǶƲǱȐ৹Ʋȍǋ৹ƲȗȗȍƲǁȗǋǇ৹ƲǱȐǽ৹ȐȗƲǷǇȐ৹ǽȚȗल৹bǞǋ৹ ǋǷΑǡȍǽǷǶǋǷȗƲǱ৹ȐǋǁȗǡǽǷȐ৹ǀȍǡǋϱΘ৹ȐȚǶǶƲȍǡȐǋ৹ȗǞǋ৹ǇǡΑǋȍȐǡȗΘ৹ of this microsystem within the circle, where the Uǋȍ৹ȌȚƲǷȗǽ৹ȍǡǘȚƲȍǇƲ৹ǱƲ৹ȊƲȍȗǋ৹ǋȐȗǋȍǷƲ৹ǷƲȗȚȍƲǱǋळ৹ǱƲ৹ ΑǽǱǽǷȗƷ৹ǒ৹ȐȗƲȗƲ৹ȌȚǋǱǱƲ৹Ǉǡ৹ǁǋȍǁƲȍǋ৹Ǉǡ৹ȍǡǁȍǋƲȍǋ৹ǇǡϥǋȍǋǷȗǡ৹ ǀǡǽȗǽȊǡ৹ƲǱǱঌǡǷȗǋȍǷǽ৹ǇǋǱ৹ǶǋǇǋȐǡǶǽ৹ȐȊƲΝǡǽ৹ǁǽǷǇǡΑǡȐǽ৹ǡǷ৹ ǶǽǇǽ৹ǇƲ৹ȍǡǁȍǋƲȍǋ৹ȐǁǋǷƲȍǡ৹ǇǡǇƲȗȗǡǁǡ৹ǇǡϥǋȍǋǷȗǡ৹ǇƲǡ৹ȌȚƲǱǡ৹ ǡǶȊƲȍƲȍǋ৹ǋ৹ȐȊǋȍǡǶǋǷȗƲȍǋ৹ƲǱǱঌƲȊǋȍȗǽव৹ǇǽΑǋ৹ǱƲ৹ϱǽȍƲ৹ǋ৹ǱƲ৹ ǗƲȚǷƲ৹ƲȚȗǽǁȗǽǷƲ৹ȊǽȐȐǽǷǽ৹ǡǶȊǽȐȐǋȐȐƲȍȐǡ৹ǇǋǱǱঌƲǶǀǡǋǷȗǋ৹ ǇǡΑǋǷȗƲǷǇǽ৹ȚǷ৹Αǋȍǽ৹ǋ৹ȊȍǽȊȍǡǽ৹ǁǋǷȗȍǽ৹Ǉǡ৹ǁǽǷǁǋǷȗȍƲΝǡǽǷǋ৹ Ǉǡ৹ǇǡϥǋȍǋǷȗǡ৹ȐȊǋǁǡǋ৹Ʋȍǀǽȍǋǋ৹ǋǇ৹ƲǷǡǶƲǱǡल৹=Ʋ৹ΑǽǱǽǷȗƷ৹ǒ৹ȐȗƲȗƲ৹ ȌȚǋǱǱƲ৹Ǉǡ৹ǁȍǋƲȍǋ৹ȚǷǽ৹ȐȊƲΝǡǽ৹ǇǡǷƲǶǡǁǽ৹ǷǋǱ৹ȗǋǶȊǽ৹ǇǽΑǋ৹ǡǱ৹ ǶǽǷǇǽ৹ƲǷǡǶƲǱǋ৹ǋ৹ȌȚǋǱǱǽ৹ΑǋǘǋȗƲǱǋ৹ȊǽȐȐǽǷǽ৹ǡǶȊǽȐȐǋȐȐƲȍȐǡ৹ ǇǋǱ৹ǱȚǽǘǽ৹ǁǽǷ৹ǘȍƲǇȚƲǱǡȗƷळ৹ǁȍǋȐǁǋǷǇǽ৹ǡǷ৹ΑǽǱȚǶǋ৹ǋǇ৹ ƲǷǇƲǷǇǽ৹ƲǇ৹ƲΑΑǡǁǋǷǇƲȍȐǡ৹ǁǽǷ৹ǱঌǽȊǋȍƲ৹Ǉǡ৹ǶƲǷȚȗǋǷΝǡǽǷǋ৹ ǇǋǱǱঌȚǽǶǽल৹ bȚȗȗǽ৹ǁǡȂ৹ƲǱ৹ϮǷǋ৹Ǉǡ৹ǁǽǷȗȍǡǀȚǡȍǋ৹Ʋ৹ǗƲȍ৹ ƲǁȌȚǡȐǡȍǋ৹ǁǽǷȐƲȊǋΑǽǱǋΝΝƲ৹Ǉǡ৹ǁǽǶǋ৹ǱƲ৹ǷƲȗȚȍƲ৹ǋ৹ǱঌȚǽǶǽ৹ ȊǽȐȐǽǷǽ৹ƲΑǋȍǋ৹ǇȚǋ৹ȐȗȍƲǇǋ৹ȚǷǡȗǋ৹ǶƲǷȗǋǷǋǷǇǽ৹Ǳǋ৹ȊȍǽȊȍǡǋ৹ ȊǽȐǡΝǡǽǷǡ৹ǡǷȗǋȍǁǽǷǷǋȐȐǋल৹৹ [ǋ৹ǷǋǱǱঌƲȗȗǡΑǡȗƷ৹Ǉǡ৹ǱǌǶǋǷȗ৹ǋǶǋȍǘǋ৹ȚǷƲ৹Ǘǽȍȗǋ৹ǡǇǋƲ৹Ǉǡ৹ ǱǡǀǋȍȗƷ৹ȐǋǱΑƲǘǘǡƲ৹ǁǽǷ৹ǁȚǡ৹ǡǱ৹ǶǽǷǇǽ৹ΑǋǘǋȗƲǱǋ৹Ȑǡ৹ǋȐȊȍǡǶǋ৹ ǋ৹ǽǁǁȚȊƲ৹ǘǱǡ৹ȐȊƲΝǡ৹ǽǀǀǱǡǘƲǷǇǽ৹ǱঌȚǽǶǽ৹ƲǇ৹ƲǇƲȗȗƲȍȐǡळ৹ il paesaggista olandese Piet Oudolf, non esclude ȗǽȗƲǱǶǋǷȗǋ৹ǱঌǡǶȊȍǽǷȗƲ৹ȚǶƲǷƲळ৹ǶƲ৹ǱƲ৹ȚȐƲ৹Ȋǋȍ৹ǽȐȐǋȍΑƲȍǋ৹ estudiareicomportamentichelepianteassumononei ǘǡƲȍǇǡǷǡ৹ǇƲ৹ǱȚǡ৹ȊȍǽǘǋȗȗƲȗǡल৹ǱǁȚǷǡ৹ǇǋǘǱǡ৹ΝǽǽǶ৹ƲǶǀǡǋǷȗƲǱǡ৹ rappresentatimostranocomel’ideadiprogettosiastata ȌȚǋǱǱƲ৹Ǉǡ৹ȚǷǡȍǋ৹ƲǷǁǞǋ৹ǇǡΑǋȍȐǡ৹ȊǋǷȐǡǋȍǡल৹Ǉ৹ȚǷǽ৹ȐǁǋǷƲȍǡǽ৹ dellagoraedellagolena,cherichiamamoltoilpensiero Ǉǡ৹ǱǌǶǋǷȗळ৹ȐǋǀǀǋǷǋ৹ƲǀǀǡƲ৹ǶǽȗǡΑǡ৹ǘǋǽǶǋȗȍǡǁǡ৹ǶǽǇǋǱǱƲȗǡ৹ ȐȚ৹Ǉǡ৹ǋȐȐǽ৹Ȋǋȍ৹ȊǋȍǶǋȗȗǋȍ৹ƲǱǱঌƲǁȌȚƲळ৹ǋǱǋǶǋǷȗǽ৹ǷƲȗȚȍƲǱǋळ৹Ǉǡ৹ modellareilpaesaggioasuopiacimento,sicontrappone ȌȚǋǱǱǽ৹ǇǋǱ৹ȐǋǷȗǡǋȍǽ৹ǡǷ৹ǶǋΝΝǽ৹ƲǇ৹ȚǷƲ৹ǇǡȐȗǋȐƲ৹Ǉǡ৹ȊǡƲǷȗǋ৹ ȊǋȍǋǷǷǡल৹=Ʋ৹ȊǡƲΝΝƲ৹ǋȐȗǋȍǷƲ৹Ȋǋȍ৹Ǳǋ৹ȍǋǱƲΝǡǽǷǡ৹ȗȍƲ৹ȚǶƲǷǡ৹Ȑǡ৹ ǁǽǷȗȍƲȊȊǽǷǋ৹Ʋ৹ȌȚǋǱǱƲ৹ǇǋǱ৹Ȋǽȍȗǡǁǽ৹ǇǽΑǋ৹ǡ৹ǀƲǶǀǡǷǡ৹ȐǽǷǽ৹ ȐȚǱǱǽ৹ȐȗǋȐȐǽ৹ȊǡƲǷǽ৹ǇǋǱ৹ǶǽǷǇǽ৹ƲǷǡǶƲǱǋल৹[ȊǡǁǁƲ৹ƲǷǁǞǋ৹ǱƲ৹ ΑǡȐȗƲ৹ǇǋǱ৹ǗȍȚȗȗǋȗǽ৹ǇǽΑǋ৹ΑƲȍǡǋȗƷ৹Ǉǡ৹ƲǷǡǶƲǱǡ৹ΑǋǷǘǽǷǽ৹ƲȗȗǡȍƲȗǡल৹ Learninghowtocoexist Imparareacoesistere

SYMBIOSIS 148 ǇǡϥǋȍǋǷȗ৹ǀǡǽȗǽȊǋȐ৹ǇǡϥǋȍǋǷȗǡƲȗǋ৹ƲǷǇ৹ƲǱȗǋȍǷƲȗǋ৹ȗǞƲǷǯȐ৹ȗǽ৹ ȗǞǋ৹ȍǞΘȗǞǶ৹ǽǗ৹ȗǞǋ৹ƲȍǁǞǡȗǋǁȗȚȍƲǱ৹ȐȊƲǁǋȐळ৹ƲǷǇ৹Αǡǁǋ৹ΑǋȍȐƲळ৹ ΒǞǡǱǋ৹ȐȗǡǱǱ৹ǇǡƲǱǽǘȚǡǷǘ৹ΒǡȗǞ৹ǋƲǁǞ৹ǽȗǞǋȍ৹ƲǷǇ৹ǷǋΑǋȍ৹ǁǽǶǡǷǘ৹ ǡǷȗǽ৹ǁǽǷϱǡǁȗल৹/Ƿ৹ȗǞǋȐǋ৹ȐȊƲǁǋȐ৹ȗǞǋȍǋ৹ǡȐ৹ƲǷ৹ǋΗȊǱǽȐǡǽǷ৹ǽǗ৹ ǀǡǽǇǡΑǋȍȐǡȗΘ৹ƲǷǇ৹ȗǞǋ৹ȊǽȐȐǡǀǡǱǡȗΘ৹ǽǗ৹Ʋ৹ǗȚǱǱ৹ǡǶǶǋȍȐǡǽǷ৹ǡǷ৹ ȗǞǋ৹ǷƲȗȚȍƲǱ৹ǱƲǷǇȐǁƲȊǋल =ǋ৹ȐǋΝǡǽǷǡ৹ƲǶǀǡǋǷȗƲǱǡ৹ȍǡƲȐȐȚǶǽǷǽ৹ǡǷ৹ǀȍǋΑǋ৹ǱƲ৹ǇǡΑǋȍȐǡȗƷ৹ Ǉǡ৹ȌȚǋȐȗǽ৹ǶǡǁȍǽȐǡȐȗǋǶƲ৹ǡǷȗǋȍǷǽ৹ƲǱ৹ǁǋȍǁǞǡǽळ৹ǇǽΑǋ৹ǡ৹ǇǡΑǋȍȐǡ৹ ǀǡǽȗǽȊǡ৹Ȑǡ৹ǇǡϥǋȍǋǷΝǡƲǷǽ৹ǋ৹ƲǱȗǋȍǷƲǷǽ৹ǘȍƲΝǡǋ৹ƲǱ৹ȍǡȗǶǽ৹ǇǋǘǱǡ৹ ȐȊƲΝǡ৹ƲȍǁǞǡȗǋȗȗǽǷǡǁǡळ৹ǋ৹ΑǡǁǋΑǋȍȐƲळ৹ǇǡƲǱǽǘƲǷǇǽ৹ǁǽǶȚǷȌȚǋ৹ ȗȍƲ৹Ǳǽȍǽ৹ǋ৹ǷǽǷ৹ǋǷȗȍƲǷǇǽ৹ǶƲǡ৹ǡǷ৹ǁǽǷȗȍƲȐȗǽल৹/Ƿ৹ȌȚǋȐȗǡ৹ ȐȊƲΝǡ৹Ȑǡ৹ǞƲ৹ȚǷঌǋȐȊǱǽȐǡǽǷǋ৹Ǉǡ৹ǀǡǽǇǡΑǋȍȐǡȗƷ৹ǋ৹Αǡ৹ǒ৹ȊȍǽȊȍǡǽ৹ ǱƲ৹ȊǽȐȐǡǀǡǱǡȗƷ৹Ǉǡ৹ƲΑǋȍǋ৹ȚǷঌǡǶǶǋȍȐǡǽǷǋ৹Ʋ৹ȗȍǋǁǋǷȗǽȐǋȐȐƲǷȗƲ৹ ǘȍƲǇǡ৹ƲǱǱঌǡǷȗǋȍǷǽ৹ǇǋǱ৹ȊƲǋȐƲǘǘǡǽ৹ǷƲȗȚȍƲǱǋल

SYMBIOSIS 149 InsettoPollinatingHedgehogBlackbirdBadgerFoxFrogMousePheasantinsectPorcupineRabbitSquirrelRobinToadWoodpeckerWoodpigeonTassoMerloVolpeRanaRiccioTopoFagianoimpollinatoreIstriceConiglioScoiattoloPettirossoRospoPicchioPiccionedilegno Ash spp Black cedar Black QuerciaEuropeanEuropeanEnglishBoxelderlocustoakbeechhackberryLittleleaflindenLondonplanetreePinoakPlatanushybridaTiliacordataJapanesezelkovaWheatplantMeadowsFrassinosppCedroneroLocustaneraBossoQuerciaingleseFaggioeuropeobagolaroeuropeoTiglioafogliestrettePlatanodiLondradapin,querciada pin Platanus hybrida Tilia cordata ZelkovaPiantagiapponesedigranoPrati [...] [...] [...] [...]

SYMBIOSIS 150 [ȊƲǁǋ৹ǽǗ৹ȊƲȍȗǡǁǡȊƲȗǡǽǷ৹ǀǋȗΒǋǋǷ৹ǶƲǷळ৹ƲǷǡǶƲǱȐ৹ƲǷǇ৹ǷƲȗȚȍǋ [ȊƲΝǡǽ৹Ǉǡ৹ǁǽǷǇǡΑǡȐǡǽǷǋ৹ȗȍƲ৹ȚǽǶǽळ৹ƲǷǡǶƲǱǡ৹ǋ৹ǷƲȗȚȍƲ

SYMBIOSIS 151Didacticorchard $ȍȚȗȗǋȗǽ৹ǇǡǇƲȗȗǡǁǽ

SYMBIOSIS 152 $ǱǽǽǇȊǱƲǡǷळ৹ǷǽȍǶƲǱ৹ǁǽǷǇǡȗǡǽǷळ৹ǞȚǶǡǇ৹ǋǷΑǡȍǽǷǶǋǷȗळ৹ΒǡǱǇǋȍǷǋȐȐ %ǽǱǋǷƲळ৹ǁǽǷǇǡΝǡǽǷǋ৹ǷǽȍǶƲǱǋळ৹ƲǶǀǡǋǷȗǋ৹ȚǶǡǇǽळ৹ǷƲȗȚȍƲ৹ȐǋǱΑƲǘǘǡƲ

SYMBIOSIS 153$ǱǽǽǇȊǱƲǡǷळ৹ȐΒǽǱǱǋǷ৹ȍǡΑǋȍ %ǽǱǋǷƲळ৹ϮȚǶǋ৹ǡǷ৹ȊǡǋǷƲ

SYMBIOSIS 154 ǽǶǶȚǷǡȗΘॺǀƲȐǋǇ৹ȊǱƲǷȗǡǷǘळ৹ȊǋȍǋǷǷǡƲǱȐ৹ƲǷǇ৹ǷƲȗǡΑǋ৹ȊǱƲǷȗȐ UǡƲǷȗƲǘǡǽǷǋ৹ǁǽǶȚǷǡȗƲȍǡƲळ৹ȊǡƲǷȗǋ৹ȊǋȍǋǷǷǡ৹ǋ৹ǷƲȗǡΑǋ

SYMBIOSIS 155 Didactic orchard [ǞƲȍǋǇ৹ȊǽȍǁǞळ৹ȐȊƲǁǋ৹ǽǗ৹ǡǷȗǋȍƲǁȗǡǽǷ৹ǀǋȗΒǋǋǷ৹ǶƲǷळ৹ƲǷǡǶƲǱȐ৹ƲǷǇ৹ǷƲȗȚȍǋ Uǽȍȗǡǁǽ৹ǁǽǷǇǡΑǡȐǽळ৹ȐȊƲΝǡǽ৹Ǉǡ৹ǡǷȗǋȍƲΝǡǽǷǋ৹ȗȍƲ৹ȚǽǶǽळ৹ƲǷǡǶƲǱǡ৹ǋ৹ǷƲȗȚȍƲ

SYMBIOSIS 156 &XOWLYDWHG ÀHOGV wheat Didactic orchard Urban park, GLYHUVLW\ +XPLG Water, rocks, ecological succession, wild Floodplain,wildCommunity-basedperennialsplantingCommunity-based planting perennials and annual pCommunity-basedplantsplanting, HUHQQLDOV DQG QDWLYH SODQWV [ǋΝǡǽǷǡ৹ƲǶǀǡǋǷȗƲǱǡळ৹ǇǡΑǋȍȐǡ৹ǀǡǽȗǽȊǡ ǷΑǡȍǽǷǶǋǷȗƲǱ৹ȐǋǁȗǡǽǷȐळ৹ΑƲȍǡǽȚȐ৹ǀǡǽȗǽȊǋȐ

SYMBIOSIS 157 &XOWLYDWHG ÀHOGV wheat Urban park, GLYHUVLW\ +XPLG HQYLURQPHQW reedbed, wild +XPLG HQYLURQPHQWZDWHU UHHGEHGJUDYHOURFNVwild loodplain, +XPLG HQYLURQPHQW peat bog, wild Human action wildernessand Community-based plantingCommunity-based planting, annual plants

SYMBIOSIS 158

SYMBIOSIS 160 ȐǋǁǽǷǇƲȍΘ৹ȐǁǞǽǽǱ৹ǇǋȗƲǁǞ৹ȗǞǋǶȐǋǱΑǋȐ৹ǁǽǶȊǱǋȗǋǱΘ৹ǗȍǽǶ৹ ȗǞǋ৹ǁǡȍǁȚǱƲȍ৹ǀǽǇΘ৹ƲǷǇ৹ǡǶǶǋȍȐǋ৹ȗǞǋǶȐǋǱΑǋȐ৹ǡǷ৹ǷƲȗȚȍǋळ৹ ǶǋȍǘǡǷǘ৹ΒǡȗǞ৹ǡȗल in un primo momento, l’elemento di rottura della ȐǁȚǽǱƲ৹ȊȍǡǶƲȍǡƲळ৹ǡǱ৹ȌȚƲǱǋ৹ȊǋȍȂ৹ȍǡǶƲǷǋ৹ƲȗȗƲǁǁƲȗǽ৹ƲǱ৹ǁǽȍȊǽ৹ ȊȍǡǷǁǡȊƲǱǋळ৹ǋ৹ǷǋǱǱঌƲǱȗȍƲ৹ȐǋΝǡǽǷǋ৹ǡǷΑǋǁǋ৹ǒ৹ȊǽȐȐǡǀǡǱǋ৹ǷǽȗƲȍǋ৹ ǁǽǶǋ৹ǘǱǡ৹ȐȊƲΝǡ৹ϱǋȐȐǡǀǡǱǡ৹ǇǋǱǱƲ৹ȐǁȚǽǱƲ৹ȐǋǁǽǷǇƲȍǡƲ৹Ǉǡ৹ȊȍǡǶǽ৹ grado si stacchino completamente dal corpo circolare ǋ৹Ȑǡ৹ΑƲǇƲǷǽ৹ƲǇ৹ǡǶǶǋȍǘǋȍǋ৹ǷǋǱǱƲ৹ǷƲȗȚȍƲ৹ǗǽǷǇǋǷǇǽȐǡ৹ǁǽǷ৹ ǋȐȐƲल

SYMBIOSIS 161

SYMBIOSIS 162 $* $* $* $* $* $* $* $* $* $* $* $* $* $*

SYMBIOSIS 163 $* $* $* $* $* $* $* $* $* $* $* $* $* $*

SYMBIOSIS 164

SYMBIOSIS 165 ǇȚǁƲȗǡǽǷळ৹ƲȐ৹Βǋ৹ǞƲΑǋ৹ƲǱȍǋƲǇΘ৹ȐƲǡǇ৹ȐǋΑǋȍƲǱ৹ȗǡǶǋȐळ৹Ƿǽ৹ ǱǽǷǘǋȍ৹ǷǋǋǇȐ৹ȗǞǋ৹ȐȊƲǁǋȐ৹ǗǽȍǶǋǇ৹ǀΘ৹ǁǱƲȐȐȍǽǽǶȐ৹ƲǷǇ৹ ǁǽȍȍǡǇǽȍȐळ৹ǀȚȗ৹Ʋ৹ȐǋȍǡǋȐ৹ǽǗ৹ǇǡϥǋȍǋǷȗ৹ȐȊƲǁǋȐ৹ȗǞƲȗ৹ǁƲǷ৹ guarantee a heterogeneous education in line with the ǷǋǋǇȐ৹ǽǗ৹ǁǽǷȗǋǶȊǽȍƲȍΘ৹ȊǋǇƲǘǽǘΘल৹sǞǡǱǋ৹ǽǷ৹ȗǞǋ৹ǽǷǋ৹ ǞƲǷǇ৹ǡȗ৹ǡȐ৹ƲȍǘȚǋǇ৹ȗǞƲȗ৹Ʋ৹ǁǽǶȊǱǋȗǋǱΘ৹ǽȊǋǷॺȊǱƲǷ৹ȐǁǞǽǽǱ৹ ƲǱǱǽΒȐ৹ǁǞǡǱǇȍǋǷ৹ȗǽ৹ǋΗȊȍǋȐȐ৹ȗǞǋǶȐǋǱΑǋȐ৹ǗȍǋǋǱΘळ৹ǽǷ৹ȗǞǋ৹ǽȗǞǋȍ৹ handtherearethosewhoarguethatchildrenneedrules ƲǷǇ৹ǇǋϮǷǋǇ৹ȐȊƲǁǋȐळ৹ƲǷǇ৹ȗǞǋȍǋǗǽȍǋ৹Βǋ৹ǁƲǷǷǽȗ৹ȍǋǱΘ৹ȐǽǱǋǱΘ৹ ǽǷ৹Ʋ৹ǁǽǶȊǱǋȗǋǱΘ৹ǽȊǋǷॺȊǱƲǷ৹ȐǁǞǽǽǱ৹Ǘǽȍ৹ȗǞǋ৹ǋǇȚǁƲȗǡǽǷ৹ǽǗ৹ ȗǞǋ৹ǗȚȗȚȍǋल৹sǡȗǞǡǷ৹ȗǞǋ৹ȊȍǽǬǋǁȗळ৹ǇǡϥǋȍǋǷȗ৹ȐǁǋǷƲȍǡǽȐ৹ǞƲΑǋ৹ ǀǋǋǷ৹ǁǽǷǁǋǡΑǋǇळ৹ǇǡϥǋȍǡǷǘ৹ǡǷ৹ǗǽȍǶळ৹ǗȚǷǁȗǡǽǷ৹ƲǷǇ৹ǡǇǋƲल৹ The axonometric diagrams of the interior spaces for ǋǇȚǁƲȗǡǽǷƲǱ৹ȚȐǋ৹ǁƲǷ৹ǗȚǱǱΘ৹ȐȚǶǶƲȍǡȐǋ৹ȗǞǋ৹ǇǋȐǡǘǷ৹ǡǇǋƲल৹ bǞǋ৹ȐȊƲǁǋȐ৹Ǘǽȍ৹ǘȍǽȚȊ৹Βǽȍǯळ৹ȗǞǽȐǋ৹ǋǶǀǱǋǶƲȗǡǁ৹ǽǗ৹ȗǞǋ৹ new didactic landscape, the former corridor, and the ϱǋΗǡǀǱǋ৹ȐȊƲǁǋȐ৹ǁǽǶȊǱǋȗǋǱΘ৹ȐȚȍȍǽȚǷǇǋǇ৹ǀΘ৹ǷƲȗȚȍǋ৹ǞƲΑǋ৹ ǀǋǋǷ৹ƲǷƲǱΘȐǋǇल৹ bǞǋ৹ǗǽȍǶǋȍ৹Ʋȍǋ৹ȊǱƲǁǋȐ৹ǡǷ৹ΒǞǡǁǞ৹ǡȗ৹ǡȐ৹ȊǽȐȐǡǀǱǋ৹ȗǽ৹Βǽȍǯ৹ ΒǡȗǞ৹ǽǷǋঌȐ৹ǽΒǷ৹ǁǱƲȐȐ৹ǘȍǽȚȊ৹ǽȍ৹ǋΑǋǷ৹ΒǡȗǞ৹Ƕǽȍǋ৹ȗǞƲǷ৹ ǽǷǋळ৹ȐȊƲǁǋȐ৹ΒǞǡǁǞ৹ǁƲǷ৹ǇǽȚǀǱǋ৹ǡǷ৹ȐǡΝǋ৹ƲǷǇ৹ǁƲǷ৹ǀǋ৹ȚȐǋǇ৹ Ǘǽȍ৹ǇǡϥǋȍǋǷȗ৹ȊȚȍȊǽȐǋȐळ৹ȗǞƲǷǯȐ৹ȗǽ৹ȗǞǋ৹ǶǽǇȚǱƲȍǡȗΘ৹ǽǗ৹ȗǞǋ৹ ǗȚȍǷǡȐǞǡǷǘȐल৹bǞǋȐǋ৹ȐȊƲǁǋȐ৹ǞƲΑǋ৹ΑǡȐȚƲǱ৹ǁǽǷȗǡǷȚǡȗΘ৹ǀǽȗǞ৹ towards theoutside andtowards theconnection areas inside the school, thanks to the large openings which ǁȍǋƲȗǋ৹ΑǡȐȚƲǱ৹ǁǽǷȗǡǷȚǡȗΘ৹ǀǋȗΒǋǋǷ৹ǡǷȐǡǇǋ৹ƲǷǇ৹ǽȚȗȐǡǇǋ৹ƲǷǇ৹ ΒǞǡǁǞ৹ǁǞƲȍƲǁȗǋȍǡȐǋ৹ȗǞǋ৹ǋȌȚǡȊȊǋǇ৹ΒƲǱǱ৹ȗǽǘǋȗǞǋȍ৹ΒǡȗǞ৹ȗǞǋ৹ ȐǞǋǱΑǋȐ৹ƲǷǇ৹ȗǞǋ৹ȍǋǁǋȐȐǋȐ৹ǡǷ৹ΒǞǡǁǞ৹ȗǞǋ৹ȐǽǗƲȐ৹Ʋȍǋ৹ȊǱƲǁǋǇल৹ Thecharacteristicspacesoftheeducationallandscape, ontheotherhand,arethosethatreplacethetraditional ǁǽȍȍǡǇǽȍळ৹ȊǱƲǁǋȐ৹ΒǞǋȍǋ৹ǡȗ৹ǡȐ৹ȊǽȐȐǡǀǱǋ৹ȗǽ৹ǁƲȍȍΘ৹ǽȚȗ৹ ȗǋƲǁǞǡǷǘ৹ȗǞƲǷǯȐ৹ȗǽ৹ƲǱǱ৹ȗǞǋ৹ǋȌȚǡȊǶǋǷȗ৹ॠȗƲǀǱǋȐळ৹ǁǞƲǡȍȐ৹ ƲǷǇ৹ǽȗǞǋȍ৹ȐȚȊȊǱǡǋȐॡ৹ȗǞƲȗ৹Ʋȍǋ৹ǷǋǁǋȐȐƲȍΘ৹Ǘǽȍ৹ȗǞǋ৹ΑƲȍǡǽȚȐ৹ Interiorspacefordidacticuse Spaziointernoperusodidattico =Ʋ৹ǇǡǇƲȗȗǡǁƲळ৹ǁǽǶǋ৹ǘǡƷ৹ȍǡȊǋȗȚȗǽ৹ǇǡΑǋȍȐǋ৹ΑǽǱȗǋळ৹ǷǽǷ৹ necessita più degli spazi formati da aule e corridoi, ǶƲ৹Ǉǡ৹ȚǷƲ৹Ȑǋȍǡǋ৹Ǉǡ৹ȐȊƲΝǡ৹ǇǡϥǋȍǋǷȗǡ৹ȗȍƲ৹Ǳǽȍǽ৹ǁǞǋ৹ȊǽȐȐƲǷǽ৹ garantire una formazione eterogenea in linea con le ǋȐǡǘǋǷΝǋ৹ǇǋǱǱƲ৹ȊǋǇƲǘǽǘǡƲ৹ǁǽǷȗǋǶȊǽȍƲǷǋƲल৹[ǋ৹ǇƲ৹ȚǷƲ৹ parte si sostiene che una scuola completamente open ȐȊƲǁǋ৹ȊǽȐȐƲ৹ǘƲȍƲǷȗǡȍǋ৹ƲǱ৹ǀƲǶǀǡǷǽ৹Ǉǡ৹ǋȐȊȍǡǶǋȍȐǡ৹ǡǷ৹ȊǡǋǷƲ৹ ǱǡǀǋȍȗƷळ৹ǇƲǱǱঌƲǱȗȍƲ৹ǁঌǒ৹ǁǞǡ৹ȐǽȐȗǡǋǷǋ৹ǡǱ৹ǀƲǶǀǡǷǽ৹ƲǀǀǡƲ৹ ǀǡȐǽǘǷǽ৹Ǉǡ৹ȍǋǘǽǱǋ৹ǋ৹Ǉǡ৹ȐȊƲΝǡ৹ǇǋϮǷǡȗǡळ৹ǋ৹ȌȚǡǷǇǡ৹ǷǽǷ৹ǁǡ৹Ȑǡ৹ ȊǽȐȐƲ৹ǀƲȐƲȍǋ৹ȐǽǱȗƲǷȗǽ৹ȐȚ৹ȚǷƲ৹ȐǁȚǽǱƲ৹ǁǽǶȊǱǋȗƲǶǋǷȗǋ৹Ʋ৹ ȊǡƲǷȗƲ৹ǱǡǀǋȍƲ৹Ȋǋȍ৹ǱƲ৹ǗǽȍǶƲΝǡǽǷǋ৹ǇǋǱ৹ǗȚȗȚȍǽल৹ǱǱঌǡǷȗǋȍǷǽ৹ ǇǋǱ৹Ȋȍǽǘǋȗȗǽ৹ȐǽǷǽ৹ȐȗƲȗǡ৹ȊǋǷȐƲȗǡ৹ȐǁǋǷƲȍǡ৹ǇǡΑǋȍȐǡ৹ȗȍƲ৹Ǳǽȍǽळ৹ ǁǞǋ৹ǇǡϥǋȍǡȐǁǽǷǽ৹Ȋǋȍ৹ǗǽȍǶƲळ৹ǗȚǷΝǡǽǷǋ৹ǋ৹ǡǇǋƲल৹%Ǳǡ৹ȐǁǞǋǶǡ৹ assonometrici degli spazi interni ad uso didattico ȊǽȐȐǽǷǽ৹ȍǡƲȐȐȚǶǋȍǋ৹Ʋ৹ȊǡǋǷǽ৹ǱঌǡǇǋƲ৹ȊȍǽǘǋȗȗȚƲǱǋल৹[ǽǷǽ৹ ȐȗƲȗǡ৹ƲǷƲǱǡΝΝƲȗǡ৹ǘǱǡ৹ȐȊƲΝǡ৹Ȋǋȍ৹ǡǱ৹ǱƲΑǽȍǽ৹Ǉǡ৹ǘȍȚȊȊǽळ৹ȌȚǋǱǱǡ৹ ǋǶǀǱǋǶƲ৹ǇǋǱ৹ǷȚǽΑǽ৹ȊƲǋȐƲǘǘǡǽ৹ǇǡǇƲȗȗǡǁǽळ৹ǋΗ৹ǁǽȍȍǡǇǽǡǽळ৹ ǋ৹ȌȚǋǱǱǡ৹ϱǋȐȐǡǀǡǱǡ৹ǁǽǶȊǱǋȗƲǶǋǷȗǋ৹ǡǶǶǋȍȐǡ৹ǷǋǱǱƲ৹ǷƲȗȚȍƲल৹ /৹ȊȍǡǶǡ৹ȐǽǷǽ৹ǱȚǽǘǞǡ৹Ƿǋǡ৹ȌȚƲǱǡ৹ǒ৹ȊǽȐȐǡǀǡǱǋ৹ǱƲΑǽȍƲȍǋ৹ǁǽǷ৹ il proprio gruppo classe o anche con più di uno, spazi che possono raddoppiare la propria dimensione e che ȊǽȐȐǽǷǽ৹ǋȐȐǋȍǋ৹ȚȗǡǱǡΝΝƲȗǡ৹Ȋǋȍ৹ǇǡϥǋȍǋǷȗǡ৹ȚȐǡळ৹ǘȍƲΝǡǋ৹ƲǱǱƲ৹ ǶǽǇȚǱƲȍǡȗƷ৹ǇǋǘǱǡ৹ƲȍȍǋǇǡल৹WȚǋȐȗǡ৹ƲǶǀǡǋǷȗǡ৹ǞƲǷǷǽ৹ȚǷƲ৹ ǁǽǷȗǡǷȚǡȗƷ৹ΑǡȐǡΑƲ৹ȐǡƲ৹ΑǋȍȐǽ৹ǱঌǋȐȗǋȍǷǽ৹ǁǞǋ৹ΑǋȍȐǽ৹Ǳǋ৹Ʋȍǋǋ৹ di connessione all’interno della scuola, grazie a delle ǘȍƲǷǇǡ৹ƲȊǋȍȗȚȍǋ৹ǁǞǋ৹ǁȍǋƲǷǽ৹ǁǽǷȗǡǷȚǡȗƷ৹ΑǡȐǡΑƲ৹ȗȍƲ৹ǡǷȗǋȍǷǽ৹ ed esterno e che caratterizzano la parete attrezzata ǡǷȐǡǋǶǋ৹ƲǘǱǡ৹ȐǁƲϥƲǱǡ৹ǋǇ৹ƲǱǱǋ৹ȍǡǋǷȗȍƲǷΝǋ৹ǷǋǱǱǋ৹ȌȚƲǱǡ৹ȐǽǷǽ৹ ȊǽȐǡΝǡǽǷƲȗǡ৹ǡ৹ǇǡΑƲǷǡल৹ %Ǳǡ৹ȐȊƲΝǡ৹ǁƲȍƲȗȗǋȍǡȐȗǡǁǡ৹ǇǋǱ৹ȊƲǋȐƲǘǘǡǽ৹ǇǡǇƲȗȗǡǁǽळ৹ǡǷΑǋǁǋळ৹ ȐǽǷǽ৹ȌȚǋǱǱǡ৹ǁǞǋ৹ΑƲǷǷǽ৹Ʋ৹ȐǽȐȗǡȗȚǡȍǋ৹ǡǱ৹ȗȍƲǇǡΝǡǽǷƲǱǋ৹ ǁǽȍȍǡǇǽǡǽळ৹ǱȚǽǘǞǡ৹ǇǽΑǋ৹ǒ৹ȊǽȐȐǡǀǡǱǋ৹ȐΑǽǱǘǋȍǋ৹ǱƲ৹ǇǡǇƲȗȗǡǁƲ৹ ǘȍƲΝǡǋ৹Ʋ৹ȗȚȗȗǡ৹ǡ৹ǇǡȐȊǽȐǡȗǡΑǡ৹ॠȗƲΑǽǱǡ৹ȐǋǇǡǋ৹ǋǇ৹ƲǱȗȍǋ৹ǗǽȍǷǡȗȚȍǋॡ৹

SYMBIOSIS 167 Group doublespace,ÁH[LEOH WHDFKLQJ PRGXOH 1HZ OHDUQLQJ ODQGVFDSH FRUULGRU DV D VSDFH IRU UHODWLRQVKLSV DQG OHDUQLQJ JOUFSOBM GBDBEF WJTVBM DPOOFDUJPO XJUI UIF FYUFSJPS WJTVBM DPOOFDUJPO XJUI UIF FYUFSJPS NPWFBCMF TPMBS TIBEJOH TZTUFN mYFE TJEF XBMMT TQBDF UP DSFBUF DPMMFDUJWF NFNPSZ NPCJMF FYIJCJUJPO QBOFMT DFOUSBM TQPU TQBDF GPS UFBDIJOH BOE SFMBUJPOTIJQT DPNGPSUBCMF JOEJWJEVBM TQBDFT JOEJWJEVBM TQBDFT UP TUVEZ FYQPTFE TUSVDUVSF

SYMBIOSIS 168 ǁǽǶǶȚǷǡȗΘ৹ǀǋǁƲȚȐǋ৹ǡȗ৹ȍǋǶƲǡǷȐ৹ǽȊǋǷ৹ƲǗȗǋȍ৹ȐǁǞǽǽǱ৹ǞǽȚȍȐ৹ Ȑǽ৹ȗǞƲȗ৹ǋΑǋȍΘǽǷǋ৹ǁƲǷ৹ȚȐǋ৹ǡȗळ৹ǀȚȗ৹ǋȐȐǋǷȗǡƲǱǱΘ৹ǀǋǁƲȚȐǋ৹ǡȗ৹ constantly creates as many interpersonal relationships ƲȐ৹ȊǽȐȐǡǀǱǋ৹ΒǡȗǞǡǷ৹ǡȗȐ৹ǽΒǷ৹ȐΘȐȗǋǶल ǱƲ৹ǷƲȗȚȍƲ৹ȐǡƲ৹৹ƲǱǱঌǡǷȗǋȍǷǽ৹ǇǋǱǱƲ৹ǁǽǶȚǷǡȗƷल৹ =Ʋ৹ȐǁȚǽǱƲ৹ǇǡΑǋǷȗƲ৹ȐȗȍȚǶǋǷȗǽ৹ǡǷǇǡȐȊǋǷȐƲǀǡǱǋ৹Ȋǋȍ৹ ǱƲ৹ǁǽǶȚǷǡȗƷ৹ǱǽǁƲǱǋ৹ȊǋȍǁǞǌ৹ȍǡǶƲǷǋ৹ƲȊǋȍȗƲ৹ȊǽȐȗ৹ ǽȍƲȍǡǽ৹ȐǁǽǱƲȐȗǡǁǽ৹ǗƲǁǋǷǇǽ৹ǡǷ৹ǶǽǇǽ৹ǁǞǋ৹ǁǞǡȚǷȌȚǋ৹ ȊǽȐȐƲ৹ȚȐȚǗȍȚǡȍǷǋळ৹ǶƲ৹ǋȐȐǋǷΝǡƲǱǶǋǷȗǋ৹ȊǋȍǁǞǌ৹ǁȍǋƲ৹ costantemente il maggior numero di relazioni ǡǷȗǋȍȊǋȍȐǽǷƲǱǡ৹ȊǽȐȐǡǀǡǱǡ৹ƲǱǱঌǡǷȗǋȍǷǽ৹ǇǋǱ৹ȊȍǽȊȍǡǽ৹ȐǡȐȗǋǶƲल /Ƿȗǋȍǡǽȍ৹ƲǷƲǱΘȐǡȐ৹ǽǗ৹ȗǞǋ৹ϱǋΗǡǀǱǋ৹ȐȊƲǁǋȐ ǷƲǱǡȐǡ৹ǡǷȗǋȍǷƲ৹ǇǋǘǱǡ৹ȐȊƲΝǡ৹ϱǋȐȐǡǀǡǱǡ

SYMBIOSIS 169 )OH[LEOH VSDFHV GLIIHUHQW PL[HG XVH VFHQDULRV QBOFMT UP FYIJCJU XPSLT &YUFSJPS GBDBEF WJTVBM BOE QIZTJDBM DPOOFDUJPO XJUI UIF FYUSJPS WJTVBM BOE QIZTJDBM DPOOFDUJPO XJUI UIF FYUFSJPS NPCJMF NPEVMBS JOGPSNBM TQBDF JOEJWJEVBM TQBDFT UP TUVEZ nFYJCMF BOE TUSVDUVSBM QBSUJUJPO QBOFMT NPWFBCMF GVSOJUVSF NPEVMBS UBCMFT UIBU DBO CF BTTFNCMFE JO EJGGFSFOU DPOGPSNBUJPOT NPCJMF TFBUT GPS UFBDIJOH BOE SFMBUJPOTIJQT

SYMBIOSIS 170

SYMBIOSIS 172

SYMBIOSIS 173

SYMBIOSIS 174 #SJTF TPMFJM mYFE BOE NPCJMF #JEJSFDUJPOBM TVQQPSU TZTUFN 0QFOJOH GSBNF (MBTT QBOFM .FUBM DMBEEJOH #JEJSFDUJPOBM TVQQPSU TZTUFN 8BUFSQSPPG NFNCSBOF 3JHJE JOTVMBUJPO 4VQQPSUJOH QBOFM 5JNCFS CPBSET 4FDPOEBSZ CFBN Tiles 'MPBUJOH nPPS TVQQPSU 4ZTUFN 5FDIOJDBM EVDUT 3JHJE JOTVMBUJPO 8BUFSQSPPG NFNCSBOF 3FJOGPSDFE DPODSFUF TMBC 7FOUJMBUFE DSBXM TQBDF -FBO DPODSFUF UP TVQQPSU (SBWFM 1. 2. 3. 2. ǡȍǁȚǱƲȍ৹ǁȍǽΒǷळ৹ǱǋƲȍǷǡǷǘ৹ǱƲǷǇȐǁƲȊǋ ǽȍǽǷƲ৹ǁǡȍǁǽǱƲȍǋळ৹ȊƲǋȐƲǘǘǡǽ৹ǇǡǇƲȗȗǡǁǽ

SYMBIOSIS 175 1.

SYMBIOSIS 176 /ǷȗǋȍƲǁȗǡǽǷ৹ǀǋȗΒǋǋǷ৹ȐǁǞǽǽǱ৹ƲǷǇ৹ǁǡȗΘ /ǷȗǋȍƲΝǡǽǷǋ৹ȗȍƲ৹ȐǁȚǽǱƲ৹ǋ৹ǁǡȗȗƷ

SYMBIOSIS 177 Polycarbonate panel Bidirectional uspport system Diagonal braced system WaterproofFlooring membrane Reinforced concrete slab Corrugated sheets Secondary beam IPE2.1. 1. 2.

SYMBIOSIS 178 $ǱǋΗǡǀǱǋ৹ȐȊƲǁǋȐ [ȊƲΝǡ৹ϱǋȐȐǡǀǡǱǡ

SYMBIOSIS 179 " 'MPBUJOH nPPS TVQQPSU TZTUFN !

SYMBIOSIS 180 qǡǋΒ৹ǗȍǽǶ৹ȗǞǋ৹ǋǷȗȍƲǷǁǋ৹ȐȊƲǁǋproject views viste di progetto

SYMBIOSIS 181

SYMBIOSIS 182 Thesharedporch

SYMBIOSIS 183

SYMBIOSIS 184 Kindergartenspaces

SYMBIOSIS 185

SYMBIOSIS 186 Learninglandscape

SYMBIOSIS 187

SYMBIOSIS 188 $ǱǋΗǡǀǱǋ৹ȐȊƲǁǋȐ

SYMBIOSIS 189

SYMBIOSIS 190 Maquette Maquete BǽǇǋǱ৹ࡲऴࡲࡱࡱࡱ materials: ǽǀǋǁǋ৹ΒǽǽǇ mahoganywood limewood ǀǡȍǁǞ৹ΒǽǽǇ plexiglas

SYMBIOSIS 192 BǽǇǋǱ৹ࡲऴࡲࡱࡱ materials: ǽǀǋǁǋ৹ΒǽǽǇ limewood ǀƲǱȐƲ৹ΒǽǽǇ naturalelement

SYMBIOSIS 194

SYMBIOSIS 196

SYMBIOSIS 198

SYMBIOSIS 200

SYMBIOSIS 202

SYMBIOSIS 204 POSTCARD FROM THE FUTURE CARTOLINE DAL FUTURO

Gli è stato chiesto di immaginarsi di andare a scuola in mezzo alla natura e di tramutare ogni sensazione o pensiero in disegno. Le risposte principali alle quali dovevanorispondereeranoleseguenti:

- Seiimmersonellanatura,cosatipiacerebbetrovare? - Cosasignificapertenatura? - Cosa succede quando piove? Hai bisogno di un riparo?Cometeloimmagini?

- Vorrestiesseredasolooinsiemeaqualcuno? Diseguitosonoriportatialcunideidisegnicheabbiamo ricevutodaquellichesarannoifuturicittadini.

SYMBIOSIS 205

- What happens when it rains? Do you need shelter? Howdoyouimagineit? - Wouldyouliketobealoneortogetherwithsomeone? Below are some of the drawings we received from futurecitizens.

In line with the participatory process that the municipality of Prato decided to implement for the drafting of the new Operational Plan, also involving children with their Children’s Operational Plan, we decided,intheinitialphaseoftheproject,toasksome of them directly how they imagined the school of the Theyfuture.wereaskedtoimaginethemselvesgoingtoschool in the middle of nature and to turn each feeling or thoughtintoadrawing.Themainanswerstheyhadto givewerethefollowing:

- Youareimmersedinnature,whatwouldyouliketo -find?Whatdoesnaturemeantoyou?

Allineandosialpercorsopartecipativocheilcomunedi Prato ha deciso di attuare per la redazione del nuovo Piano Operativo, coinvolgendo anche i bambini con il loro Piano Operativo dei Bambini, abbiamo deciso, nellafaseinizialediprogetto,dichiederedirettamente ad alcuni di loro come si immaginassero la scuola del futuro.

206 Cosimo

I imagine myself going to school in a forest with my friend Lapo, playing football. There are lots of trees andflowersintheforest.Iimaginefindingabear.Ifit starts to rain on the way to school, there are tents for shelter. I like being in nature, but I also like studying inbooks. Mi immagino di andare a scuola dentro una foresta insieme al mio amico Lapo, giocando a pallone. Nella foresta ci sono tanti alberi e fiori. Mi immagino di trovare un orso. Se durante il tragitto per andare a scuolainiziaapioverecisonodelletendeperripararsi. Mi piace stare nella natura, ma mi piace tanto anche studiaresuilibri.

SYMBIOSIS

SYMBIOSIS 207

Matteo

I imagine myself lying in a flowery meadow, there’s a bigtreethatgivesmeshadewhenit’stoosunnyfortoo hot.Whenitrains,everyonehastheirownlittlehouse inthemiddleofnature.ThefirstthingIwouldliketo findisapondfulloffishtostudyandwatch.Iwould lovetobenearthem. Mi immagino di stuiare in un prato fiorito, c’è un alberograndechemifaombraquandoc’ètropposolef atroppocaldo.Quandopioveognunohalasuacasetta in mezzo alla natura. La prima cosa che vorrei trovare èunlaghettapienodipescidastudiareeguardare.Mi piacerebbetantostarglivicino.

SYMBIOSIS Marta

208

Iimaginemyselfgoingtoschoolonameadow.Inthe meadow there is a tree full of cherries where a bear is scratching his back, a fox is resting and a cat is trying tocatchafishinthelake.Ifitrainsthereisashelterin abigtreenexttotheschool.Iwouldlovetostudyand learnbyexperimenting. Mi immagino di andare a scuola su un prato. Nel prato c’è un albero pieno di ciliege dove un orso si sta grattando la schiena, una volpe che si riposa ed un gatto che cerca di acchiappare un pesce dentro il lago. Sepioveoltreallascuolaesisteunrifugiosuunalbero grandedilatoallascuola.Mipiacerebbetantostudiare eimpararesperimentando.

Vorrei stare sempre in compagnia dei miei amici, ma vorreiaveresoprattuttoconunavolpacomemascotte.

SYMBIOSIS

Vorreistudiareinmezzoadeglialberitantoalticondue casettedoverifugiarsiquandopioveeuntavololungo dove fare gli esperimenti tutto il giorno all’aperto.

209Ginevra

Iwouldliketostudyinthemidstoftalltreeswithtwo smallhousestotakerefugeinwhenitrainsandalong tabletodoexperimentsalldayintheopenair.Iwould liketobeinthecompanyofmyfriendsallthetime,but Iwouldespeciallyliketohaveafoxasamascot.

SYMBIOSIS 210

Tommaso I imagine myself studying in the middle of a forest. There are lots of trees, a desk with a chair and a big house to cover everyone from the rain. I imagine a sunset lighting up the sky and some of my friends: a squirrel,amole,aflowerandlotsofgrass. Miimmaginodistudiareinmezzoaunbosco.Cisono tanti alberi, una scrivania con la sedia e una casetta grandepercopriretuttidallapioggia.Miimmaginoun tramonto che illumina il cielo e alcuni dei miei amici: unoscoiattolo,unatalpa,unfioreetantaerba.

SYMBIOSIS Lapo

211

Iimaginemyselfstudyingonahillsobigthatthereisa bigfootballfieldforallofustoplaytogether,boysand girls.Abiglakesothattheanimalsarounduscandrink andwash.Iwouldlikemyschooltolooklikemyhome. Miimmaginodistudiaresuunacollinacosìgrandeda poter ospitare un grande campo da calcio per giocare tutti insieme, maschi e femmine. Un lago grande per poter permettere agli animali intorno a noi di poter bereelavarsi.Vorreichelamiascuolaassomigliassealla miacasa.

I imagine myself going to school in a meadow. In the meadow there are lots of flowers, an acorn tree where a hungry squirrel eats them all. A river flows through themeadowfromanearbymountain.Inthemeadowa fox,amooseandacatareresting.Iwouldliketolearn by experimenting, using what I find in nature such as water.Incaseofrainthereisatentandafireforshelter. Mi immagino di andare a scuola in un prato. Nel prato ci sono tanti fiori, un albero di ghiande dove uno scoiattolo affamato le mangia tutte. Il prato è attraversato da un fiume che nasce da una montagna vicina. Sul prato ci sono una volpe, un alce ed un gattochesistannoriposando.Mipiacerebbeimparare sperimentando,utilizzandoquellochetrovoinnatura come l’acqua. In caso di pioggia c’è una tenda ed un fuocoperripararsi.

SYMBIOSIS Andrea

212

Margherita

Iliketothinkthattheroadtoschoolisfilledwithlots of nature: there are lots of bees and butterflies flying from one flower to another. The sky is always bright, the colour of my school is yellow like the sun. Behind thebigbrowndoortherearelotsoffriendsandteachers waitingforme. Mi piace pensare che la strada per arrivare a scuola sia piena di tanta natura: ci sono tante api e farfalle che volanodaunfioreall’altro.Ilcieloèsempresplendente, ilcoloredellamiascuolaègiallocomeilsole.Dietroalla grande porta marrone ci sono tanti amici e insegnanti chemiaspettano.

SYMBIOSIS 213

SYMBIOSIS 214 PANELS

SYMBIOSIS 215

An exclusively agricultural territory at the end of the 19th century, the Plain was characterised by a series of small settlements. The demographic boom that brought the city from 77,000 to 143,000 inhabitants between 1950 and 1970 and the consequent dispersion of the city took place according to a peculiar model: all the centres, the walled city and the hamlets, expanded, generating new residential and productive quarters, which in some parts came to connect, producing continuous urbanised fabrics and in other parts remained separated by large portions of the agricultural gulfs. The environmental system public parks and the system the Action Plan for urban increase biodiversity through The primordial agricultural landscape of the city was marked by the millpond system that crossed the entire plain. An extraordinary territorial infrastructure along which the mills were distributed.. The decision to revitalise this network, about 53 km of water diversion channels, makes it possible to use the element of water as a mitigation of the heat island effect in the city, reducing energy demand and offering environmental benefits, as well as saving resources. The environmental system will represent a pivotal point for the development of the city and will be clearly visible at the border between the urbanised part and the peri-urban agricultural gulfs system. The presence of real biodiversity sites where agriculture, environment and urban areas will be able to dialogue, will help to increase the overall environmental quality. The protection of the agricultural park is of fundamental importance, both for its function as historical territorial heritage and as a source of self-sustenance for the city of Prato

Master

in Architecture-Built Territory

The San Giusto district, Operational lan rossed underground millpond. largest shopping centre

The millpond system Peri-urban agricultural gulfs

The city of Prato, with its new Operational Plan, wants to demonstrate that it is a real permanent aboratory of strategies of international relevance. Through planning, the city is included within the disciplinary parenthesis of Landscape Urbanism a multi-disciplinary, multi-scalar and multitemporal approach where ecology, technology and the man-made environment coexist, thus developing a new technology of Nature. The Prato 2050 Urban Agenda moves in this framework, trying to put several issues on an equal level.

frameworkTerritorial Polycentric cityMunicipality of Prato

SYMBIOSIS 216

Eleonora Supervisor: Jacopo Leveratto, Thesis

The natural system Strategic area system has always been a cornerstone for the development of the city. Each citizen, thanks to the widespread presence of system of protected areas, has more than 39 square metres of urban green space available (source: Istat-Urbes). The aim of urban and peri-urban forestation is to increase wooded areas in order to give back to the city spaces and life corridors able to through urban re naturalisation processes that can favour the development of habitats for non-domestic animal species. located in a strategic position from the point of view of infrastructures, contains within it all the features explored by the new rossed by three of the city s main traffic arteries, it contains a peri-urban agricultural gulf characterised by the presence of an A strategic area that was already taken into consideration at the beginning of the 2000s with the construction of the city’s centre and that today welcomes consumers from all over the plain.

SYMBIOSIS 217 Eleonora Niccoli, Simone Parigi Leveratto, Co-Supervisor: Alessandro Rocca Architecture-Built Environment-Interior, a.y. 2020-2021 erritory, City, District districtGiustoSan

ConceptsuccessionHistorical

SYMBIOSIS 218

The thesis proposes the archetype of the school as a fundamental root to graft changes into society so that, through its multiple declinations, it can make the citizens of tomorrow understand the strong value of relationships: social and with the surrounding environment. The new school model gives spaces the energy they need to re-generate the city, becoming the neighbourhood’s meeting point and at the same time an opportunity for exponential biological growth. A place where the sense of individual and collective responsibility can be guarded and recovered. Guided by an evolution of educational spaces focused on the theme of sociability, the research develops from a pedagogical method that puts the shared environment first, transforming the “classroom + corridors” paradigm into a learning landscape. The multi-scalar search for a new centre of gravity between the animal and natural worlds was applied to the San Giusto district, Prato. A vibrant, contradictory, innovative city that represents a formidable urban, social, cultural and economic laboratory, continuously open to new experiments. Starting from the guidelines of the Action Plan for urban and peri-urban forestation of the city, the project has tried to adapt as much as possible to the morphological aspect of the territory while respecting the anthropic and natural traces of the area. A proposal which, through the combination of a nursery school, a primary school and a secondary school, accompanies the transition from domestic to public life and helps future generations to understand how important it is to evolve, grow and flourish in symbiosis.

Eleonora Niccoli, Simone Parigi Supervisor: Jacopo Leveratto, Co-Supervisor: Alessandro Rocca Master Thesis in Architecture-Built Environment-Interior, a.y. 2020-2021 Symbiosis

The Anthropocene is characterised by the impact of human activities on the evolution of the planet. The continuous exploitation of its natural resources, aimed exclusively at satisfying our own needs, has led to substantial imbalances that have called into question the centrality of man and his relationship with nature. Thinking about Post-Antropocene scenarios means questioning today’s anthropocentric vision in order to make space for an ecocentric education. Charles Darwin’s tree of life of 1837 fully expresses this view where man is represented as one of several branches all belonging to the same shared trunk.

SYMBIOSIS 219

SYMBIOSIS

An experimental school for Prato, a space for community to educate tomorrow's citizens through the coexistence of organism of different species.

SYMBIOSIS 220 Eleonora Niccoli, Simone Parigi Supervisor: Jacopo Leveratto, Co-Supervisor: Alessandro Rocca Master Thesis in Architecture-Built Environment-Interior, a.y. 2020-2021

SYMBIOSIS 221 Eleonora Niccoli, Simone Parigi Supervisor: Jacopo Leveratto, Co-Supervisor: Alessandro Rocca Master Thesis in Architecture-Built Environment-Interior, a.y. 2020-2021 Urban Framework

SYMBIOSIS 222 Eleonora Niccoli, Simone Parigi Supervisor: Jacopo Leveratto, Co-Supervisor: Alessandro Rocca Master Thesis in Architecture-Built Environment-Interior, a.y. 2020-2021

SYMBIOSIS 223 Eleonora Niccoli, Simone Parigi Supervisor: Jacopo Leveratto, Co-Supervisor: Alessandro Rocca Master Thesis in Architecture-Built Environment-Interior, a.y. 2020-2021 Project layering Functional program Main access Main access connectionUrban entrance entrance entrance connectionUrban connection with the sports centre Secondary school spaces for maintenance spaces for maintenance 1. Teachers’ lounge 2. Bathrooms 3. Auditorium 4. Library Group space, flexible space 6. Lounge area 7. Technology Lab 8. Art Lab 9. Music IndividualLabspace nformal space º Space for relations * Flexible space º º º º º Southern urban park Northern urban park Existing agricultural fields, wheat cultivation millpond natural system biotope: reproductionwildnesswater Existing agricultural fields, wheat cultivation connecting infrastructure school society’s device exposed metal structure covered in polycarbonate exposed wooden structure with aluminium covering Kindergarten 1. Teachers’ lounge 2. Bathrooms 3. Projection room 4. Agorà Group space, flexible space 6. Canteen 7. Changing rooms 1. Teachers’ lounge 2. Bathrooms 3. Auditorium4.Library Group space, flexible space 6. Canteen 7. Technology Lab 8. Art Lab 9. Music Lab Individual space nformal space º Space for relations * Flexible space nformal space º Space for relations Primary school º º º º º 1 1 1 3 3 3 4 4 4 8 9 7 7 6 6 6 5 5 5 5 5 2 22 2 2 2 *

SYMBIOSIS 224 Eleonora Niccoli, Supervisor: Jacopo Leveratto, Co-Supervisor: Master Thesis in Architecture-Built Environment-Interior,

SYMBIOSIS 225 Simone Co-Supervisor:ParigiAlessandro Rocca Environment-Interior, a.y. 2020-2021 -2.00 mt 0.00 mt

SYMBIOSIS 226 Eleonora Niccoli, Simone Parigi Supervisor: Jacopo Leveratto, Co-Supervisor: Alessandro Rocca Master Thesis in Architecture-Built Environment-Interior, a.y. 2020-2021

[...] [...] [...] [...]

EuropeanEuropeanEnglishBoxelderlocustoakbeechhackberryLittleleaflindenLondonplanetreePinoakPlatanushybridaTiliacordata

DidacticSharedorchardporch, space of interaction between man, animals and nature Floodplain, normal condition, humid environment, wilderness Floodplain, swollen river Fauna Flora

227

Community-based planting, annual plants Community-based planting, perennials and native plants

SYMBIOSIS

Ash spp Black cedar Black apanese elkova WheatMeadowsplant

Square, space of participation between man, animals and nature

Community-based planting, perennials and native plants

PollinatingHedgehogBlackbirdBadgerFoxFrogMousePheasantinsectPorcupineRabbitSquirrelRobinToadWoodpeckerWoodpigeon Cultivated fields, wheat Cultivated fields, wheat Didactic orchard Urban park, diversity Urban park, diversity umid environment, reedbed, wild umid environment, water, reedbed, gravel, rocks, wild Water, rocks, ecological succession, wild Floodplain,wild umid environment, peat bog, wild Human action wildernessand Community-based planting

Eleonora Niccoli, Simone Parigi Supervisor: Jacopo Leveratto, Co-Supervisor: Rocca Master Thesis in Architecture-Built Environment-Interior, how to coexist

Community-based planting perennials and annual plants

a.y. 2020-2021 Learning

Alessandro

perennialsplantingCommunity-based

SYMBIOSIS 228 Eleonora Niccoli, Supervisor: Jacopo Leveratto, Co-Supervisor: Master Thesis in Architecture-Built +0.000.000.000.003.0 mt - 2.4 mt - 2.4 mt + 3.0 mt + 13.0 mt +13.0 mt + 5.2 mt + 4.0 mt + 7.4 mt + 6.0 mt + 6.0 mt + 7.4 mt + 7.4 mt + 13.0 mt

SYMBIOSIS 229 Niccoli, Simone Co-Supervisor:ParigiAlessandro Rocca Environment-Interior, a.y. 2020-2021 0.000.000.00+ 4.0 mt + 6.0 mt + 7.4 mt + 3.0 mt + 13.0 mt - 2.2 mt - 2.4 mt - 2.4 mt + 5.2 mt + 4.00.00mt- 2.2 mt + 5.2 mt + 4.0 mt + 7.4 mt

SYMBIOSIS 230

informal space

exposedrelationshipsandstructure

231

doublespace,flexible

mobile modular informal space space for relations

internal facade internal facade

fixed side walls space to create collective memory mobile exhibition panels

Interior spaces for didactic use

mobile seats for teaching

Exterior facade visual connection with the exterior visual connection with the exterior visual and physical connection with the extrior visual and connectionphysicalwiththe exterior equipped partition wall space in-between visual connection

Eleonora Niccoli, Simone Parigi Supervisor: Jacopo Leveratto, Co-Supervisor: Alessandro Rocca Master Thesis in Architecture-Built Environment-Interior, a.y. 2020-2021

Group teaching module

moveable solar shading system

New learning landscape, corridor as a space for relationships and learning

modular tables that can be assembled in different conformations visual connection with the exterior visual connection with the moveableexteriorsolarshading system

SYMBIOSIS

Flexible differentspaces,mixed-use scenarios

fixed shelves fixed side walls space to exhibit collective work panels to exhibit works exposed structure colored identifyingfurnishingsthespace

central spot, space for teaching and relationships comfortable individual spaces individual spaces to study flexible and structural partition panels moveable furniture individual spaces to study modular tables that can be assembled in different conformations

flexible partition panels

SYMBIOSIS 232 Eleonora Niccoli, Simone Parigi Supervisor: Jacopo Leveratto, Co-Supervisor: Alessandro Rocca Master Thesis in Architecture-Built Environment-Interior, a.y. 2020-2021 Interaction between school and city Polycarbonate panel Bidirectional uspport system Diagonal braced system WaterproofFlooring membrane Reinforced concrete slab Corrugated sheets Secondary beam IPE2.1. Elevation, scale 1:50 Technological section, scale 1:50 1. 2. Eleonora Niccoli, Supervisor: Jacopo Leveratto, Master Thesis in Architecture-Built Learning Brise soleil (fixed and mobile) Bidirectional support system Opening frame Glass panel Metal Bidirectionalcladdingsupport system Waterproof membrane Rigid SecondaryTimberSupportinginsulationpanelboardsbeam Tiles Floating floor support System Technical ducts Rigid GravelLeanVentilatedReinforcedWaterproofinsulationmembraneconcreteslabcrawlspaceconcretetosupport Elevation, scale 1:50 Technological section, scale 1:50 1. 2. 3. 2. Eleonora Niccoli, Simone Parigi Supervisor: Jacopo Leveratto, Co-Supervisor: Alessandro Rocca Master Thesis in Architecture-Built Environment-Interior, a.y. 2020-2021

SYMBIOSIS 233 Niccoli, Simone Co-Supervisor:ParigiAlessandro Rocca Environment-Interior, a.y. 2020-2021 landscape Elevation, scale 1:50 1. 3. Eleonora Niccoli, Simone Parigi Supervisor: Jacopo Leveratto, Co-Supervisor: Alessandro Rocca Master Thesis in Architecture-Built Environment-Interior, a.y. 2020-2021 Metal TilesSecondaryTimberSupportingInclinedWaterproofGravelcladdingmembranerigidinsulationpanelboardsbeam Floating floor support system Technical ducts Rigid GravelLeanVentilatedReinforcedWaterproofinsulationmembraneconcreteslabcrawlspaceconcretetosupport levation, scale 1 Technological section, scale 1 2.1. 2.1.

SYMBIOSIS 234 SOURCES

SYMBIOSIS 235IMAGE CREDITS Figure1:Originaldrawingby FigureLeonardo2:AlamyFigure3DrawingfromReserchgateFigure4:Redrawingfrom“HumansExplainedtoExtraterrestrials”(2016) Figure6:OriginaldrawingbyBontiusfromWikipediaFigure7:OriginaldrawingbyDarwinfromwikipedia Figure8:DOXIADIS+Figure9:www.gallerielaccademia.itFigure10:Figureurbanistisenzapiani.wordpress.com11:DrawingbyGillesClementFigure12:OriginaldrawingbyStudioOssidianafromwww.studio-ossidiana.com Figure1:studiootherspaces.net/futureassemblyFigure2:studiootherspaces.net/futureassemblyFigure1:@montistory101Figure2:@montistory101Figure3:-MauritiusimagesGmbH/AlamyStockPhotoFigure4:Unknown(2014) 1.ArchivesduMuséeHorta,Saint-Gilles 2.4.hiddenarchitecture.net3.architecturalarbitercitedelarchitecture.fr5.architetti.com6.mamivrea.it7.internazionale.it 8.architectural-review.com9.Archdaily10.architectural-review.com 11.architetti.san.beniculturali.it12.arquitecturaviva.com13.hiddenarchitecture.net 14.M.Alecci, Figureatlantearchitetture.beniculturali.it15.artribune.com16.domus.it17.M.Ciampi18.ahh.nl19.teknoring.com20.F.Guerra,Archidaily21.studiowok.com22.S.Bossi,divisare.com23.A.Mørk,domus.it24.www.modusarchitects.com1:DrawingbyVeronicaCaprino Introduction Emptinessasatoolforgrowth Betweenarchitectureandpedagogy TheevolutionofeducationalPratospaces2050

SYMBIOSIS 236 SITOGRAPHY www.miur.gov.itwww.ilsole24ore.comwww.skytg24.itwww.cittàdiprato.itwww.pratourbanjungle.itwww.comune.prato.itwww.pratoalfuturo.itwww.labiennale.orgwww.divisare.comwww.researchgate.newww.archdaily.comwww.fondazioneperlarchitettura.itwww.scuoleinnovative.itwww.indire.itwww.wikipedia.orgwww.treccani.itwww.studio-ossidiana.comwww.labiennale.orgwww.divisare.itwww.casabella.itwww.domus.comwww.researchgate.netwww.theanthropocene.org

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SYMBIOSIS

237

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