Schools [not] dead. A collection of spatial elements and actions to design collectively directed scenarios in the indeterminacy of transition

The research investigates the spatial characters of the transition of learning spaces (institutionalized and non- institutionalized), with exploratory work on the Sardinian territory. With the goal of mass literacy in the post-World War II European context, the school was recognized as the main institutionalized educational infra- structure, while urban space implicitly maintained its role as a lifelong learning environment. Today an educational transition is underway, recognizable as a phase of indeterminacy and experimentation in the interaction between space and learning, with OECD scenarios offering alternatives to the idea of the school as the only institution with an educational role. With three action research and three experiential cases in the Sardinian territory, the research collects a code of recurring spatial elements and learning actions. This code provides characters and rules for a game that engages children in understanding and imagining their learning environment with collectively directed scenarios.