INNOVATION AND CHANGES IN THE DIDACTIC SPACE

In Italy, the theme of the school, and more generally of education in the broadest sense, alreadyin turmoil before the epidemic, seems to be exploding today in all its urgency, both because of theinstances - above all pedagogical - of transformation brought by the pandemic itself (which fromthis point of view has acted as a catalyst), and because of the uncertain consequences of a buildingheritage that now largely needs to be restored, because it is architecturally and technologicallyinadequate. This has led to the structuring of a literature review that takes into account two maintime spans: on the one hand, that of the 1960s-1970s (often called "the golden age of school"),investigated through the international architectural journals of that period, where the typology-technology problem emerges strongly; on the other hand, the selection (through Scopus, WoS, etc.)of current or recent studies and pedagogical experiences related to new technologies. Thecriterion for the choice of case studies is therefore based on their propulsive potential in relationto today's transformation needs, seeking to consider the school as an organism and not merely asa set of functional parts (as much current literature does)