The relationship between school and city offers a key perspective for rethinking public space as an educational, social and ecological infrastructure. Starting from this premise, the text provides an overview of the broader theme, framing schools as civic nodes and potential catalysts for urban regeneration. By outlining aims, research questions and methodology, the contribution introduces the idea of reciprocal permeability between educational environments and the city, exploring how schools can support more inclusive, sustainable and participatory urban spaces.