The contribution critically reinterprets the school-city relationship as a field of tension between spatial transformation, educational responsibility and urban justice. Schools are positioned within a broader civic and ecological project, where boundaries, proximities and open spaces question how cities are inhabited, governed and shared. Drawing on the research findings, the text identifies the conditions for school spaces to become long-term public infrastructures, highlighting the need for durable alliances, enabling policies and shared governance models capable of transforming school-city permeability into a structural device for more democratic, inclusive and sustainable urban futures.