L’EDUCAZIONE AL PAESAGGIO COME PRATICA DI MEDIAZIONE GEOGRAFICA NEI PROCESSI DI RISIGNIFICAZIONE DEI LUOGHI E DI RIDUZIONE DEI CONFLITTI NEL QUARTIERE DI SAN LORENZO A ROMA

Abstract

Landscape education as a practice of geographical mediation in the processes of resignification of places and reduction of conflicts in San Lorenzo district in Rome. – San Lorenzo district has a marked historical-identity component which, however, has not managed to safeguard the neighbourhood from phenomena of deterritorialization and gentrification. The main cause of the recent condition of degradation and conflict has to be found in the urban layout which has triggered a series of interferences in the identity of the place, for example the external pressures exerted by the university. In this case, therefore, the “configurative profile” (Turco, 2010), made up of relationships, emotions and feelings, has been impoverished and has been transformed.
In this context are inserted the landscape education practices (Turco, 2020) promoted by geographers of Sapienza University of Rome, which propose themselves as cultural mediators in the process of re-signification of places and spaces. The presence in the field and the response to the cultural requests from the immediate surroundings of the University have been translated into events open to the public such as the International Night of Geography or the Roman Summer in San Lorenzo which combine the presence of institutions with activities of Public geography. The territory as a common good is such only if the community is the architect of its definition and recognizes the anthropological value of the space. In this direction, landscape education, strongly characterized on an emotional and cognitive level, contributes to implementing those reterritorialization processes which are the privileged tool of geography for the resolution of the impoverishment phenomena caused by situations of conflict and violence.