Based on research that we have been developing, sharing and disseminating for more than a decade, essentially in Portugal fenix.tecnico.ulisboa.pt and in the USA citiesandschools.berkeley.edu , we have created a new concept that aims to identify the axes of relationship between the city (territory) and the school (school network) and through its operationalisation, improve the competitiveness of territories and the quality of life of their populations by making schools more urban and cities more "learning".

Our work and studies have shown that:

- urban and school planning have not guaranteed a balanced reciprocal development at all scales and have not contributed to a satisfactory cohesion of the city. We would benefit from greater theoretical and practical articulation between the two domains.

- that schools cannot be equitable if the city and its territories are not.

- as a model for thinking and acting in urbanism and planning, school urbanism can contribute to the development, cohesion and equity of the territory and the school in cities.
We therefore intend to publicise and implement this concept so that cities and schools can make the transition to a new modernity where everyone can develop their potential harmoniously in the space where they live.

Based on research that we have been developing, sharing and disseminating for more than a decade, essentially in Portugal fenix.tecnico.ulisboa.pt and in the USA citiesandschools.berkeley.edu , we have created a new concept that aims to identify the axes of relationship between the city (territory) and the school (school network) and through its operationalisation, improve the competitiveness of territories and the quality of life of their populations by making schools more urban and cities more "learning".

Our work and studies have shown that:

- urban and school planning have not guaranteed a balanced reciprocal development at all scales and have not contributed to a satisfactory cohesion of the city. We would benefit from greater theoretical and practical articulation between the two domains.

- that schools cannot be equitable if the city and its territories are not.

- as a model for thinking and acting in urbanism and planning, school urbanism can contribute to the development, cohesion and equity of the territory and the school in cities.
We therefore intend to publicise and implement this concept so that cities and schools can make the transition to a new modernity where everyone can develop their potential harmoniously in the space where they live.

Based on research that we have been developing, sharing and disseminating for more than a decade, essentially in Portugal fenix.tecnico.ulisboa.pt and in the USA citiesandschools.berkeley.edu , we have created a new concept that aims to identify the axes of relationship between the city (territory) and the school (school network) and through its operationalisation, improve the competitiveness of territories and the quality of life of their populations by making schools more urban and cities more "learning".

Our work and studies have shown that:

- urban and school planning have not guaranteed a balanced reciprocal development at all scales and have not contributed to a satisfactory cohesion of the city. We would benefit from greater theoretical and practical articulation between the two domains.

- that schools cannot be equitable if the city and its territories are not.

- as a model for thinking and acting in urbanism and planning, school urbanism can contribute to the development, cohesion and equity of the territory and the school in cities.
We therefore intend to publicise and implement this concept so that cities and schools can make the transition to a new modernity where everyone can develop their potential harmoniously in the space where they live.

Based on research that we have been developing, sharing and disseminating for more than a decade, essentially in Portugal fenix.tecnico.ulisboa.pt and in the USA citiesandschools.berkeley.edu , we have created a new concept that aims to identify the axes of relationship between the city (territory) and the school (school network) and through its operationalisation, improve the competitiveness of territories and the quality of life of their populations by making schools more urban and cities more "learning".

Our work and studies have shown that:

- urban and school planning have not guaranteed a balanced reciprocal development at all scales and have not contributed to a satisfactory cohesion of the city. We would benefit from greater theoretical and practical articulation between the two domains.

- that schools cannot be equitable if the city and its territories are not.

- as a model for thinking and acting in urbanism and planning, school urbanism can contribute to the development, cohesion and equity of the territory and the school in cities.
We therefore intend to publicise and implement this concept so that cities and schools can make the transition to a new modernity where everyone can develop their potential harmoniously in the space where they live.

Based on research that we have been developing, sharing and disseminating for more than a decade, essentially in Portugal fenix.tecnico.ulisboa.pt and in the USA citiesandschools.berkeley.edu , we have created a new concept that aims to identify the axes of relationship between the city (territory) and the school (school network) and through its operationalisation, improve the competitiveness of territories and the quality of life of their populations by making schools more urban and cities more "learning".

Our work and studies have shown that:

- urban and school planning have not guaranteed a balanced reciprocal development at all scales and have not contributed to a satisfactory cohesion of the city. We would benefit from greater theoretical and practical articulation between the two domains.

- that schools cannot be equitable if the city and its territories are not.

- as a model for thinking and acting in urbanism and planning, school urbanism can contribute to the development, cohesion and equity of the territory and the school in cities.
We therefore intend to publicise and implement this concept so that cities and schools can make the transition to a new modernity where everyone can develop their potential harmoniously in the space where they live.

Based on research that we have been developing, sharing and disseminating for more than a decade, essentially in Portugal fenix.tecnico.ulisboa.pt and in the USA citiesandschools.berkeley.edu , we have created a new concept that aims to identify the axes of relationship between the city (territory) and the school (school network) and through its operationalisation, improve the competitiveness of territories and the quality of life of their populations by making schools more urban and cities more "learning".

Our work and studies have shown that:

- urban and school planning have not guaranteed a balanced reciprocal development at all scales and have not contributed to a satisfactory cohesion of the city. We would benefit from greater theoretical and practical articulation between the two domains.

- that schools cannot be equitable if the city and its territories are not.

- as a model for thinking and acting in urbanism and planning, school urbanism can contribute to the development, cohesion and equity of the territory and the school in cities.
We therefore intend to publicise and implement this concept so that cities and schools can make the transition to a new modernity where everyone can develop their potential harmoniously in the space where they live.

Based on research that we have been developing, sharing and disseminating for more than a decade, essentially in Portugal fenix.tecnico.ulisboa.pt and in the USA citiesandschools.berkeley.edu , we have created a new concept that aims to identify the axes of relationship between the city (territory) and the school (school network) and through its operationalisation, improve the competitiveness of territories and the quality of life of their populations by making schools more urban and cities more "learning".

Our work and studies have shown that:

- urban and school planning have not guaranteed a balanced reciprocal development at all scales and have not contributed to a satisfactory cohesion of the city. We would benefit from greater theoretical and practical articulation between the two domains.

- that schools cannot be equitable if the city and its territories are not.

- as a model for thinking and acting in urbanism and planning, school urbanism can contribute to the development, cohesion and equity of the territory and the school in cities.
We therefore intend to publicise and implement this concept so that cities and schools can make the transition to a new modernity where everyone can develop their potential harmoniously in the space where they live.

Based on research that we have been developing, sharing and disseminating for more than a decade, essentially in Portugal fenix.tecnico.ulisboa.pt and in the USA citiesandschools.berkeley.edu , we have created a new concept that aims to identify the axes of relationship between the city (territory) and the school (school network) and through its operationalisation, improve the competitiveness of territories and the quality of life of their populations by making schools more urban and cities more "learning".

Our work and studies have shown that:

- urban and school planning have not guaranteed a balanced reciprocal development at all scales and have not contributed to a satisfactory cohesion of the city. We would benefit from greater theoretical and practical articulation between the two domains.

- that schools cannot be equitable if the city and its territories are not.

- as a model for thinking and acting in urbanism and planning, school urbanism can contribute to the development, cohesion and equity of the territory and the school in cities.
We therefore intend to publicise and implement this concept so that cities and schools can make the transition to a new modernity where everyone can develop their potential harmoniously in the space where they live.

Based on research that we have been developing, sharing and disseminating for more than a decade, essentially in Portugal fenix.tecnico.ulisboa.pt and in the USA citiesandschools.berkeley.edu , we have created a new concept that aims to identify the axes of relationship between the city (territory) and the school (school network) and through its operationalisation, improve the competitiveness of territories and the quality of life of their populations by making schools more urban and cities more "learning".

Our work and studies have shown that:

- urban and school planning have not guaranteed a balanced reciprocal development at all scales and have not contributed to a satisfactory cohesion of the city. We would benefit from greater theoretical and practical articulation between the two domains.

- that schools cannot be equitable if the city and its territories are not.

- as a model for thinking and acting in urbanism and planning, school urbanism can contribute to the development, cohesion and equity of the territory and the school in cities.
We therefore intend to publicise and implement this concept so that cities and schools can make the transition to a new modernity where everyone can develop their potential harmoniously in the space where they live.

Based on research that we have been developing, sharing and disseminating for more than a decade, essentially in Portugal fenix.tecnico.ulisboa.pt and in the USA citiesandschools.berkeley.edu , we have created a new concept that aims to identify the axes of relationship between the city (territory) and the school (school network) and through its operationalisation, improve the competitiveness of territories and the quality of life of their populations by making schools more urban and cities more "learning".

Our work and studies have shown that:

- urban and school planning have not guaranteed a balanced reciprocal development at all scales and have not contributed to a satisfactory cohesion of the city. We would benefit from greater theoretical and practical articulation between the two domains.

- that schools cannot be equitable if the city and its territories are not.

- as a model for thinking and acting in urbanism and planning, school urbanism can contribute to the development, cohesion and equity of the territory and the school in cities.
We therefore intend to publicise and implement this concept so that cities and schools can make the transition to a new modernity where everyone can develop their potential harmoniously in the space where they live.