Editoriale

Abstract

The expression “school culture” encompasses a range of perspectives on the nature and function of schooling.
From a theoretical standpoint, the term distinguishes between the culture produced and transmitted by the school
system and the cultural frameworks that shape the conception of the learning environment. Contemporary pedagogical
discourse underscores the need to configure the classroom as a space in which cultural production, democratic
formation, and educational care take place.
Historically, the concept of school culture has generated numerous lines of inquiry which through adopting new
sources have restored richness and complexity to the study of schooling. At a didactic level, the central challenge
is to prepare students to be citizens of the future by strengthening teacher education through collaborative and
participatory approaches. Through experimentation the concept is redefined in empirical terms through restructuring
teaching methodologies, designing learning environments that promote effective practices, and establishing
laboratories where pedagogical and experimental innovation can be applied.