Rigenerare le periferie, promuovere cittadinanza.

The contribution questions the characteristics, priorities and pedagogical perspectives around a phenomenon of urban regeneration in pe-riferous neighbourhoods with a high coefficient of marginality and risk of social exclusion. Accompanying change through initiatives of participatory democracy, creating opportunities for the recovery of personal and collective micro-histories, facilitating the adoption of renovated spaces by citizens so that they see the common good as their own and take care of it, constitutes a true community educational action. This is a new frontier in the pedagogy of do-many that is just beginning to be written. [ABSTRACT FROM AUTHOR]