CITE/ECOLE : learning through the city

TEAM PORTRAIT

INTERVIEW
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1. How do you define the main issues of your project in relation with the theme “Re-sourcing”? Re-sourcing thanks to nature, to social dynamics, to new materiality? In which way do you think your project can contribute to an ecological and/or social evolution? And in which way do you think your project can be called a “regenerative project”?
Our project addresses the theme of “Re-sourcing” primarily through social dynamics rather than purely material resources. We aim to strengthen existing community bonds by proposing a new way of living inspired by the Learning City concept. This approach materializes through the creation of a series of hybrid spaces dedicated to collective uses: new facilities and third places designed to host associative, educational, and civic activities. By establishing strong links between programs, these spaces hybridize functions, increase their capacity of use over time, and provide a physical support for everyday proximity-based relationships. The project introduces a neighborhood-based architecture that fosters intergenerational dialogue, placing lifelong learning at the core of daily social interaction. Conceived as an open and citizen-driven campus, the site operates as a network of interconnected places rather than isolated buildings, generating synergies through the hybridization of programs. This network effect reinforces collective learning, social encounters, and shared governance at the scale of the neighborhood. A key social evolution embedded in our proposal is the reintegration of elderly residents as central figures within this educational and social ecosystem. Rather than being marginalized, they become active contributors, sharing knowledge, experience, and practical skills with younger generations through both formal and informal learning settings. We also encourage residents to reclaim their green spaces through gardening and small-scale farming. The neighborhood’s existing green grid is enhanced and reprogrammed with new functions, including a rooftop greenhouse, communal and private gardens, and a large inhabited park at the core of the project. This park is conceived as a “living laboratory,” where nature can be observed, studied, and collectively cared for, further reinforcing the idea of the neighborhood as an open, shared, and evolving learning environment.

2. How did the issues of your design and the questions raised by the site mutation meet?
Our design strategy emerged directly from an immersive site analysis and meaningful encounters with the inhabitants. These exchanges provided the essential "keys" to our design. By mapping the social dynamics and identifying key local actors (associations, workers, demographic profiles), we were able to articulate an architectural response rooted in existing practices, while unlocking the site’s latent potential for transformation.

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