As teachers of mathematics, science, and technology in a lower secondary school in Salento, we
often ask ourselves what makes a school truly democratic. Does science education belong only in
textbooks, or can it become a shared language for an entire community?
In our school, we developed Scicafè, a project born from the need to connect formal learning with
the social and cultural life of our local area. Its core idea is simple yet transformative: students
move beyond the role of passive learners and become active organisers of scientific dialogue. Each
year, about 80 students in the final year of lower secondary school take part in planning and
carrying out a public event involving scientists, experts, families, local institutions, associations,
and citizens. They help contact guests, manage communication, define the budget, contribute to the
organisation of the event, and take part in the public dialogue.
What makes Scicafè especially meaningful is that it turns the school into a community hub: not just
a place where knowledge is transmitted, but a civic and relational space where learning is built
through responsibility, participation, and encounter. Science is no longer experienced only as a
school subject, but as a shared cultural practice connected to everyday life, local identity, and public
discussion.
Some episodes have shown us particularly clearly the human and educational value of this
experience. Nobel Prize winner Giorgio Parisi joined our students not only in scientific dialogue,
but also in a moment of cultural exchange that led him to approach pizzica, the traditional Salento
dance. That encounter later inspired the creation of a local orchestra dedicated to him, involving
students, teachers, former students, and members of the community. In another edition, Federica
Draghi shared the story of how, during lower secondary school, a science activity helped her
recognise the path she wanted to follow. For our students, moments like these make science more
accessible, more human, and more closely connected to life choices and aspirations.
From a pedagogical perspective, the project shifts the focus from simply teaching science to
fostering student agency. Students are entrusted with real tasks and responsibilities, and the
interdisciplinary nature of the project creates inclusive conditions in which each student can find a
meaningful role. School-based documentation and assessment practices suggest a progressive
strengthening of students’ organisational skills, social interaction, and ability to engage with the
local context.
In conclusion, Scicafè represents a meaningful example of an open and community-based school
experience. By turning science into a catalyst for dialogue and social cohesion, it shows how a
democratic learning ecosystem can help younger generations navigate complexity with critical
thinking, participation, and a stronger sense of belonging.
