Può la scuola aprirsi al territorio e restare identica?

In the last years school has been constantly urged in different ways to increase interaction with the territories, to be available for collaboration, to feel part of a network, to build alliances. The paper analyses the relationship between school and territory; points out the reasons; highlights risks and opportunities. The greatest risk is that the school merely becomes the recipient of various requests from the territory, losing sight of its main purpose. To contrast this risk, several cultural, organizational, and operational conditions need to be strengthened. To avoid the fragmentation of proposals and lack of continuity of actions, it is necessary to outline stable devices for comparison, monitoring and common planning between the main actors of the territorial education system.