| Summary: | With the regionalization of 1989, the Brussels-Capital Region, made up of 19 municipalities, has gained political autonomy in terms of urban planning and development. However, the Belgian federalism model establishes education as a competence of the three Communities (Flemish, French, German-speaking). The result is, de facto, a disjunction between the urban planning of Brussels and the development of schools.Today, the creation of the School Contract seems to bridge policy of urban revitalization with the question of school infrastructure in Brussels. But is this tool really a novelty in the landscape of planning policies in Brussels? According to what urban planning principles and models were schools developed in working-class neighbourhoods before the regionalization of 1989?This article traces the history of the relationship between community planning and school infrastructure in Brussels. It highlights the specificity of an incremental production of school in working-class neighbourhoods, nourished by the diversity of urban planning models and the articulation between social and territorial issues.
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