INNOVATIVE PROJECTS, FUNDAMENTAL CONTEXTS AND RESEARCH GAPS FROM THE PERSPECTIVE OF EDUCATING CITIES

Abstract

Thinking about the city, with the city, and for the city has become an engaging task not only for city managers. When education is considered a fundamental factor for the city's development, the city arises as a means for a comprehensive education of the citizen, from an early age. In this context, the Educating City emerges, a transformative political and pedagogical proposal of the 21st century. Hence, the objective of this work is to analyse the fundamental contexts in which the perspective of the educating city has emerged and is currently developing. This analysis is essential to understand the current initiatives carried out under the banner of the educating city, another task that we proposed to do here. The applied methodology consists of bibliographic and documentary research. The results obtained reveal that the Educating City is a rich arena for debates, innovations, and mobilization of municipal public administrations in favor of education and participatory management. Some research gaps were also identified, and, therefore, reflections and questions were raised, which can serve as a starting point for future research. Finally, it is concluded that the city plays a fundamental role in the development of people and the formation of citizens. However, so that it does not become a utopian discourse, the Educating City must strengthen the development of projects that promote the engagement of communities, institutions, schools, and so forth, in the construction of the city we want for the following decades, making them actively participate in the changes they want for education and the cities involved.