O direito à cidade que educa e os seus territórios nas práticas docentes: desafios à formação continuada de professores

Abstract

This article deals with the right to the city as a prerogative of all, situating the educator's role, according to approximation perspective between school and city through political-pedagogical interventions and the construction of educational territories added to the challenges faced in teachers’ continued formation. Thus, the general objective is to demonstrate the relevance of the effectiveness, in school teaching practices, of the right to the city that educates in favor of training for and by active citizenship. The methodology of the work resorts to exploratory documentary and bibliographical studies of qualitative approach, whose reflection asserts that urban spaces are potential educational territories of valuable training opportunities and contextualized learning, connected to life in the weaving of active citizenship to ensure the human right to the city that educates. In this way, it is important for school teaching practices conceiving the space as a human being’s forming matrix and the city as education’s agent, content, and subject, which imposes challenges to continuing education, since it needs to think tuned with the human resumption of the formation of/in the city, a necessary pedagogical development for a high-intensity citizenship in the framework of the city that educates.