For a geographical education with the city!

Abstract

It is a consensus, from multiple perspectives, that teaching considering the complexities of the contemporary world is not an easy task. Being aware of the challenges faced by schools and their educators, this study assumes that the pedagogical practices developed in the teaching of Geography in basic education are way more successful when: they promote everyday life experiences as a reference for teaching; they consider the world knowledge brought by the students to be relevant; they are undertaken through strategies integrated with other curricular components; they make the socio-spatial issues experienced in the daily life of the neighborhood/city a reference/content for the construction of an engaging, meaningful, and socially relevant education. Based on a qualitative approach and through a bibliographic and documentary research, this work aims to analyze the city as an object of knowledge (contents, concepts, and processes) in School Geography and reassure in its findings that geographical education in/with the city makes relevant contributions to citizenship education. This paper emphasizes the need for reflection on teaching practices and the importance of urban themes (environmental, economic, political, cultural, etc.) in the school curriculum, since almost nine out of ten people living in Brazil live in urban contexts. (Brazil, 2022).