Pedagogical innovation and citizenship education: dialogues based on the "Nós Propomos!" Project in Tocantins

Abstract

This article analyzes the contributions of the "We Propose!" Project in the state of Tocantins, emphasizing the interfaces between pedagogical innovation, geographical education, and citizenship education, based on experiences developed by the Pedagogical Innovation Project (PIP) of the Geography course at the Federal University of Tocantins. The approach is grounded in the perspective of territorial citizenship, understood as a participatory practice aimed at the critical interpretation of space and social intervention in lived territories. Methodologically, the research is characterized as qualitative and descriptive, supported by bibliographic review, document analysis, and a report of pedagogical-didactic experiences carried out at the Alfredo Nasser State School, located in the district of Nova Pinheirópolis, in Porto Nacional (TO). The actions involved lectures, workshops, mentoring, fieldwork, and school seminars, in which students identified local problems and developed intervention proposals aimed at improving the community. The results show that the project fostered student protagonism, strengthened collaborative practices between university and school, stimulated the construction of socially viable solutions, and contributed to the formation of more critical and participatory individuals. Proposals related to thermal comfort, mobility, safety, and environmental preservation, developed by the students themselves based on observed needs in the area, stand out. It is concluded that the dialogue between the "We Propose!" Project and pedagogical innovation constitutes a relevant strategy for improving teacher and student training, promoting critical, participatory educational practices committed to territorial citizenship and social transformation.