CIDADES QUE EDUCAM E TRANSFORMAM

CITIES THAT EDUCATE AND TRANSFORM: FOUNDATIONAL PRINCIPLES FROM MANAGEMENT TO THE CONSTRUCTION OF EDUCATIONAL TERRITORIES

Abstract

ABSTRACT

The present study, developed within the scope of the UNESCO UNITWIN Network Chair, aims to address structuring principles for education management based on the construction of cities that educate and transform. The study is justified considering that the concept of "cities that educate" represents an expansion of traditional educational school spaces, also integrating educational movements that enable the access and participation of different people in society. It is worth mentioning that the school's territories gain new meanings and go beyond their institutional walls for effective intervention in the various communities in which they are located. The study is based on a qualitative and bibliographic approach, articulating theoretical references that address conceptual frameworks of management in education. The problem of the study is based on the educational role of cities, whose intentionality and responsibility occupy a central space, to enable the participation of citizens of different age groups and generations. The motivating question of the study is: how can the management of educational spaces expand and strengthen the city as an educational space that allows the involvement of its citizens, in their different age groups? In its theoretical basis, the Letters of Educating Cities (AICE, 1994; 2020) defend the reinvention of the role of education in the city, understanding it as something far beyond a set of spaces occupied by people, their homes and buildings. We conceptualize the city as a geographical space and integration with the daily life that is experienced by its subjects. The changing society is built through the implementation of policies and management in which the school becomes a reference space for exchange with the various social segments. The results indicate that the principles of this management are present in interactionist and meaningful educational approaches, capable of promoting new experiences for society. In management, we have four founding principles: the constitution of a city curriculum; the mapping of the school and the interfaces with its surroundings; the didactic proposition based on intergenerational relations; and the school with the future, highlighting innovations and environmental sustainability. These are the principles that can strengthen management for the construction of cities that educate and transform.

KEYWORDS: Founding Principles; Educational Territories; Educational Management.