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Resumo(s)
In this paper, we start from a theoretical-conceptual problematization around the grammar of critical spatial thinking, activism and territorial citizenship, underlying a geographical education that aims to be more critical, emancipatory and transformative of reality. It is argued that the typologies of critical spatial thinking presented and discussed in the literature very often forget the propositional aspects that are, after all, essential to the development of the praxis of territorial citizenship. Following a hypothetical-deductive methodology, the construction of this essay starts from postulates or concepts already established in the literature consulted, through a logical work of relating explanatory hypotheses, which configures, in our view, a possible reading of the phenomena we address. We will see how the We Propose project (PWP), as a case study, promotes territorial citizenship by involving students in identifying and solving local problems, encouraging active participation in urban planning and the sustainable development of their communities. We will discuss the conceptual and methodological contributions of the Project for a reconfiguration of the student’s role as a geographically competent citizen, on the path of social and spatial justice, in a Geographic Education for the Common Good.
Descrição
Palavras-chave
Geographic education Critical spatial thinking Territorial citizenship We Propose Project
Contexto Educativo
Citação
Mendes, L 2026, 'For a proactive geographic education : the «we propose» project and the praxis of territorial citizenship', Didáctica Geográfica, no. 27, pp. 189-211.