Educação escolar e educação na cidade – aproximações e distanciamentos

Abstract

This article discusses the relationship between school education and education in the city, identifying convergences and divergences for the realization of integral education. It analyzes the concept of educating cities and its implications for educational policies. It argues that schools play a fundamental role in transmitting historically accumulated knowledge but need to dialogue with the territory. The city is understood as an educational space that offers complementary formative experiences. An expanded conception of citizenship involving civil, political and social rights is advocated as a horizon for integral formation. It concludes that it is possible and desirable to seek integration between school education and education in the city, preserving the specificity of the school and broadening the understanding of urban formative spaces. This requires public policies and intersectoral practices that articulate different areas in the construction of educating cities, while simultaneously strengthening the school in its primary function of ensuring access to knowledge that allows for the full development of students.