Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract:
This paper is part of a more comprehensive theoretical and practical model of learning cities, viewed through the lens of lifelong learning and community learning, and it explores the role of popular education within these perspectives and practices. These experiences are situated in urban territories, understood as spaces that are not only physical but also symbolic, anthropological, and educational. While these spaces can often be marginalizing, they simultaneously become ‘spaces of possibility’. In this context, we aim to examine the central role that certain specific realities have played over the years. On one hand, they contribute to a form of urban ‘restance’; on the other hand, they highlight pedagogical-conflictual practices that support significant processes of social transformation and the re-appropriation of participatory spaces. These are diverse forms of promoting the common good that manifest in various ways: from exercising the ‘right to the city’ to establishing genuine laboratories of active citizenship, and from engaging in daily struggles for the recovery of green spaces or abandoned places to creating real educational construction sites where rights can be substantiated and possible, alternative futures can be designed.
