Urban and environmental education

Pathways to citizen participation in urban planning starting from elementary education

Abstract

The right of children to the city is a central issue to be addressed in public policy, ensuring that their voices are heard and considered in all aspects. In this context, the article seeks to reflect on the civic participation of elementary school students as a strategy for transformation within the urbanization process, encompassing both social practices and public policies. The study incorporates concepts from Educational Territories, Urban and Environmental Education, the Sociology of Childhood, and the pesquisarCOM approach, recognizing children as active and transformative subjects within their territories. The methodology involves an in-depth analysis of two practices carried out in the municipality of Rio de Janeiro, aiming to promote citizenship from early childhood. As results, the paper highlights the importance of strengthening collective practices that ensure participatory governance in urban planning, engaging children in developing a critical awareness of the built environment. The focus is on mitigating the causes and consequences of anthropogenic impacts and on building more inclusive, safe, resilient, and sustainable cities and communities.