CITY AND ACTIVE CITIZENSHIP: PROXIMITY BETWEEN FREIRIANA PROGRESSIST PEDAGOGY AND GEOGRAPHY AT SCHOOLS

Structurally, the city is determined by a group of relationships and conventionally called "urban': By being the locus of life achievement for most of the population, the city is, in its essence, an instructor, while learning about it or with it is not only possible, but necessary. However, such learning, including the study of opportunities and discoveries hos not been fully explored, regarding to its complexity and potentialities. Therefore, it is aimed the analysis of the teaching alluded to the city in the school geography, and how it can be a trajectory for the consolidation of the acclaimed active citizenship. To this purpose and based on the knowledge acquired by the geographic science in dialogue with the progressive ideas offered by Paulo Freire, it is assumed that the so-called active citizenship becomes evident under the interdisciplinary benefit of the title "city" as it usually appears in the school curriculum. This process is possible only if it induces the learning of a critical awareness, focusing on the transformation of he social space and the life of its citizens.