Urban and Environmental Education as a Social Contribution

Abstract

This article reflects on Urban and Environmental Education as an emerging social practice and political tool. It considers this field’s ability to connect technical-scientific knowledge, territory, participation, and social change, especially among children and youth. With origins in Architecture and Urbanism, this educational field examines issues related to cities, society, and the environment. It unites diverse knowledge and social roles. This approach encourages participant transformation by questioning established technical-scientific practices through more horizontal and dialogical actions. The article presents a strategy combining Affective Mapping and Urban and Environmental Education Workshops to listen to and engage students about their urban perceptions. The first uses forms for words or drawings; the second uses wish maps, memory games, and conversation circles. The discussion draws on concepts such as the social purpose of Architecture and Urbanism, educational territories, the Sociology of Childhood, and researchWITH. It aims to inform studies involving younger generations in debates on the built environment. The results show that Urban and Environmental Education—along with the chosen methodology—is vital for developing micro and intersectoral public policies that promote critical, city-focused citizenship.