Proposals and territorial concerns of the Geography students involved in the Project We Propose! 2019/20

Project We Propose! was created in Portugal in 2011/12 at the Institute of Geography and Spatial Planning of the University of Lisbon (“Instituto de Geografia e Ordenamento do Território da Universidade de Lisboa”) to challenge young people to identify local problems and present concrete proposals to solve them. In addition to Portugal, the project has spread throughout six other countries. This article focuses on analysing the content of the proposals submitted by Portuguese students within the scope of this Project, for the academic year 2019/2020. Despite the suspension of face-to-face classes due to COVID-19, 323 proposals were submitted, being developed by a total of 1360 students from 43 schools and with the guidance of 58 teachers. On average, the working groups comprised approximately 4 elements. Adopting the proper procedures of content analysis techniques, enabled a set of categories and subcategories to be defined and also allowed categorization of each of the submitted proposals at two levels: the main fundamental concern and the type of proposal. Cultural and recreational concerns were the most frequent, however, the students’ most valued type of proposal involved some form of intervention in the public space. Diversity was a dominant factor in the results obtained, thus reinforcing the versatility of the Project We Propose!, which is never detached from the promotion of a geographical education committed to education for citizenship.

Keywords:

Project We Propose!, Territorial Concerns, Content Analysis Geographical Education, Citizenship Education,

PDF

___

Bardin, L. (2004). Análise de conteúdo. (L. Reto & A. Pinheiro, Trans.). Lisbon: Edições 70. (Original work published 1977)
Bazolli, J. A. (2017). Nós Propomos! e a busca inovação no campo da extensão universitária. In J. A. Bazolli, S. Claudino, M. V. C Silva, S. F. R. Viana, & W. C. Silva (Eds.), A extensão universitária como indutora à cidadania: a experiência do “Nós Propomos” (pp. 13-27). Palmas: EDUFT.
Claudino, S. (2015). A educação geográfica em Portugal e os desafios educativos. Giramundo, 2(3), 7–19. http://dx.doi.org/10.33025/grgcp2.v2i3.204
Claudino, S. (2018). Educação geográfica, trabalho de campo e cidadania: o Projeto Nós Propomos!. In F. Veiga (Coord.), O ensino na escola de hoje: teoria, investigação e aplicação (pp. 265–303). Lisbon: Climepsi.
Claudino, S. (2019). Project We Propose! Building territorial citizenship from school. In J. A. Pineda-Alfonso, N. Alba-Fernandez, & E. Navarro-Medina (Eds.), Handbook of Research on Education for Participative Citizenship and Global Prosperity (pp. 350-382). Hershey: IGI Global.
Esteves, M. (2006). Análise de conteúdo. In J. Lima, & J. Pacheco (Org.), Fazer investigação: contributos para a elaboração de dissertações e teses (pp. 105–126). Porto: Porto Editora.
Ferreira, M., Alexandre, F., & Miranda, B. (2001). O ensino da Geografia num contexto de educação para a cidadania. In M. Gaite (Ed.), La formación geográfica de los ciudanos en el cambio de milenio (pp. 155–168). Madrid: Asociación de Geógrafos Españoles.
Figueiredo, C. C. (2005). Formação Cívica. E agora, um tempo para reflectir? In C. Carvalho, F. Sousa, & J. Pintassilgo (Org.), A educação para a cidadania como dimensão transversal do currículo escolar (pp. 23–47). Porto: Porto Editora.
García Pérez, F. F. (2021). Algunas dificultades del profesorado de Geografía para educar en ciudadanía. Didacticae, 9, 39-52. https://doi.org/10.1344/did.2021.9.39-52
Hilburn, J., & Maguth, B. (2015). Spatial citizenship education: civic teachers׳ instructional priorities and approaches. The Journal of Social Studies Research, 39 (2), 107–118. https://doi.org/10.1016/j.jssr.2014.07.001
Ivorra Catalá, E., García Ferrandis, I. & Moreno Latorre, E. (2020). La participación ciudadana en las agendas 21 locales de la provincia de Valencia. Biblio3W, Revista Bibliográfica de Geografía y Ciencias Sociales, XXV (1305). https://doi.org/10.1344/b3w.25.2020.31518
Janeira, A. (1972). A técnica de análise de conteúdo nas ciências sociais: natureza e aplicações. Análise social, 23, 157–191.
Llancavil Llancavil, D. & González Quitulef, H. (2021). Pensamiento geografico y educación ciudadana en Chile. Una mirada desde la educación geografica. Didacticae, 9, 25-38. https://doi.org/10.1344/did.2021.9.25-38
Lambert, D. (2017). The relevance of Geography for citizenship education. In L. Leite, L. Dourado, A. Afonso, & S. Morgado (Eds.), Contextualizing Teaching To Improve Learning The Case Of Science And Geography (pp. 57–71). Hauppauge, NY: Nova Science.
Kenreich, T. W. (2019). Rediscovering the local: collaborative, community maps for civic awareness. In E. Shin, & S. Bednarz (Eds.), Spatial Citizenship Education. Citizenship through Geography (pp. 72-87). New York and London: Routledge.
Lima, J. (2013). Por uma análise de conteúdo mais fiável. Revista Portuguesa de Pedagogia, 47(1), 7–29. https://doi.org/10.14195/1647-8614_47-1_1
Machon, P., & Walkington, H. (2000). Citizenship: the role of geography?. In A. Kent (Ed.), Reflective Practice In Geography Teaching (pp. 179–191). London: SAGE.
Martins, F. (2017). Teaching to develop geographical thinking. In C. Brooks, G. Butt, & M. Fargher (Eds.), The power of Geographical Thinking (pp. 199–209). Cham: Springer.
Massey, K. (2014). Global citizenship education in a Secondary Geography course: the students´perspectives. RIGEO, Review of International Geographical Education Online, 4(2), 80-101. Retrieved from http://www.rigeo.org/vol4no2/Number2Summer/RIGEO-V4-N2-1.pdf
Pàges I Blanch, J. (2019). Ciudadanía global y enseñanza de las Ciencias Sociales: retos y posibilidades para el futuro. REIDICS, Revista de Investigación en Didática de las Ciencias Sociales, 5, 5-22. https://doi.org/10.17398/2531-0968.05.5
Palacios, F., & Barahona, S. (2019). Desarrollo del pensamiento geográfico y formación ciudadana: una mirada desde el espacio vivido. Signos Geográficos, 1, 1–18. Retrieved from https://www.revistas.ufg.br/signos/article/view/59376
Schmidt, S. (2011). Making space for the citizen in geographic education. Journal of Geography, 110(3), 107–119. https://doi.org/10.1080/00221341.2011.537671
Shin, E., & Bednarz, S. (2019). Conceptualizing Spatial Citizenship. In E. Shin & S. Bednarz (Eds.), Spatial citizenship education. Citizenship through Geography (pp. 1-9). New York and London: Routledge.
Souto, X., & Claudino, S. (2019). Construímos uma educação geográfica para a cidadania participativa. O caso do projeto Nós Propomos!. Signos Geográficos, 1, 1–16. Retrieved from https://www.revistas.ufg.br/signos/article/view/59171
United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. Retrieved from https://sdgs.un.org/publications/transforming-our-world-2030-agenda-sustainable-development-17981
United Nations. (2020). The Sustainable Development Goals Report 2020. Retrieved from https://unstats.un.org/sdgs/report/2020/The-Sustainable-Development-Goals-Report-2020.pdf