Geographic and Environmental Education: educational strategies for the exercise of territorial citizenship in Maceió, Alagoas

Abstract

This study aims to analyze young people's perceptions of environmental problems in Maceió and
propose educational strategies that promote territorial citizenship. The investigation followed
qualitative and exploratory principles, combining documentary research, a literature review on
Geographic Education and territorial citizenship, and the implementation of the ―Nós Propomos‖
project carried out with high school students from a public school in Maceió, Alagoas. The main
authors guiding the study were Callai (2018), Castrogiovanni (2017), Cavalcanti and Souza (2014),
Cavalcanti (2023), Santos and Souto (2018), and Souto and Claudino (2019). The workshop
―Citizenship and Environmental Education in the Urban Space‖ fostered the development of
critical perspectives on lived space. Through the production of posters, photographic records, and
group discussions, students identified environmental problems in the school surroundings and
proposed simple yet meaningful interventions. Results indicate that the activity broadened their
sense of belonging, encouraging awareness of their responsibility in transforming their
environment. The collaborative pedagogical practice highlighted youth as active subjects within the
territory, reinforcing the importance of Environmental Education in citizenship formation. Many
students expressed interest in developing local improvement projects, demonstrating that critical
Geographic Education mobilizes knowledge and practices aimed at building more just and
sustainable urban spaces. Working on socio-environmental issues with public-school youth reveals
that these students sensitively perceive urban conflicts, underscoring the urgency of ecologically
balanced cities. Thus, Geographic Education transcends school walls, promoting a critical reading
of space and contributing to effective changes in social and environmental realities.