Inclusion in the semi-arid territory: urban education as a possibility of construction in public collective spaces in Pau dos Ferros/RN

Abstract

Abstract: The new urban development policies promote the inclusion of citizens in decision-making processes and their participation in public spaces, using the city as a meeting point and a formative agent. In this context, urban education can be a significant tool, enabling individuals to understand their roles within the city and to build knowledge through lived experiences in the urban environment. The research was conducted in four stages: 1) understanding how these possibilities are shaped through an integrated qualitative review of the following themes: urban education, non-formal education, inclusion, and public spaces; 2) characterizing the study area; 3) identifying key projects, public policies, and legislation at federal, state, and municipal levels that can support socio-educational and inclusive actions in public spaces; 4) based on the guidelines identified, highlighting how urban education can enhance public spaces in Pau dos Ferros (RN). The main findings indicate that, although there is a legal framework supporting inclusive socio-educational actions, its practical application is often fragmented. It is concluded that the effective implementation of urban education guidelines through mechanisms such as participatory urban planning and the valorization of local heritage, for example, strengthens citizens' sense of belonging and shared responsibility.