Experiências de cidades educadoras: uma análise de ações, princípios, desafios e resultados

Abstract

This research aims to identify actions, principles, challenges, and outcomes achieved by educational cities, a model that considers urban spaces as complex systems responsible not only for their traditional roles, such as economy, politics, and service provision, but especially for ensuring that lifelong learning takes place beyond the walls of schools. In this model, the city integrates various spaces of formal, non- formal, and informal learning. The study is exploratory, descriptive, and uses a mixed- methods approach (qualitative and quantitative), based on a systematic literature review of practical cases documented in different countries and a documental analysis of 48 educational city experiences highlighted by the International Association of Educating Cities (IAEC), supported by content analysis. The results indicate a significant set of achievements, such as the engagement of governments, civil society, businesses, and citizens in a shared educational city project, as well as better integration among educational, cultural, sports, and social assistance facilities. At the same time, they highlight challenges such as limited financial, human, and spatial resources for the effective implementation of activities. It is expected that the findings of this research may inspire the improvement and expansion of the model to other cities, as well as mutual strengthening among them, contributing to the improvement of urban quality of life and the achievement of the Sustainable Development Goals (SDGs).