Abstract
The investigation adopts the hermeneutic-dialectical perspective as its theoretical-
epistemological foundation. Methodologically, it is basic in nature (Marconi; Lakatos, 2017), with a qualitative approach (Minayo, 2013). Regarding its objectives, it is descriptive-analytical
(Creswell, 2007), and in terms of procedures, it is bibliographic, documentary, and based on
extensive direct observation, conducted through a questionnaire (Marconi; Lakatos, 2017). Data
analysis relied on the Meaning Interpretation method (Minayo, 1994, 2013). The dissertation is
structured in five chapters. The first introduces the study. The second discusses the historical,
political, and institutional trajectory of the Educating Cities movement, with emphasis on the
constitution of the IAEC and on the trajectory of the Educating and Intelligent City Program at
UPF. The third chapter is divided into two parts: the first analyzes academic production on
Educating Cities in Graduate Programs in Education in Brazil; the second deepens the
theoretical discussion on the concept of Educating City and the kind of education this proposal
demands. The fourth chapter presents the documentary analysis (Municipal Laws) and the
questionnaire. The analyses revealed normative weaknesses, plural understandings, different
levels of appropriation of the proposal, and tensions between discourse and practice. The fifth
chapter presents the final considerations.The research confirmed the initial assumption: the
Educating City constitutes a concept-process, historically constructed and marked by
contradictions, which goes beyond an institutional seal by calling upon the city to collectively,
critically, and ethically assume a political-pedagogical project committed to social
transformation and democracy. It also showed that although the IAEC grants the Educating
City seal, it lacks mechanisms to evaluate the actual implementation of this condition after its
concession.