Más allá de las nubes: el impacto transformador de vivir la ciudad en bicicleta

Abstract

Today, education is exceedingly difficult. The lack of creative resources, innovative teaching methods, and educational strategies adapted to the context is increasingly scarce. It could be said that few are concerned about teaching. However, from our ethical commitment as a new generation of teachers, diverse settings are necessary to educate, bringing teaching to other spheres such as the city and learning through lived experience. The "educating city" proposal, framed within a universal perspective, proposes strategies to make formal education a field for developing new and useful experiences in life and daily life. Thus, the present research, developed through the central theme of the bicycle, allowed children of different ages at the Gabriel García Márquez school to participate in the phenomenon of experiencing cycling within their own community and, consequently, the learning they can generate in each encounter, using the different curricular axes of the module as a framework. All the sessions underwent a hermeneutic phenomenological systematization process to explore the knowledge generated by the students as they experienced each class activity and their experiences described through the four existential dimensions: lived space, lived body, time, and lived relationships. The conclusions lead us to an interesting dialogue about how the city is appropriated, the direct and indirect relationships of the spaces inhabited by students, the community, and the various road users who negotiate their space temporarily. It also explores the different bodily positions that all those involved use to make the city and its territory a space for learning