2026-03-142026-03-142026-01-22SOUZA, Jonas Gabriel Dias de. O uso da cidade como sala de aula: contribuições para o ensino de Geografia Urbana na Educação Básica. Orientador: Enilson da Silva Sousa. 2026. 24 f. Trabalho de Curso (Licenciatura em Geografia) – Campus Universitário de Ananindeua, Universidade Federal do Pará, Ananindeua, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9349. Acesso em:.https://bdm.ufpa.br/handle/prefix/9349This article analyzes the potential of using the city as a classroom for teaching Urban Geography in Basic Education. The research highlights the importance of pedagogical practices that articulate territory, experience, and BNCC content, especially within the Amazonian context. Drawing on authors such as Cavalcanti and Straforini, the work argues that the city should be a living laboratory, allowing students to develop a critical reading of contemporary socio-spatial processes, such as segregation, centralities, and cultural identities. Amazonian specificity is central to the discussion, addressing cities shaped by the influence of rivers, socio-environmental diversity, and historical inequalities. Methodologies such as urban drift, the study of the home-school path, and the analysis of graffiti are suggested to bring academic knowledge closer to students' daily lives. These strategies strengthen intellectual autonomy and the perception that the urban is a social production in constant dispute. Additionally, the text integrates the theory of social representations and an environmental perspective, emphasizing the interactions between society and nature in the region. In the conclusion, the author reflects on Geography teaching within the Modular Teaching Organization System (SOME), identifying it as a field of ontological disputes. Although it guarantees access to education in remote areas, the model faces structural challenges and precarization. A decolonial paradigm is proposed to value local knowledge, transforming the school into a space of resistance and emancipated citizen formation. Thus, the city-as-classroom reaffirms the potential of situated Geography to understand Amazonian complexity, promoting emancipatory learning in the face of the historical contradictions of contemporary regional urbanization, while strengthening the student's intellectual autonomy and enhancing the use of the urban reality present in the Amazon.Acesso AbertoGeografia UrbanaCidade como sala de aulaEducação Básica AmazônicaUrban GeographyCity as a classroomAmazon Basic EducationCNPQ::CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA::GEOGRAFIA URBANATrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil