Abstract
In the search to theoretically and pragmatically advance beyond the results of the master's thesis, in which reflective inroads were made on the binomial “Pedagogical Tourism”, which led to the construction of a concept of tourism pedagogically perspective, that is, in which the pedagogical dimension is constitutive of the essence of tourism, we sought to associate the concept of Essentially Pedagogical Tourism (TEP) with Educating Cities (CE) – understood under the scope of the Letter of Educating Cities and the Asociación Internacional de Ciudades Educadoras (AICE), in order to question whether this pedagogical dimension intrinsic to tourism could expand the very conception of CE in the achievement of its principles. This article aims at proposing and analyzing the perspective of the pedagogical dimension intrinsic to tourism in the concept of CE (in the delimited scope), presenting possible paths. The research is defined, in form and content, as an essay regarding the intended theorizations and interpretative approximations. Among other reasons, within the scope of the research and its theoretical and methodological limits, the pedagogical essentiality intrinsic to tourism allows it to be a protagonist and promoter of learning in Educating Cities and, with this, expand the scope of the reached audience (no longer restricted to school) and better meet the principle of inclusion expressed in the Letter. And a possible way to achieve these objectives could be through public tourism policies with a pedagogical bias.
Keywords
Essentially Pedagogical Tourism; Educating Cities; Theoretical approaches; Public tourism policies with a pedagogical bias