Circularity and relationships for the city: Living, Educating, Promoting

Abstract

This contribution explores, from an intercultural perspective, the educational potential of contemporary cities within the framework of the ecological transition, understood as a dialogical interface between economics and pedagogy. Beginning with a critical reflection on the so-called circular city, compared with related models such as the learning city, the smart city and the fertile city, it emerges that such a city requires an inculturation of sustainability grounded in participatory, bottom-up practices that are attuned to the specific historical, social and cultural background of communities and territories. This process finds its cornerstone in the tripartite action of Dwelling, Educating and Promoting, conceived as forms of care for the environment, for people and for circular relationships. In these terms, circular cities may be configured as generative urban spaces capable of moving from linear economic models towards circular ones, villes interculturelles durables et solidaires.