A dimensão pedagógica intrínseca ao turismo perspectivada na concepção de cidade educadora e na construção de processo de (re)formulação de políticas públicas de turismo com viés pedagógico

Abstract

This research originates in the search to advance theoretically and pragmatically the results of the master's thesis, in which it was proposed to carry out reflective incursions on the binomial "Pedagogical tourism", which led to the construction of a concept of pedagogically focused tourism, that is, in which the pedagogical dimension is constitutive of the essence of tourism. In turn, this proposition, when taken to the conceptual and pragmatic scope of what has been called Educating Cities - those understood under the scope of the Letter of Educating Cities and the Asociación Internacional de Ciudades Educadoras (AICE), led to question whether this pedagogical dimension intrinsic to tourism could expand the very conception of Educating City in the realization of its principles, as well as, on the part of public management, to perspective the (re)formulation of public tourism policies with pedagogical bias and, thus, activate the tourist-pedagogical latency of a destination identified as such. In this sense, the present research assumes as general objective to propose and analyze the perspective of the pedagogical dimension intrinsic to tourism in the concept of Educating City (in the delimited scope) combined with public tourism policies with pedagogical bias understood as elements that enhance the effectiveness of the principles contained in the Letter and, by way of consequence, drivers of the activation of the tourist-pedagogical latency of destinations identified as such. Specifically, it aims at: (a) establishing approximations between the concept of tourism understood as essentially pedagogical and the principles of the Charter of Educating Cities; (b) analyzing the reflexes of these approximations in the processes of (re)formulation of public tourism policies with a pedagogical bias; (c) identifying possible signs of potentializing and activating the tourist-pedagogical latency of a destination qualified as an Educating City in the construction and analysis of a proposed Cycle of processes of (re)formulation of public tourism policies with a pedagogical bias considered pragmatic repercussions of this process. To achieve these objectives, the research is methodologically defined, in form and content, as an essay regarding the theories and intended interpretative approaches and, also, as an empirical exploratory study, in the aforementioned proposal and analysis of the construction of a process of (re)formulation of public policies in the Educating City of Santiago/RS/BR. The answer to the investigative question and to the objectives outlined is positive. 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. The Cycle, conceived and developed on a constructivist and sociointeractionist basis, is configured as a propelling element of articulation with public management and as a path for the feasibility of theoretical and practical action in praxis. At the same time, it contributes to cognitive-affective movements, by the subjects, of conceptual reinterpretations and re-significations about tourism and its relationship with Educating Cities, to new perceptions of the city, appreciation of their tourist-pedagogical potentials and understanding of the required procedurality in the implementation of public policies, ranging from intentionality and planning to the corresponding formulation. [resumo fornecido pelo autor]