It is essential for children to feel that the years they spend in school help them understand the reality they face in their daily lives. Children, more than adults who had the opportunity to travel, see the world in comparison with the city or neighborhood where they live. The space they refer to is local space. It may be wise to forbid children to play in a stream in the city. But understanding that particular stream and why it is polluted, and who pollutes it and how, allows them to anchor abstract knowledge in the concrete reality they know by experience. Besides, how can we expect adults to participate in the development of their regions if they have never studied anything about them? We produce children who know the length of the Nile, but are incapable of reading a city map when adults, who never studied the potentials and problems the reality they will have to face. We may follow the example of a small place in the Northeast, Pintadas, where the children are now taught the characteristics of the "semi-árido", of the concrete problems dry regions present in such fields as agriculture, watersheds, environment and so forth. The author of this paper is an economist convinced that in this era of knowledge economy we need to share knowledge in a more balanced way. Teaching children to understand their own space can be a powerful instrument to promote children’s interest and adult citizenship.
Local development; Participation; Local education