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Inscribed in the theoretical perspective of Cultural Studies in Education, the article presents a discussion about the possibilities of a pedagogical dimension of urbanism based on research whose object of study was the proposal for the revitalization of Cais Mauá in Porto Alegre/RS/BR. In this direction, it is exposed and debated the concept of cultural pedagogies, adopted for the analysis of topics on the proposal website, with approaches to the notion of revitalization in urbanism. It argues about the productivity of the articulation between different fields of knowledge - urbanism and education - for the investigation of cities and the practices that constitute them. Strategies used in the website to guide public perceptions are pointed out, as they teach what would be desirable to improve life in the city. As a corollary, the concept of pedagogies of urbanism is understood as productive to envision a certain way of conducting life in cities. [ABSTRACT FROM AUTHOR]

Knowing the perceptions of students and teachers on different themes is a fundamental task to provide different interactions in the contemporary education scenario. In Brazil, the theme of racism is a harsh and sad social reality, whose actions have stained the country's history for many years. The main objective of the investigation was to analyze the perceptions of seventh-year students and teachers, from a public school, in Porto Alegre (RS), in 2019, about racism. For this, a questionnaire divided into two parts was applied: the characterization of the research sample and the presentation of six statements, by which, based on the Likert scale, the subjects should affirm their degree of agreement, indifference or disagreement. In the teachers' questionnaire, there was still an open question, in which they should answer about the actions they take in the search for an anti-racist education. It was possible to perceive that the proximity in the perceptions about racism between students and teachers are greater than the distances. Of the six sentences presented, in half of them there were positions of proximity in relation to the assigned meanings, and in the other half, it was possible to perceive distances. However, in a more detailed analysis, it was possible to notice that the proximity exceeds the distance. Several actions to promote anti-racist education were mentioned by teachers, with emphasis on debates, literary projects and the inclusion of black personalities. Thus, it is possible to consider that, even in the case of groups with age and social distances, the perceptions about racism are diverse, but close. [ABSTRACT FROM AUTHOR]