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Fieldwork in geography education is an important activity in terms of promoting the development of geographical knowledge and skills that go beyond school learning. The way this contact with the real world is done has evolved from the traditional school visit (fieldtrip) to models where students’ involvement is deeper representing the contribution of several educational theories in geography educational practices. This paper presents a rational about fieldwork implementation as a methodology of data collection used in research undertaken at a local scale, included in a program of geography initial teacher training. As the experience took place in an urban area, the paper includes a conceptual framework about the potential of the city as a research area in terms of fostering critical thinking and the formation of geographically competent citizens.

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ção inicial de professores do 1.º Ciclo do Ensino Básico (dos 6 aos 10 anos), as Unidades Curriculares (UC) do âmbito da didática da História e da Geografia preconizam o desenvolvimento de competências para a prática de atividades investigativas. Partimos da hipótese de que a introdução de experiências investigativas no ensino e aprendizagem da História e da Geografia resulta das competências desenvolvidas na prática da investigação. Para este estudo propomo-nos analisar (1) as fichas curriculares de cada uma das UC do curso de mestrado que habilita para a docência naquele nível de ensino; (2) os relatórios da Prática de Ensino Supervisionada, realizados pelos estudantes, que ilustram as competências investigativas que estes desenvolvem nos seus alunos. Palavras-chave: atividades investigativas; ensino da Geografia; ensino da História; formação de professores; competências investigativas.

Education for citizenship in contexts of diversity arises from the intensification and diversification of migratory flows to Portugal, in particular to the Lisbon Metropolitan Area, in the transition from the twentieth century to the twenty-first century. The arrival of people from diverse origins to the city is visible in the areas of settlement not only in the multitude of uses, practices and forms of appropriation of space but also in the dynamics unfolded among the recently arrived citizens, the local population and the existing community institutions. The schools of the neighbourhoods hosting this diversity of residents have registered remarkable changes in their students and the integration of sociocultural diversity is today one of the main challenges faced by the educational community. School is essential in the construction of this plural society. It is responsible for training people and promoting their citizenship. In the context of diversity, the school can help students to develop their identity with the cultural group they belong to and to transmit values of global citizenship and training people for a ‘multicultural citizenship’. In this article, we pay special attention to the role of the school and family in the construction of citizenship in young people from different cultures, basing this on the empirical data gathered from: children and young people, both with native and with immigrant backgrounds attending public schools in the Lisbon Metropolitan Area; their respective families; and the school projects. Combining the perceptions of students’ practices, families’ expectations and school policies, we identify and analyse the multiple dimensions that education for citizenship can assume in a diverse educational context.