The Place-Based Approach for Citizenship Education: New Didactic Scenarios.

The social, environmental and economic challenges we are experiencing emphasize the need to invest in a project for the future that aims at a re-construction of man in his environment to re-inhabit the territory, as pointed out Magnaghi (2020), based on new forms of community selfgovernment that see in the relationship with others and in connection with the territory the founding principle. The systemic and complex nature of the environmental problem and sustainable development that sees political institutions, educational and training institutions, communities, individual citizens interconnected, brings out the need to invest in the transformative power of knowledge and knowledge to all life (Loiodice, 2018). These aspects can be favoured by a place-based approach that puts the subjects in training in relation with their own territory, strengthening the identity and the sense of belonging to their local environment, knowing the history, the problems that afflict the territory and actively involves in solving real problems and improving places (Smith, 2013). Attention to the territory, to the dialogic development of the person in his habitat, can become a good starting point which, if well managed, leads to forms of awareness of the human footprint and therefore, indirectly, puts under observation habits and lifestyles of the moment as they are configured in the social group to which they belong. Our contribution aims to re-evaluate and renew the models of environmental education for the promotion of the culture of sustainability and glocal citizenship through the proposal of a place-based approach.