Abstract
Based on the dialectical experiences of children with architectural and urban artifacts, we seek to offer them a range of devices that enable them to identify educating territories (ETs) through the Children Architecting in the Territory program. Our premise is that Paulo Freire's theories and concepts, through the field of Progressive Education, fertilize the praxis of these devices in the area of Architecture and Urbanism, while contributing to the expansion of this theoretical and practical field of ETs, which has proved multidisciplinary and under construction. Thus, the objective is to briefly present the devices and their dialogue with Freire's concepts in order to contribute to their theoretical and conceptual deepening. We were able to establish nexus mainly with the ideas of literacy and cognitive process, formulating a hybrid conception of territorial literacy, which values the autonomy of children in their learning process. Key words: Devices. Childhood. Territory. Paulo Freire. Literacy.
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