Pedagogía nómada. Sobre cómo enseña Francesco Careri caminando / Nomadic pedagogy. How Francesco Careri teaches walking

Walking methodologies, linked to A/R/Tography, have demonstrated the effectiveness of the pedagogical action of walking as an investigative and aesthetic process for cultural, social, physical, intellectual, spir-itual and emotional enrichment. It is intended to make known the nomadic pedagogy of Francesco Careri as a case study of revealing intrinsic interest. The qualitative methodology allows an analysis based on 4 complementary studies: documentary history of his publications and interviews, observational of his classes, life history and, based on narratives of his students. The result is a report developed based on conceptual categories, which are based on existing didactic assumptions such as: critical walking meth-odologies, a/r/tography, c/a/r/tography, teaching of error, embodied learning, playful learning, project-based learning, service-learning, public pedagogy, and process-focused teaching. It concludes with ten main features that can help other teachers to implement this pedagogy in different educative levels or disciplines. Keywords: case study, city, pedagogy, walking, art education.