Abstract
The Nós Propomos! Project is established as an active methodology in geographical education, centred on students’ identification and resolution of territorial problems, thereby fostering the development of territorial citizenship. In Portugal, an intermediate feedback stage is formally embedded within the project’s development, constituting a key moment by enabling an initial structured interaction between participating school students and university students from IGOT–University of Lisbon involved in the project. This paper analyses the relevance of this stage through a content analysis of feedback requests submitted by students during the 2025/2026 academic year. These requests are organised around four dimensions: problem identification, research already undertaken, ongoing work, and perceived difficulties. The methodology adopted follows a qualitative approach, based on thematic analysis of the responses.The results demonstrate that intermediate feedback fulfils multiple functions: providing methodological support for student research, clarifying the problems under study, identifying gaps in the research process, and fostering deeper critical engagement, while also increasing students’ confidence in their work. Its role as a mediation mechanism between school and university is also highlighted, promoting interactions that, in several cases, extend beyond the formal feedback moment.It is concluded that intermediate feedback constitutes a central pedagogical device within the Nós Propomos! Project, contributing to the improvement of the quality of students’ work, strengthening the articulation between different levels of education, and enhancing students’ motivation to further develop their projects.