What is the political nature of educational proposals made by, and in, the city? Hannah Arendt’s conception of the political act, condensed by Susan Brickford as: “the precise metaphor for politics is the relationship between fellow actors [a relationship that involves a kind of working together, one that is performative and communicative, agonistic and purposeful and not predictable] in the absence of a strong director – a strong director as rationality, fate, friendship, or shared properties of judgment”. Inspired by Arendt and Calvino’s Invisible Cities, I argue the city is educational and political, suggesting three projects for cities and citizenry, the: (1) visible city, (2) lived city, (3) invisible city. Through a case study on adult education and public sphere in Viseu, I distinguish these cities and their respective ‘strong directors’, staging identity formations of the city and citizens: the visible city performed in discourses of the political field, the lived city in routine paths of the attractive and dead city, the invisible city - the city that interrupts given and fixed identities, as a stage without strong directors, a city to be made. I explore these different cities through distinctions between socialization and subjectification conceptions of civic learning (Biesta 2011).