Young Protagonism as Social Empowerment

Finalist 2013

Palácio Rio Madeira, Edifício Guaporé, Reto 1, Rua Padre Chiquinho, s/n - SEDUC - Pedrinhas
(69) 3216-5321
Responsible for technology
NamePhoneEmailSocial Networks
Technology Summary

This is a strategic method of education for citizenship. It stimulates the participation of young people in their communities, to build autonomy and share responsibilities among individuals, communities and the state. It also induces participation in collective goals and the development of skills that willconsolidate the actions performed.

Main Theme


Problem Solved

The lack of autonomy and organization among young students is a problem to be faced, so that educational and community actions will become alternatives for their emancipation and proactive participation in the resolution of concrete problems in their schools and communities. The young, who have lately conquered new rights in the scope of national public policies, show apathy to act on socio-political issues. Studies conducted in the public educational network of the state of Rondonia revealed the lack of student organizations and a discreet or nonexistent participation of students in the recently created School Councils. This weakens the collective action of their group. Concerning the institutional action of schools, a great volume of specific educational projects is carried out every year, but their results are not properly incorporated by the students, who participate as mere recipients. This method will expectably promote the appropriation of knowledge and the development of skills to allow the agglutination of the young around collective causes, in an organized and objective action that will sustain the groups beyond school premises.

Solution Adopted

This technology trains students with a dialectic and dialogue-oriented method based on the pedagogy of Paulo Freire (Brazilian educator), where knowledge is a collective construction in which all participants are mutually trained in a pattern of action-reflection-action. This method consists, therefore, in the creation of a formative space of intergenerational dialogue and experience where students bring about all phases of a project and adult educators induce the process of construction of autonomy by these students. The technology was developed from a pilot training project based on knowledge workshops. Students and teachers must voluntarily adhere to the project and go through a process of participative training, following some steps: 1) Awareness: the aim is to mobilize the school around the project to be developed. In this phase there are technical meetings with managers and teachers, as well as workshops with students, to share the project's informations and to motivate participation based on concepts of protagonism and its application to education and aspects of participation of the young. An expression of protagonism is the collective production of a panel made as a result of image research, to depict the role of the young in history. Future prospects are inserted with photos of those involved in the workshop; 2) Research: in this phase data are collected and dialogue-oriented activities are carried out to diagnose the participation of youths, their reality, socio-economic characteristics, social integration, areas of interest and the skills that they reveal. These data are the basis for the development of educational tactics and strategies that will attract the young ones, especially for the definition of a specific area of training, so as to increase the commitment of students to their training by affinity; 3) Basic training: this phase is dedicated to the understanding of basic concepts that define their sense of belonging and the exercise of citizenship. The priority is set on knowledge about youth, democracy, participation, citizenship, public policies, social organization and social control; 4) Specific training: the focus is defined in the participative diagnosis, according to the area of greater interest for participants. The emphasis is directed to this area of interest and its articulation with the basic concepts. Managers try to obtain public informations about the topic in the three powers of government, in local, regional and federal spheres, to broaden understanding of the operation of programs and the allocation and control of public funds for them, so as to offer to the students the elements that will allow the understanding and knowledge needed for a positive intervention in the issue of their interest; 5) Project drafting: a project of community intervention is drafted in the specific area of interest considered in the previous phase. Beyond the technical project, a commercial version of the project is prepared to obtain funds and a set of informations is presented about partnerships, support, funding and legal reporting. An essential aspect of this phase is the commitment of facilitators to stimulating the students' initiative and to intermediate the systematic planning, to ensure that the young participants will develop skills to draft other projects by themselves; 6) Community intervention: this is the execution phase of all that was drafted by the students, when they put into practice the planned action, from the obtention of funds to the evaluation of results. In this manner they will become familiar with checklists, monitoring and control of chronograms and funds, thus exercising responsibility, discipline, commitment, cooperation, collaborative effort and concern about the common good; 7) Sustainability plan: in this final phase there are workshops about consistency and group planning, with a view to creating the Sustainability Plan for the group and ensuring the continuity of the actions carried out.

Technology Attachments
Uma das versões de correção do Projeto pelos professores facilitadores entre os momentos presenciaisBaixar
O relatório foi sistematizado a partir da avaliação coletiva da Ação ComunitáriaBaixar
Cartaz de uma das etapas da aplicação da metodologiaBaixar
Technology Related Links

Last modified date: 9/16/16 11:57 AM