Protagonismo juvenil na perspectiva sociológica – uma experiência de intervenção pedagógica na Escola Cidadã Integral Técnica Williams de Sousa Arruda na cidade de Campina Grande-PB.

Abstract

This study analyzes the youth protagonism experienced at the Integral Technical Citizen School Williams de Sousa Arruda in the city of Campina Grande-PB. Our problem questioned the meaning of protagonism encouraged by the program of Integral Technical Citizen Schools (ECIT). The hypothesis raised was that the operationalization of the concept allows little exercise of real autonomy. Our general objective was to interpret the concept of youth protagonism inserted in the context of an ECIT and to carry out a pedagogical intervention that allows expanding the perception of protagonism beyond "helping the school." The intervention was based on Action Research (THIOLLENT, 1986), and data were collected through participant observation at the school, survey activities in the 3rd-grade high school class, and analysis of ECIT manuals, confirming our hypothesis. We conducted a pedagogical intervention in the mentioned class, which included activities such as research, a visit to an NGO, and the development of a digital booklet on the theme. The research was theoretically supported by Paulo Freire's concept of autonomy. As a result, the class was able to expand the concept of protagonism, considering that students were able to relate youth protagonism to topics such as citizenship, youth, politics, democracy—categories significant for thinking about individual autonomy and potentialities.