Protagonismo juvenil em ação: a aplicação de oficinas na escola como ferramentas de formação política para integrantes do grêmio estudantil.

Abstract

With the implementation of federal law 13,415 of 2017, which establishes the New Secondary School in Brazilian basic education, there were changes and additions to the curriculum studied by young people enrolled in this school stage. Taking the National Common Curricular Base (BNCC) as a starting point, educational institutions began to offer diversified disciplines, which should be made available by each state of the federation, which are normalized based on individual curriculum proposals. In the state of Paraíba, one of these disciplines in the diversified part of the curriculum is called Youth Protagonism which, according to the material made available by the education department, aims to take young people out of heteronomy and lead them to autonomy, with the aim of making them autonomous , supportive and competent. This discipline started to be offered from the year 2022 in the so-called integral citizen schools, and should be fully implemented in the three years of high school in the year 2023. It formalizes what would be youth protagonism and how young people should behave in order to be known as “authentic” protagonists, citing references and themes that are related to neoliberal policies that present utilitarian, pragmatic and individualist discourses, to the detriment of collective aspects and that come to demonstrate a de facto political education. One of the themes mentioned in the course material concerns the formation of a student union at school, and this subject is little covered in the scope of the available manuals. Because we understand that the student union is an instance of extreme relevance for the political formation of high school students, we decided to propose workshops and training actions to the members of the student union of ECIT Daura Santiago Rangel, in the city of João Pessoa, with the objective of discussing and placing in practice movements that can be characterized as protagonists made by young people and based on the reality of the context in which they are inserted. The workshops were based on the perspective of Paulo Freire's (1996) Pedagogy of Autonomy, which sought to dialogue with students about the problems faced by them at their school and how they could devise solutions to these obstacles. It was concluded that the workshops provided the expansion of the concept of youth protagonism, where young people recognized themselves as political subjects and sought to solve difficulties that appeared in their daily lives with the purpose of significantly improving their school community.