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O projecto “Eu participo”. Uma estratégia da política local para a educação na cidadania
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Advisor(s)
Abstract(s)
O artigo visa descrever os principais pressupostos pedagógicos subjacentes à realização de um projecto
piloto sobre a temática da participação e as suas consequências na formação de crianças socialmente mais
responsáveis. Enquadrando este projecto no espírito de dois movimentos inspiradores deste tipo de processos
de promoção e articulação de processos de participação dos cidadãos - “Cidades Educadoras” e “Cidades
Amigas das Crianças” -, a equipa definiu como ponto de partida a exploração e a reflexão com as crianças
do documento “Convenção dos Direitos da Criança”, apostando posteriormente nos direitos referentes à sua
participação. O projecto, realizou-se na Escola de 1º Ciclo do Ensino Básico de Batudes, freguesia de Palmela
(2011/2012), tendo como principais objectivos os seguintes: promover espaços onde as crianças pudessem
vivenciar valores intrínsecos à democracia participativa e, com a sua criatividade, (des)construir as relações
sociais e de intervenção na comunidade; aproximar as crianças aos mecanismos de participação existentes
e ao poder local. Concluiu-se, em termos gerais, que os objectivos pretendidos foram alcançados. Todavia,
importa realçar o facto de o projecto piloto ter permitido a reflexão crítica dos professores em torno da sua
prática educativa e com ela a potencialidade do envolvimento e da implicação das crianças nos processos de
gestão escolar. Ficou visível que a possibilidade de trabalhar o currículo do ponto de vista da implicação dos
alunos, num processo de ensino-aprendizagem, dialogicamente (des)construído, é uma realidade necessária
à motivação das crianças para o universo da escola.
Our paper intends to describe the main pedagogical assumptions underlying the attainment of a pilot project on the theme of participation and its consequences in the education of children more socially responsible. This project is framed by two movements that inspired these kind of processes which promote and articulate citizenship participation: “Educating Cities” and “Child Friendly Cities”. The team set as starting point the exploration and reflection of the document “Convention of the Children’s Rights” betting further on the rights regarding their participation. The project was held at the Primary School of Batudes (Palmela, 2011/2012) having as main objectives the following: to promote spaces where children could experience the intrinsic values of participatory democracy and, with their creativity (de)construct social relationships and community intervention; bring children closer to existing participation mechanisms and local authorities. In conclusion, the desired objectives have been achieved. However, the pilot project allowed teachers’ critical reflection about their educational practice and with it the potential involvement of children in school management processes. It became apparent that the ability to work the curriculum from the point of view of the involvement of students in enhancing the process of teaching and learning, dialogically (de)constructed, is a necessary reality for motivation and stimulation of children to the world of school.
Our paper intends to describe the main pedagogical assumptions underlying the attainment of a pilot project on the theme of participation and its consequences in the education of children more socially responsible. This project is framed by two movements that inspired these kind of processes which promote and articulate citizenship participation: “Educating Cities” and “Child Friendly Cities”. The team set as starting point the exploration and reflection of the document “Convention of the Children’s Rights” betting further on the rights regarding their participation. The project was held at the Primary School of Batudes (Palmela, 2011/2012) having as main objectives the following: to promote spaces where children could experience the intrinsic values of participatory democracy and, with their creativity (de)construct social relationships and community intervention; bring children closer to existing participation mechanisms and local authorities. In conclusion, the desired objectives have been achieved. However, the pilot project allowed teachers’ critical reflection about their educational practice and with it the potential involvement of children in school management processes. It became apparent that the ability to work the curriculum from the point of view of the involvement of students in enhancing the process of teaching and learning, dialogically (de)constructed, is a necessary reality for motivation and stimulation of children to the world of school.
Description
Keywords
Educação para a cidadania Cidades educadoras Escolas de cidadãos Citizenship education Educating cities Schools citizens . Faculdade de Ciências Sociais
Citation
Fraga Silva, N., & Correia, C. (2013). O projecto “Eu participo”. Uma estratégia da política local para a educação na cidadania. Revista Internacional de Educación para la Justicia Social, 2(1), 93-118.