A prática educativa ao estímulo do protagonismo juvenil por meio das práticas corporais na escola de tempo integral de fortaleza

Abstract

The research seeks to carry out an analysis of the impressions of educators and young students about the educational practice to stimulate Youth Protagonism through body practices in the public school of elementary school in full-time education, in the city of Fortaleza / CE. The objective of the research will be to investigate the contributions of the Municipal Curricular Guidelines and the Political Pedagogical Project of the School of Full Time for Youth Protagonism mediated in corporal practices, analyzing the conceptions and meanings present in the guiding documents. This normative framework will be confronted with different concepts on Youth Protagonism, based on the following questions: 1-What are the impacts that the PPP materializes in the daily life of the school community? 2-What is Youth Protagonism? 3-Does the school present itself as a space and place for experiencing protagonism through bodily practices as an educational process? To this end, methodologically, in this article we will analyze Youth Protagonism and its political, pedagogical and social concepts and meanings, supported by qualitative methodology,a bibliographic review study and semi-structured interviews applied to educators and young students. We conclude that the protagonism of young students is reaffirmed as a political-pedagogical proposal aimed at autonomy, freedom and emancipation, as it contributes to the formation of critical, solidary and active citizens in society.