Abstract
This work is a due to a case study conducted in three schools, two public elementary and high school and in a Educational Cooperative, in two medium-sized cities of Sao Paulo, Brazil, and of our actions in the field of didactics. It aimed to understand the importance of participation of pupils and students in Student’s Unions, for discussion agenda of motivation on gender issues, citizenship and didactics. It was developed along the lines of a qualitative research, by observing the meetings, the electoral process and the actions they undertake in schools, interviews with its members, in addition to analyzing the various school plans. The literature on the subject shows that the student movements were predominantly university movements and that the students, especially high school students, always have been seen as a threat to educational institutions, and rarely as subjects, men in women in formation, required for projects of school and to citizenship. In general, the student participation bothered and was curtailed by educational administrators even in times when legislation and educational policies encouraged. It was observed that there is interest on the part of students to participate, whether boys or girls. Meetings are moments of dialogue among all without distinction of sex. The election campaign, from the preparation of the work proposals to the presentation of it to set off the two school communities, constitutes it like important moments of learning and incorporation of a democratic culture. In schools, most members of the Unions was composed of young men; however, it was found that there has been a growing interest in girls of assuming the presidency of this organiza-tion. In the educational cooperative, at the time of the survey, although there were school director’s interests for the creation of the Union, it was not possible to achieve necessary motivation not even students for the creation of the or-ganization. The depositions showed that political participation through the Student’s Unions constitutes an important element for democratic learning, for participation in school projects, centrally at all stages of the political pedagogi-cal project, and exercise of the citizenship for both sexes.
Highlights
Almost twenty years after the promulgation of the Constitution of the Federative Republic of Brazil, in 1988, that have like principles of democracy and which includes social rights, civil and political, it appears that Brazil’s return to democracy did not allow all men and women, the full access to citizenship, participation in public space
As affirm Ferreira (2004), in a study which analyzed the political citizenship of young people in several countries in Europe, the need for the formation of “real citizens” became the education for citizenship, a central issue in the political agenda of European societies, because the participation is necessary for the development of democracy
The effective participation of the subjects of the school community, formation for citizenship must start at school and, all its processes, centrally of its political-pedagogical project in all its stages they have to be systematized to enable such participation, as regards the participation of pupils, subject formation in the various school levels, as in their collegiates
Summary
Almost twenty years after the promulgation of the Constitution of the Federative Republic of Brazil, in 1988, that have like principles of democracy and which includes social rights, civil and political, it appears that Brazil’s return to democracy did not allow all men and women, the full access to citizenship, participation in public space. Considering the insertion and action of the subjects in training in schools, boys and girls, we observed that their participation centrally in the larger document of the school, its political-pedagogical project, could only be thought of if it were woven in the collective of the school community: focusing on the learner; considering the school insertion context; favoring the creation of study and reflection and interfering in the general articulation of the curriculum, and requiring teachers and other professionals working in school knowledge and know how to do These issues motivated the research whose results presented here, because if the participation is a prerequisite for the development of democracy, there which be verify how the school is forming the citizen and the political citizen, especially students members of the Union of Student. Focusing attention on assessment, care to say strongly that on the pedagogical project the critical gaze of the subjects should be released continuously, pointing alternative improvements for all those who “wear the same shirt,” identifying the weak or dead spots, to them what’s positive
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