Diversitas Journal (Jan 2021)

Active youth: youth protagonism in practice in non-formal education

  • http://orcid.org/0000-0002-1086-7690,
  • Viviane de Bona

DOI
https://doi.org/10.17648/diversitas-journal-v6i1-1418
Journal volume & issue
Vol. 6, no. 1
pp. 1582 – 1592

Abstract

Read online

Non-formal education enables learning for citizenship formation, so that individuals understand their political rights and act with a view to changing the status quoin their community. Amid this scenario, youth protagonism is specifically about young people who appropriate their rights and use them to change society. The objective of this research was to understand the educational practices aimed at youth protagonism in a non-formal educational institution. It is characterized as an ethnographic research carried out at Coletivo Mulher Vida (CMV), a non-governmental institution located in Olinda, Pernambuco, Brazil, through participant observation in the formative process called "Culture of Peace", with adolescents aged 12 to 15 yearsold, and “Rede Mobilização Jovem de Olinda” (RMJO) with the presence of young people aged 15 to 20 yearsold. In addition, a document analysis was carried out on documents provided by the institution.The procedures were developed with ethical care through an institutional consent term. It was obtained as results that young people are considered as partof the solutions of the social problems, since in the institution there is the formation of adolescents and young people to act in the communities, besides the plenary sessions for the youth mobilization, which are thought, discussed and placed in practice by them, who demonstrate self-confidence, building knowledge through the exchange of experiences. This occurs through active listening and without punitive or inhibitory attitudes. It was identified that the institution's vision for youth protagonism starts from an incentive to autonomy based on the development of being for society, with the empowerment content about its own existence and the social context in which it is inserted. This study has its relevance because it is a concrete experience that allows reflection for professionals in the areas of education and humanities. Likewise, suitable as an example and basisfor formal and non-formal educational institutions.

Keywords