PARTICIPATORY EDUCATION FOR CITIZENSHIP AND SOCIAL ENVIRONMENTAL JUSTICE

Abstract

This experience report aims to contribute to the analysis of the relationships between the elements of dialogicity in the perspective of Freirean thought, their contributions to the promotion of citizenship and the fulfillment of the objectives of sustainable development. The target audience for the analysis is based on the engagement of the participants, students from two classes of the 4th of Elementary School I and Extended Time Comprehensive Education, from a Municipal School in the city of Curitiba. A pedagogical strategy was developed with a phase of raising awareness of the issue of citizenship, the second phase with the presentation of the means of exercising citizenship through voting, and the third with proposing a solution to a problem identified at school. In this scenario, what was sought were understandings that corroborate the educational practices applied, in order to promote the possibility of understanding the elements that involved the socio-environmental challenges of the school. The actions that aimed to promote the solution emerged from the study of the problematization: How to develop conceptions of citizenship with students from the dialogical movement from the perspective of Paulo Freire, aiming at participatory education for citizenship and socio-environmental justice?. The result of resolving the challenge generated the movement of collective actions with a view to democracy, citizenship and social justice.  Within the scope of These actions raised principles for participatory education aimed at the exercise of citizenship and social justice, linked to learning processes in harmony with Sustainable Development Goals: Quality Education (SDG 4); Peace, justice and effective institutions (SDG 16), of the United Nations (UN), on the 2030 agenda.