In Youth Protagonism, young people are always the main actor in actions that concern problems concerning the common good, at school, in social groups, in neighborhood communities, or in society in general. In this type of action, the young person influences the social situation to solve real problems. It is a citizenship education format where young people take a central role. In this respect, the young person’s source of initiative is action and the source of commitment is responsibility.
The word protagonism is made up of two Greek roots: proto, which means «the first, the main»; agon, which means «struggle». Agonistes, in turn, means «fighter». Protagonist means, then, main fighter, main character, main actor. The young person must start then, in view of the protagonism to be accepted as a solution, and not as a problem.
The young teenager’s action, individually or in groups, to seek solutions to real problems, acting with initiative, freedom and commitment, with authentic participation in the school context or even in society and the community, unequivocally translates into protagonism juvenile. The young protagonist emerges as a source of action , as the initiative comes from him, as a focus of freedom, because his action is based on a conscious decision and commitment , insofar as the young person is responsible for his actions. In youth protagonism, the youth’s participation must be a legitimate and non-symbolic initiative, where opportunities are created so that the student can seek, himself, the construction of his identity.
To develop with their students the initiative of protagonist action, the teacher must act as a leader, organizer, animator, creative facilitator and participative co-author of the events. The student, as the protagonist of the educational action, must seek the origin of the events, acting effectively in their production, must decide, produce, question and seek solutions, thus stimulating their personal growth and activating citizenship in the commitment of the interactive process to answer for the their actions, taking responsibility for their actions. Only then will the young teenager be able to develop autonomy, solidarity and capacity, expanding personal competence (learning to be), social competence (learning to live together), productive competence (learning to do), cognitive competence (learning to do) (learn to learn).
At that moment, while the youth becomes aware of his identity, recognizes himself as an active, autonomous, solidary, participatory and builder of his destiny, he can establish himself as a volunteer, transforming himself into the citizen who offers his time, work and potential, to causes of social interest and the common good.
Young people are key players in social transformation, while seeking constructive action in society, and it is at this moment that masters can act as advisors, opening spaces and opportunities, considering students as partners and collaborators. The young person, considered the subject of action, is truly involved in the protagonism process, when he is encouraged to build and assume responsibilities.
Ref: GOMES DA COSTA, Antônio Carlos. Youth protagonism – adolescence, education and democratic participation.
Author: Amelia Hamze
Educator
Prof. UNIFEB/CETEC and FISO – Barretos
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