Educação para a transformação: práticas formativas do Projeto Brincadas e o Novo Contrato Social da Unesco

Abstract

The general objective of this study is to investigate how the training practices of the Brincadas Project align with the guidelines of the Unesco document 'New Social Contract for Education: Reimagining Our Futures Together'. The specific objectives are: to describe how the training practices of the Brincadas Project, developed in one of the meeting rooms in September 2023, promote the immersion of participants in contexts of inequality and exclusion, encouraging reflection on their realities; examine how training practices encourage the emergence of participants, seeking to understand whether this awakens a critical awareness in them, in line with the guidelines of the Unesco document; evaluate whether the practices of the Brincadas Project favor the insertion of participants in transformative actions, and how they relate to the principles of the Unesco document. This is a qualitative study that uses Critical Collaboration Research (PCCol) as an approach. The theoretical framework is based on Engaged Multiliteracy, Vygotsky's theories, with an emphasis on playing and Freirean concepts. To analyze the data, Smyth's critical reflection will be used, through the four critical-reflexive actions: describe, inform, confront and reconstruct. The results of this study suggest that the training practices of the Brincadas Project provided participants with a reflective experience of the conditions of inequality and exclusion present in their contexts, enabling the awakening of a critical consciousness aligned with the principles of equity and sustainability of the "New Social Contract for Education" from Unesco. It is observed that engagement in collaborative practices generated a sense of social responsibility and a movement towards transformative actions, showing significant progress towards critical insertion and the construction of an active commitment by participants to transforming their realities