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O orçamento participativo das escolas: um espaço de construção da democracia?
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Abstract(s)
O presente artigo enquadra e discute, num primeiro momento, o Orçamento Participativo das Escolas, um programa público levado a cabo em Portugal desde 2017, à luz dos estudos que têm vindo a acompanhar a aplicação desta metodologia, a nível internacional, assim como de investigação educacional de fundo sobre a relação entre Escola Pública e Democracia. Num segundo momento, o artigo apresenta alguns dos resultados da 5.ª edição desta iniciativa (2021), constatando-se que, mesmo num período de pandemia, o programa envolveu centenas de escolas, nas quais os/as estudantes elaboraram propostas de melhoria e participaram nas votações.
Observa-se um maior impacto nas regiões Norte e Centro, bem como no 3.º ciclo do ensino básico.
Analisam-se as propostas dos/as estudantes, constatando-se um predomínio das orientadas para o bem-estar e as sociabilidades, mas com uma expressão relevante das que visam um reforço das atividades físicas e desportivas, o apetrechamento digital, a sustentabilidade ambiental ou a inovação educativa. Argumenta-se que este programa, desde que enquadrado no projeto educativo e práticas pedagógicas, tem potencial para promover a vida democrática, mas a sua concretização desarticulada e distorcida pode conduzir a um engodo democrático e a um aumento das desigualdades. Conclui-se com pistas para a investigação e intervenção.
In the first section, this article frames and discusses the School Participatory Budget, a public programme carried out in Portugal since 2017, in the scope of international studies on developing this methodology and educational research on the relationship between Public School and Democracy. Secondly, some results of the 5th edition of this initiative (2021) are pointed out, underlying that, even in a pandemic period, the programme involved hundreds of schools, in which students prepared proposals for its improvement and participated in polls. A greater impact was observed in the North and Center regions and lower secondary education. The students’ proposals are analysed, revealing a predominance of those aimed at well-being and sociability but with a relevant expression of those aimed at reinforcing physical and sports activities, digital resources, environmental sustainability and pedagogical innovation. The main argument is that such a programme, as long as properly framed in the school’s educational project and pedagogical practices, has the potential to promote democratic life. Still, a disjointed and/or distorted implementation can lead to democratic deception and increased inequalities. Finally, some issues for future research and intervention are sketched.
In the first section, this article frames and discusses the School Participatory Budget, a public programme carried out in Portugal since 2017, in the scope of international studies on developing this methodology and educational research on the relationship between Public School and Democracy. Secondly, some results of the 5th edition of this initiative (2021) are pointed out, underlying that, even in a pandemic period, the programme involved hundreds of schools, in which students prepared proposals for its improvement and participated in polls. A greater impact was observed in the North and Center regions and lower secondary education. The students’ proposals are analysed, revealing a predominance of those aimed at well-being and sociability but with a relevant expression of those aimed at reinforcing physical and sports activities, digital resources, environmental sustainability and pedagogical innovation. The main argument is that such a programme, as long as properly framed in the school’s educational project and pedagogical practices, has the potential to promote democratic life. Still, a disjointed and/or distorted implementation can lead to democratic deception and increased inequalities. Finally, some issues for future research and intervention are sketched.
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Participação Jovens Gestão escolar Políticas Comunidade
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CIIE