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Participação e direito das crianças : um direito a (des)envolver
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A presente dissertação investigou as dinâmicas participativas desenvolvidas no projeto "Um Direito a (Des)envolver", realizado pelo Espaço a Brincar (EaB), atualmente denominado Universo D, no âmbito do pelouro da Ação dos Direitos Sociais da Câmara Municipal de Lisboa. O projeto promoveu a interação entre crianças, jovens e adultos por meio de práticas artísticas e colaborativas voltadas à reflexão sobre os direitos das crianças, com base na comemoração da Convenção sobre os Direitos da Criança. O objetivo central do estudo foi compreender como a participação das crianças, mediada por práticas educativas não formais, promove a sua perceção como sujeitos de direitos e contribui para a transformação social. A pesquisa seguiu uma abordagem qualitativa, com base em narrativas de participantes e análises fenomenológicas, aliando reflexões teóricas sobre educação pela arte, pedagogia dos afetos e metodologias de projeto. Os resultados evidenciaram que a participação infantil efetiva depende de elementos como empatia, escuta ativa e reconhecimento da criança como sujeito pleno, com direitos, opiniões e escolhas. A interação baseada em afetos e comunicação promoveu maior engajamento das crianças no projeto, reforçando seu papel na coautoria dos processos criativos e no fortalecimento de sua cidadania. Além disso, a educação não formal foi apontada como um instrumento democrático, que valoriza o tempo e o espaço das crianças, permitindo-lhes participar de forma significativa e inclusiva. Conclui-se que a participação ativa das crianças, mediada por práticas artísticas e pedagógicas, é fundamental para a promoção de seus direitos e para o desenvolvimento de uma sociedade mais justa e sensível às suas necessidades. A empatia, a valorização dos afetos e a escuta ativa emergem como pilares indispensáveis para fortalecer o protagonismo infantil e sua integração plena nos processos de transformação social.
This dissertation investigated the participatory dynamics developed in the project "A Right to Develop," carried out by Espaço a Brincar (EaB), currently called Universo D, within the scope of the Social Rights Action department of the Lisbon City Council. The project promoted interaction between children, youth, and adults through artistic and collaborative practices aimed at reflecting on children's rights, based on the commemoration of the Convention on the Rights of the Child. The central objective of the study was to understand how children's participation, mediated by non-formal educational practices, promotes their perception as subjects of rights and contributes to social transformation. The research followed a qualitative approach, based on participants' narratives and phenomenological analyses, combining theoretical reflections on education through art, pedagogy of affection, and project methodologies. The results showed that effective child participation depends on elements such as empathy, active listening, and recognition of the child as a full subject with rights, opinions, and choices. Interaction based on affection and communication promoted greater engagement of children in the project, reinforcing their role in co-authoring creative processes and strengthening their citizenship. Furthermore, non-formal education was identified as a democratic instrument that values children's time and space, allowing them to participate in a meaningful and inclusive way. It is concluded that the active participation of children, mediated by artistic and pedagogical practices, is fundamental for the promotion of their rights and for the development of a more just society that is sensitive to their needs. Empathy, the valorization of affection, and active listening emerge as indispensable pillars for strengthening children's protagonism and their full integration in processes of social transformation.
This dissertation investigated the participatory dynamics developed in the project "A Right to Develop," carried out by Espaço a Brincar (EaB), currently called Universo D, within the scope of the Social Rights Action department of the Lisbon City Council. The project promoted interaction between children, youth, and adults through artistic and collaborative practices aimed at reflecting on children's rights, based on the commemoration of the Convention on the Rights of the Child. The central objective of the study was to understand how children's participation, mediated by non-formal educational practices, promotes their perception as subjects of rights and contributes to social transformation. The research followed a qualitative approach, based on participants' narratives and phenomenological analyses, combining theoretical reflections on education through art, pedagogy of affection, and project methodologies. The results showed that effective child participation depends on elements such as empathy, active listening, and recognition of the child as a full subject with rights, opinions, and choices. Interaction based on affection and communication promoted greater engagement of children in the project, reinforcing their role in co-authoring creative processes and strengthening their citizenship. Furthermore, non-formal education was identified as a democratic instrument that values children's time and space, allowing them to participate in a meaningful and inclusive way. It is concluded that the active participation of children, mediated by artistic and pedagogical practices, is fundamental for the promotion of their rights and for the development of a more just society that is sensitive to their needs. Empathy, the valorization of affection, and active listening emerge as indispensable pillars for strengthening children's protagonism and their full integration in processes of social transformation.
Descrição
Dissertação de mestrado, Educação e Formação (Área de Especialidade em Desenvolvimento Social e Cultural), 2025, Universidade de Lisboa. Instituto de Educação
Palavras-chave
Participação Direitos da criança Educação formal Cidadania Educação não formal Dissertações de mestrado - 2025