O orçamento participativo das escolas
um espaço de construção da democracia?
DOI:
https://doi.org/10.24840/esc.vi65.610Keywords:
participation, youth, school management, policies, communityAbstract
This article frames and discusses, in first section, the School Participatory Budget, a public programme carried out in Portugal since 2017, in the scope of international studies on the development of this methodology, as well as of 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, as well as in 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 sport activities, digital resources, environmental sustainability and pedagogical innovation. The main argument is that such programme, as long as it is properly framed in the school's educational project and pedagogical practices, has the potential to promote democratic life, but a disjointed and/or distorted implementation can lead to a democratic deception and an increase in inequalities. Finally, some issues for future research and intervention are sketched.
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