Experiential Groups and Successful Permanence in School: Securing Rights

• Autor(a) principal: Darwich, Rosângela Araújo
• Data de Publicação: 2019
• Outros Autores: Garcia, Maria Lúcia Dias Gaspar
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Katálysis (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/katalysis/article/view/1982-02592019v22n3p558

This article aims to demonstrate relationships between the formation of experiential groups with non-coercive characteristics and the social skills favoring public high school students. Positive social exchanges are related to self-care and mutual respect, essential for adolescents and young people to stay in school. The right to education thus permeates the investment in motivational conditions built in the school environment. The study was interdisciplinary action research, adopting a qualitative approach. It used the experiential learning method, forming four experiential groups, with a total of 67 participants gathered in ten meetings. Through descriptive reports and observational data, it was possible to identify interrelationships between the revision of personal meanings and the school’s role. The findings reinforced the need to emphasize interpersonal exchanges that lead to securing rights regarding the personal and social investment represented by staying in school.