The school as a space for social participation and citizenship promotion: the experience of building participation in a school environment

Collaborators

Giugliani C (0000-0002-2652-5214)^* * Orcid (Open Researcher and Contributor ID). contributed to the design of the project, participated in the meetings for development of the project, guided and contributed to the writing of the article and approved its final version. Cesa KT (0000-0003-1417-6026)^* * Orcid (Open Researcher and Contributor ID). contributed to the design of the project, coordinated the implementation of activities at the school, participated in the meetings for development of the project, guided and contributed to the writing of the article and approved its final version. Flores EMTL (0000-0002-9142-8058)^* * Orcid (Open Researcher and Contributor ID). contributed to the design of the project, coordinated the implementation of activities at the school, participated in the meetings for development of the project, guided and contributed to the writing of the article and approved its final version. Mello VR (0000-0003-4801-624X)^* * Orcid (Open Researcher and Contributor ID). contributed to the design of the project, participated in the meetings for development of the project, guided and contributed to the writing of the article and approved its final version. Robinson PG (0000-0002-5696-6010)^* * Orcid (Open Researcher and Contributor ID). contributed to the design of the project, participated in the meetings for development of the project, guided and contributed to the writing of the article and approved its final version.

*
Orcid (Open Researcher and Contributor ID).

Conflict of interests: non-existent

Characteristic	Form of development in research
Knowledge production from experience	All activities that make up the intervention were designed according to the experiences of all participants: PHM activists, school community, FHU team, local health council and universities. The new experiences produced with the activities, predominantly experiential, generated new knowledge about the topics addressed.
Historical reconstruction of the event, to interpret it and gain learning	As the activities were added, the facts became linked, together with the socio-political contextual elements that permeated them, generating reflection and enabling a more comprehensive understanding of reality.
Valuing the knowledge of people who are the subjects of experiences	The collective and participatory dynamics adopted presupposes the valorization of the knowledge of the people involved, also welcoming the transformation of this knowledge from the living of the experiences.
Identification of tensions between project and process	The plans and projects initially thought generated real processes, which constituted experiences for all participants. Any activity performed, considering the dynamics of the intervention, triggered a lively and dynamic process, which reflected what was about to come, bringing unforeseen events to the planned. In the process, several tensions could be identified, which were also a source of learning.
Learning identification and formulation	The activities, by valuing the knowledge of the subjects and the production of knowledge from experience, had as consequence the generation of new learning, an aspect that can be especially highlighted in a school environment.
Documentation of experiences and preparation of communication materials and products useful to participants	The following were produced: filming, photographic material, written records, workshops with creation of artistic materials and other items, construction of a play performance and elaboration (still unfinished) of a video.
Strengthening individual and group capacities	The dynamics of collective construction adopted could favor the strengthening of the capacities, however, the insufficient integration among the participants and the difficulties of other natures compromised this process.
Presence of the protagonism of the subjects involved in the experience also in its systematization	This characteristic was hampered by the difficulties faced in the process, mainly by the disaggregation between people and groups.

Activity	Period/length	Participants	Objective	Actions developed
Researchers meeting with Santo Alfredo FHU	2nd semester of 2016, for 2 hours	PHM, coordination and workers at Santo Alfredo FHU and universities	Share the initial research process and present the proposed intervention project.	Choice of the school in the territory of the FHU, definition of actions for the beginning of activities and deals in relation to the integration of the project with the PSE.
Conversation rounds with the school community	1st semester of 2017, for 3 months	PHM, teachers, school management, FHU, CLS and universities	Present the project, its conceptual bases and analyze the possibilities of joint actions and involvement with the community.	Beginning of a conversation network between the school community, primary health care workers and PHM researchers through the PSE; Presentation of the concept of Buen Vivir as a field of intercession between health and education for the construction of citizenship.
'Solidarity Day'	May 2017, during a shift	PHM, school community and CLS	Approach and participate in an activity developed by the school community.	Video recording with statements from parents, students, staff and teachers; Design of the path for the first action: the revitalization of the school forest as a teaching/learning space.
Visit to a traditional community vegetable garden	1st semester of 2018, two visits of one shift each	PHM, 250 students and teachers, CLS and universities	Awaken young people's sensitivity and interest in the production of agroecological foods based on learning from experience; Approach the collective effort and the creation of a public space and its role in urban dynamics; Provide a different perspective on nature, living beings, health and good living.	Dialogue on ultra-processed foods, problematizing and valuing the consumption of healthy and natural foods; Knowledge and dissemination of the cultivation of Unconventional Food Plants (Pancs); Production of new themes for classroom debates; Discussion about the concept of solidarity and value of teamwork.
Choice of mascot and project name	1st semester of 2018, during two shifts	PHM, teachers, students from all school years and universities	Creatively engage the school community in the project; Encourage collective participation.	Exhibition of 43 artistic works made by children and young people; Election of the most voted design and name; Printing of the winning design on stickers, which were later glued on the composting buckets and on the compost heaps.
Forest revitalization and permaculture	1st semester 2018, workshops and biweekly meetings	PHM, hired permaculturist, 3rd, 6th and 9th grade students and teachers from the school, universities	Provide another opportunity to live with the abandoned forest; Bring children and teachers closer to the invisible nature.	Cleaning and revitalization of the abandoned green area; construction of outdoor classroom and living spaces within the forest; practical exercises in the agriculture and cultivation of medicinal plants; Cleaning of the small stream present in the school; Construction of a wooden bridge between the patio and the forest, facilitating the access.
'The Little Buckets Revolution'²⁰20 Centro de Estudos e Promoção da Agricultura de Grupo. O passo a passo de uma revolução - compostagem e agricultura urbana na gestão comunitária de resíduos orgânicos. Florianópolis: CEPAGRO; 2016.	1st semester of 2018, continuous duration	MSP, students, Family members, cook and school lunch ladies and universities	Involve families, in a cooperative learning process in the experience of transforming organic waste into fertilizer; Promote understanding of the difference between garbage and organic waste, reinforcing the importance of using it in the soil.	Confection of compost heaps; Practical cooperation activity, in which the children brought from home organic waste to dispose of in the compost heaps; Conversation rounds on the topic, in the outdoor classroom built in the forest; Opportunity for significant learning on: permaculture, composting, final disposal of organic waste, environmental health, water, healthy food and citizenship.
Qigong workshops and creativity with clay	1st semester of 2018, two workshops with 50 minutes each	PHM, two classes of students (2nd and 6th grades), teachers, guest fine artist	Stimulate creative processes in connection with the forest, through Qigong and clay workshops; Promote Buen Vivir and care for the body, nutrition and the school environment.	Practices of Qigong, an ancient Chinese technique that seeks vital force through attention to breathing and synchronized movements; Walks to the forest, in silence, where everyone turned their attention to listening and observing the forest; Sitting in a circle, talking about perceptions and feelings, collecting material found in the surroundings (leaves, branches, land) to introduce into the clay; Workshops for the production of clay sculptures, inspired by the elements of nature, using natural pigments in the forest; Exhibition of works in the school cafeteria; After the workshops, second-year students continued to use the forest to practice Qigong, guided by the school's teacher.
Seasoned salt workshop	2nd semester of 2018, during a shift	PHM, 'Hiperdia' Group^* * Group of people with hypertension and diabetes who attend the FHU Santo Alfredo. of the Santo Alfredo FHU, CLS, school director, teacher and employee	Work on health promotion issues bringing CLS, FHU and the School closer; Address the risk factors associated with excessive consumption of salt and processed foods.	Workshop held by a group of users of the Santo Alfredo FHU, who shared the recipe and dried herbs for each student to prepare their own seasoning. The children took the seasoning home, with the function of arousing the interest of family members in the issues addressed; Conversation about risk factors associated with excessive consumption of salt and processed foods, such as snacks; Intergenerational meeting, which activated affections and promoted the rapprochement between children and the elderly.
Oral health and nutrition workshops	1st semester of 2018, 6 meetings	PHM, students and professor of Dentistry at PUC-RS, dentist tutor from the FHU, teachers, students and school staff	Develop an educational project on oral health and healthy eating, integrating PHM, university, FHU and school; Integrate undergraduate Dentistry students in the project.	Development of workshops on oral health promotion, healthy eating and sustainability; Creation of a panel demonstrating the amount of sugar contained in products consumed by students, which was displayed in the cafeteria for reflection and knowledge by teachers and students; Construction of vertical garden, made with pallets and pet bottles, for the cultivation of vegetables by students; Culinary workshop using herbs and salads planted in the vertical garden.
'Dom Lixote' Theater workshops	2nd semester of 2018, 16 meetings during 4 months	PHM, 8th grade teachers and students; guest artist/workshop	Exercise the collective experience, stimulating cooperation and youth protagonism; Promote reflections on environmental issues and the sustainability of the planet.	Body expression and improvisation workshops for the development of creativity, communication, disinhibition and memorization; Elaboration of a theatrical project (creation of script, scenography, costumes, etc.), which addressed the issues of consumer society, garbage, water privatization, sustainability and respect for nature; Encouraging students to be agents that multiply the environmental cause; Staging and presentation to the school community.
Baghetinho clown at school	2nd semester of 2018, during the last day of class	PHM, guest artist, students and school teachers	Bring joy and awaken the culture of peace as a device of new affections and meetings at school.	Theatrical performance of clowning, a playful experience that brought irreverence and enchantment through 'clowning' as a cheerful and resistant way of acting (re-existing).

[1] Collaborators

Giugliani C (0000-0002-2652-5214)^* * Orcid (Open Researcher and Contributor ID). contributed to the design of the project, participated in the meetings for development of the project, guided and contributed to the writing of the article and approved its final version. Cesa KT (0000-0003-1417-6026)^* * Orcid (Open Researcher and Contributor ID). contributed to the design of the project, coordinated the implementation of activities at the school, participated in the meetings for development of the project, guided and contributed to the writing of the article and approved its final version. Flores EMTL (0000-0002-9142-8058)^* * Orcid (Open Researcher and Contributor ID). contributed to the design of the project, coordinated the implementation of activities at the school, participated in the meetings for development of the project, guided and contributed to the writing of the article and approved its final version. Mello VR (0000-0003-4801-624X)^* * Orcid (Open Researcher and Contributor ID). contributed to the design of the project, participated in the meetings for development of the project, guided and contributed to the writing of the article and approved its final version. Robinson PG (0000-0002-5696-6010)^* * Orcid (Open Researcher and Contributor ID). contributed to the design of the project, participated in the meetings for development of the project, guided and contributed to the writing of the article and approved its final version.

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The school as a space for social participation and citizenship promotion: the experience of building participation in a school environment

ABSTRACT