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Politicas culturais e juvenis no concelho de Grândola e os desafios da participação juvenil
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Abstract(s)
A presente dissertação insere-se no Mestrado em Educação,
Práticas Artísticas e Inclusão, com o objetivo de compreender como os
jovens se relacionam e qual é a sua perceção das políticas culturais e
juvenis no concelho de Grândola, centrando-se nos desafios que afetam a
participação juvenil em contextos de baixa densidade populacional.
Fundamentando-se em quatro conceitos centrais – juventude, políticas
públicas, educação e participação. Esta investigação parte da premissa de
que as políticas culturais e juvenis podem ser uma ferramenta para a
inclusão social dos jovens, especialmente quando articuladas com práticas
educativas e artísticas.
A metodologia adotada foi de natureza qualitativa, com recurso à
pesquisa documental, inquéritos por questionário e entrevista através de
focus group com jovens locais. Estas ferramentas permitiram recolher dados
detalhados sobre as perceções dos jovens acerca da oferta cultural e juvenil
disponível e da sua participação nas atividades promovidas pelo município.
Os resultados apresentam a visão dos jovens sobre a criação de
políticas públicas que os envolvam diretamente na sua conceção e
execução, propondo a diversificação da oferta cultural e juvenil e a
implementação de estratégias educativas que estimulem a criatividade, o
pensamento crítico e a cidadania ativa. Conclui-se que a participação juvenil
e a inclusão social podem ser melhoradas através da integração das
práticas artísticas no âmbito educacional, promovendo, assim, uma
transformação social e o desenvolvimento sustentável das comunidades
juvenis.
This dissertation is part of the Master's in Education, Artistic Practices, and Inclusion, aiming to understand how young people relate to and perceive cultural and youth policies in the municipality of Grândola, focusing on the challenges affecting youth participation in low-populationdensity contexts. It is based on four central concepts – youth, public policies, education, and participation. This research assumes that cultural and youth policies can be a tool for the social inclusion of young people, especially when combined with educational and artistic practices. The methodology adopted is qualitative, involving documentary research, questionnaire surveys, and interviews through focus groups with local youth. These tools enabled the collection of detailed data on young people's perceptions of the available cultural and youth offerings and their participation in activities promoted by the municipality. The results reflect the youth’s views on creating public policies that directly involve them in their design and implementation, proposing the diversification of cultural and youth offerings and the implementation of educational strategies that foster creativity, critical thinking, and active citizenship. It concludes that youth participation and social inclusion can be enhanced through the integration of artistic practices within the educational framework, thereby promoting social transformation and sustainable development of youth communities.
This dissertation is part of the Master's in Education, Artistic Practices, and Inclusion, aiming to understand how young people relate to and perceive cultural and youth policies in the municipality of Grândola, focusing on the challenges affecting youth participation in low-populationdensity contexts. It is based on four central concepts – youth, public policies, education, and participation. This research assumes that cultural and youth policies can be a tool for the social inclusion of young people, especially when combined with educational and artistic practices. The methodology adopted is qualitative, involving documentary research, questionnaire surveys, and interviews through focus groups with local youth. These tools enabled the collection of detailed data on young people's perceptions of the available cultural and youth offerings and their participation in activities promoted by the municipality. The results reflect the youth’s views on creating public policies that directly involve them in their design and implementation, proposing the diversification of cultural and youth offerings and the implementation of educational strategies that foster creativity, critical thinking, and active citizenship. It concludes that youth participation and social inclusion can be enhanced through the integration of artistic practices within the educational framework, thereby promoting social transformation and sustainable development of youth communities.
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Keywords
Juventude Políticas culturais Participação Inclusão social Educação Youth Cultural policies Participation Social inclusion Education