Flores-Ser no sertão: uma intervenção pedagógica para refletir sobre projetos de vida de adolescente

Abstract

This research aimed to evaluate how the pedagogical intervention Flores-Ser contributed to the reflective process of adolescents in the lower secondary education regarding their purpose in a public school located in an urban quilombo neighborhood in Feira de Santana (BA). The study involved 62 ninth-grade students, aged between 13 and 19. The methodology adopted was based on a mixed-methods approach, with a predominance of qualitative analysis. Data were collected through semi-structured interviews, questionnaires (pre- and post-intervention), participant observation, and a field diary. Quantitative analysis was conducted using descriptive statistics and t-tests (paired and unpaired), while qualitative analysis was guided by operational criteria related to the concept of purpose, such as goal setting, motivation, and future planning. The Flores-Ser workshop was structured into two modules: Designing Values, aimed at strengthening socioemotional skills and self-awareness; and Designing Ideas, grounded in Problem-Based Learning (PBL), which engaged students in investigating real-world issues within the school community and proposing creative and collaborative solutions. The results revealed transformations in adolescents' perceptions of their purpose, highlighting the potential of the intervention as a complementary pedagogical resource. Furthermore, the strategies employed proved effective in promoting selfawareness, self-esteem, resilience, and engagement with both the school and the community. Therefore, the Flores-Ser workshop demonstrated potential as an integrative and meaningful pedagogical and educational proposal, aligned with the holistic development of adolescents, fostering connections between the school curriculum, subjectivity, and the challenges posed by their sociocultural, educational, and socio-emotional contexts.