This article presents an investigation carried out in vulnerable shanty towns communities in the city of Rio de Janeiro focused on the perception of social project educators about the pedagogical strategies to obtain a good result in socio-educational projects with the Youth. To obtain the results, a questionnaire was requested from the educators. It is observed that there is a high relationship between artistic activities and communication and social interaction, as well as the playful and dynamic nature of the teaching method used, the use of practical experiences, the openness to criticism on the part of the projects and its capacity for dialogue with young people, the use of interactive educational materials and resources and the possibility of individual guidance for those who participate in the intervention projects. In this way, social projects and interventions are positioned as an effective tool for social change in the face of existing deficiencies in the favelas. The collective nature of social intervention projects and group artistic activities constitutes a powerful tool for promoting the human development of young people who live in situations of social vulnerability.

• Youth

• Socio-educational Projects

• Social Vulnerability

• Pedagogical Strategies

Figueiredo G, Delgado YAO, Araya JFB, Weihmüller VC. Pedagogical Strategic Parameters in Socio-Educational Projects for the Youth in Contexts of Social Vulnerability. Ann Psychiatry Ment Health 12(1): 1189.

This article presents an analysis of the perception of social educators on aspects related to the reality of life of young people from favelas, their relationship with the so-called social vulnerability and the socio-educational projects in which they participate. It is an analysis committed to social interventions whose methodologies are based on praxis and participation, seeking positive results for human development (social well- being, improvement in quality of life and community support) recognizing the implications of a social context. marked by poverty, violence and social exclusion.

The research was carried out in the city of Rio de Janeiro. It has a population of 6.3 million people, according to the 2010 Census, with just over 1.3 million (22%) of them living in one of the 763 favelas. Of this population, about 3% corresponds to young people between 15 and 19 years old. Since the youth population of the favelas is representative, it is relevant to study how educational interventions can help these young people, both to deconstruct preconceived ideas about what it is to live in the favela, as well as with respect to social vulnerability, which implies marginality, insecurity and lack of future prospects [1].

The issue of young people in situations of social vulnerability has generated discussions in various areas of study (law, collective health, ethics, economics, etc.). In our research, we encourage discussion about social vulnerability in favelas, recognizing the importance of their potential as a political resource so that the communities themselves can have elements to exercise their right to fight for adequate conditions for their development and well-being [1-3].

However, according to Butler [4], there are theorists who oppose the idea of vulnerability with the argument that this condition cannot be the basis for a group identification that reinforces paternalistic power. For them, once groups are labeled vulnerable in human rights discourse or in the text of the law, the subjects end up becoming fixed in a position of fragility and lack of agency. The author asserts that these counter movements generally undervalue the modes of political agency and resistance that emerge from vulnerable populations and groups.

Therefore, we must criticize the idea of vulnerability as opposed to agency, trying to think about the way vulnerability and resistance operate together. Political resistance is fundamentally based on the mobilization of vulnerability, and affirms that plural and collective forms of resistance are structured very differently from the idea of an individual political subject who establishes his agency by overcoming his vulnerability.4 During the development of this research, carried out in 12 (twelve) favelas in the city of Rio de Janeiro, we identified various experiences of social intervention managed by civil society organizations that developed group artistic activities aimed at young people. As Abramovay proposes [5], various investigations [6-9], demonstrate that activities such as sport, art and culture allow young people to reinforce positive attitudes, promoting cooperation, solidarity and social interaction, making clear the effect of these interventions on aspects of social vulnerability. In this line of analysis, our study strengthened the evidence that group artistic activity promotes the development of important skills for living, encourages flexibility (resilience) and contributes to the improvement of psychological well-being and quality of life in communities marked by significant prevalence rates of social exclusion and violence.

When we talk about social interventions, we are referring to social projects with an educational and socio-educational focus, which promote the pedagogical growth and human development of young people residing in the favelas of Rio de Janeiro. Thus, social projects are born from the desire to change a reality. Projects are bridges between desire and reality. They are structuring and intentional actions of a group or social organization, which start from reflection and diagnosis on a certain problem and seek to contribute, to some extent, to another possible world [10,11].

However, the conception of these projects is based on intentions and impacts on the target audience. In their proposals, the projects express, in addition to the established intentions, a series of arguments that support and justify their existence. eleven. Within these arguments we can find two visions: on the one hand, welfare action that seeks to eliminate or reduce social and economic inequalities, offering compensatory services to vulnerable communities; On the other hand, the mercantilist action of state, business and civil society organizations, which seeks advantages from social work [12]. The two visions demonstrate that there is a lack in solving structural problems in vulnerable communities, such as Abramovay5raises when he tells us that in Latin America there are restrictions on leisure opportunities, especially for young people from popular classes who see their spaces for fun and sociability reduced.

This is a relevant question for development studies, since the complex and dynamic reality of favelas has been addressed as a guiding concept in the analysis of social groups, households and individuals whose lives are linked to the presence or absence of cultural equipment and goods, economic and socio-affective opportunities offered by their environment [1]. In the contexts of struggle for opportunities, - contrary to the progressive and disembodied increase of social vulnerability that reproduces marginality -, certain strategic parameters emerge that guide and give meaning to socio-educational intervention programs.

Along these lines, a differential aspect that deserves attention is the perception that social educators have of the task they perform in their centers/institutions. Faced with the unknown of how to problematize the “socio-educational intervention – vulnerable shanty towns” relationship in the field of individual and shared experience of social educators who work with young people, the research was oriented to analyze and discuss the presence (positive, negative or ambivalent) and the influence (protective, repressive or non-specific) of the context defined by the strategic parameters in accordance with the assessments of the social educators consulted, avoiding a mercantilist or welfare stance on their work.

The Changing Role of Educators in Contexts of Social Exclusion

According to Freire [13], for learners to develop their autonomy, the educator must respect their worldview, which means taking it as a starting point for understanding curiosity as one of the primary impulses of knowledge production. For the Brazilian educator, teaching and learning is related both to the methodically critical effort of the educator in revealing the understanding of reality, as well as to the equally critical effort of the student in positioning himself as an active subject in the learning process. It is important that the educator perceives the importance of listening to the needs of the group of learners, which requires, in addition to technical and scientific abilities, that the educator possesses some qualities and virtues such as love, affection, respect for others. , tolerance, humility, joy, zest for life, openness to the new, accepting availability to changes, hope and open dialogue since transformative education is not possible without development of these qualities of communication based on truth [13,14].

However, for the learner to have the freedom to learn, the educator has to become a facilitator of learning. This term, in truth, translates the idea of an educator who establishes a positive environment built by trust in relation to the group and people. According to the author, the educator also needs to accept himself, to know yourself and, above all, be yourself, without lies or masks, which is a fundamental condition for any true relationship. It is also necessary to establish an empathic understanding with young people so that it leads them to understand the way the other feels events, how they express their ideas and how they communicate their feelings. Thus, the empathetic and welcoming educator does not become the owner of the student’s identity, nor does he lose his own. The worldview and meanings are created in the subjectivity of each individual based on their perceptions, stimuli and experiences. So it is necessary to allow the student to create his own notion of the world based on his experiences and guided by educators [15].

In this way, based on the identification of the institutions that operate education/ social intervention projects in favelas of Rio de Janeiro, this article aims to analyze the characteristics of the educational proposals and the assessment of social educators on the degree of presence attributed to the strategic parameters: artistic activity, communication/ social interaction, pedagogical process and intersectorality and work networks.

The social intervention projects of eight (n=8) non- governmental institutions carried out in the twelve (n=12) Rio’s favelas (vulnerable shanty towns) were the object of study in this research. The choice of institutions occurred simultaneously with the preparation of the study, during which we were able to perceive the lack of a directory that grouped these institutions, which is why we sought to identify the general objectives of the projects, the activities that were carried out and the topics that they were worked. We thus identified fifty-seven (n=57) social interventions developed by thirty-six (n=36) different institutions. We specifically selected interventions that used group artistic activities as an instrument for promoting human development in different languages and approaches. The choice was based on existing evidence and certain qualitative field observations where we observed a series of potential types of interventions to promote human development.

Projects based on group artistic activity represent an important set of actions stimulated by the Brazilian State. Especially the progressive governments of the Workers’ Party (PT), promoted different projects with an emphasis on promoting resilient activities in areas of social vulnerability and stimulating the proliferation of projects that provide second opportunities to young people in the favelas. One of the Examples were the Program “Open School Spaces: education and culture for peace”, developed by UNESCO since 2000 in different regions of Brazil and which in 2004 gave way to the program “Escola Aberta: Educação, Cultura, Esporte e Trabalho para a Juventude”, from the Brazilian Ministry of Education [1,3].

The questionnaires used in this research were constructed ad hoc to address specific situations detected in direct consultations and observations during field work. The information collected through the questionnaires was answered by a total of 18 (n=18) social educators from the 8 (n=8) collaborating institutions in the study, based on a dialogic and collective dynamic. Thus, in an intense process of reflection based on the deepening of the lived experience and the theoretical-methodological approach to the study problem, the questions that made up the content of the questionnaires were identified. The questions were discussed extensively during the questionnaire development process with academic experts and project professionals. Our intention was not to produce a statistically standardized instrument, but rather we were concerned with its evaluative-formative and open nature within the framework of Participatory-Action-Research.

The contents of the questionnaires were presented as appreciation scales with five response levels. The degree of presence attributed was established in the form of a psychometric scale with variable values between 0 and 5. Thus, for each item in the questionnaire the informants chose the corresponding values based on their subjective perception. The scale represents the degrees (of presence – or importance) attributed that are variable between 0 (“none”), 1 (“very low”), 2 (“low”), 3 (“medium”), 4 (“high”). “) and 5 (“very high”). The scalar values constitute the presence or attributed importance scores.

Data collection occurred in two different ways: on the one hand, the centers that confirmed participation in the study were encouraged to collectively answer the questionnaires at a meeting of the group of social educators and to send us the instruments by email. In a second moment, the researcher visited all the institutions in locus and conducted individual interviews or focus group in accordance with the availability of the Institution’s social educators.

The instruments used were subjected to a validation process through interviews in which 4 institutions, 5 intervention projects and 14 people (4 pedagogical coordinators and 10 social educators) participated. Validation was carried out through individual interviews and focus group carried out throughout the field work period. An analysis of the instruments used to obtain data was proposed, an assessment of their usefulness/applicability, criticism, suggestions for change, new recommendations for use, in addition to identifying the needs and expectations of the institutions regarding the counterpart request process for the institution for collaborating in the research.

Statistical Procedures

In the statistical analysis, the SPSS program was used to produce the factor analysis and complementary analyses. Tests were carried out Reliability, tests with Cronbach’s Alpha and the Pearson correlations to verify the reliability of the items. Reliability tables were prepared per item with the objective of verifying and selecting the statistically relevant averages, purifying the descriptors of the indicators and those of each of the dimensions of the study. Using this procedure, the statistically relevant scales were verified and selected by purifying the descriptors of each of the indicators and the non-significant groupings according to the criterion set by Cronbach’s α coefficient.

Characterization of the socio-educational projects investigated

In order to present a characterization of the object of study of the research, we present a summary of the main structural- institutional characteristics of the investigated projects. In relation to the project objectives, Education for citizenship and awareness of citizen rights was the objective most cited by educators along with increasing the self-esteem of young people, expanding their entrepreneurial capacity and generating income. Only two intervention projects indicated objectives considered priority by the country’s public policies, such as expanding the ability to obtain a new job, strengthening the identity of minority groups (such as blacks, indigenous people or homosexuals), valuing local culture and community mobilization [16-18]. The development of creativity, community integration and the preparation of young people for the labor market were objectives indicated by only one of the projects.

As for the topics and activities developed, photography and dance were the priority themes, immediately followed by literature, music and theater. Four intervention projects indicated developing audiovisual and plastic arts, three projects manual work with the production of crafts. Two of the nine projects screened films in a film club format and only one of the projects specifically dealt with topics related to cinema, circus or fashion.

The training areas in which the projects considered their educational activities to be inserted also varies very little. All, except one of them, considered that their intervention proposal is based on the artistic activity, which corresponded to the initial expectations of the study since the institutions were previously selected based on this specific criterion. We consider relevant the fact that 6 of the 9 projects indicated that they developed both issues of citizenship how much of human rights, constituting both as priority themes. Also relevant was the creation of cultural products and the formation of political awareness during the activities.

The educational processes followed by the projects addressed stood out for the variety of methods used: practical workshops, conferences and guided cultural visits, courses, debates and seminars, with the option for the educational method of presentation of shows being significant.

As for the age of the project participants, the vast majority were between 11 and 24 years of age, that is, young people, the focus of this research. However, three of the projects also worked with children under 11 years of age and one of them also welcomed adults and seniors. The criteria chosen by the institutions for the selection of participants it was variable. There was no single criterion and it cannot be said that there was uniformity in its implementation. Even so, we can affirm that they were criteria to some extent shared by the projects: the need for the participant to be in school, to show interest in the project, to be in his junior year and for his family to have a precarious income. Already the well time of young people in the intervention projects implemented by the institutions was variable but always greater than 6 months. None of the projects that participated in the research carried out discontinued activities. Thus, we identified that 3 of the projects had a variable duration from 6 months to 1 year; those 4 projects of 1 to 2 years and 2, of more than 2 years.

The quality of physical space allocated to carrying out project activities was also variable. In 4 projects the physical space was considered appropriate and sufficient; In 2, the space was considered appropriate but insufficient, and 3 projects carried out their activities in inadequate spaces. In an analysis of the financial resources necessary for the development of the interventions, 4 projects stated that they invested between R$1,000 and 10,000 per month. Only 1 project invested between U$ 2.000 to U$ 4.000 thousand per month. Also, 2 projects invested between U$ 4.000 to U$ 10.000 thousand per month and just 1 of the projects claimed to invest between U$ 10.000 to U$ 40.000 per month. Only 1 of the projects stated that they invested more than U$ 70.000 per month in the operation of their activities.

After this general overview of the structural profile of the projects addressed, below we present the strategic pedagogical parameters identified from the method applied.

Strategic Pedagogical parameters in social intervention projects

In order to investigate the strategic parameters of the intervention projects, 4 indicators were established: the characteristics of the artistic activity; the development of communication and social interaction skills; the pedagogical process experienced and networking for the development of intersectoral actions. For each of them, the educators evaluated the degree of presence of the descriptors for each indicator.

Table 1 presents in the first part the summary of the average and standard deviation of the score obtained by each indicator. The high score achieved by all indicators reveals the effectiveness of the strategic parameters established by the intervention as perceived by educators. It is also observed that Cronbach’s Alpha also presents a high value, stating that there is high reliability in the data revealed. In the second part of the same table 1, another relevant data is presented: the high Pearson correlation index found between the indicators, which indicates that the model presents strong internal coherence. The correlation between “Artistic Activity” and “Communication and Social Interaction” is notable, reaching almost 95%, which indicates that these indicators were strongly linked to each other (Table 1).

Table 1: Results of the Statistical Procedures: Reliability (Cronbach’s Alpha) and Pearson Correlations

Source: Figueiredo (2012)

Regarding the aspects related to the Artistic Activity, educators rated the proposal and execution of artistic activities as high or very high. We can highlight that factors related to the team work. They are the ones with the greatest presence. Aspects related to the cognitive understanding of the activity, the awakening of critical consciousness, reflection on the social function of the artistic activity produced and theoretical reflection in the construction of the meaning of the artistic work produced were less valued. These aspects are those contemplated in Table 2 .

Table 2: Presence Average and Standard Deviation of the artistic activity Indicator

Source: Figueiredo (2012)

As presented in Table 3 regarding the assessment of aspects related to the communication and social interaction,

Table 3: Presence Average and Standard Deviation of the Communication and Social Interaction Indicator

Source: Figueiredo (2012)

the educators valued that the encouragement to participate in other groups and projects in the favela as well as the work for the development of verbal communication capacity and the encouragement of family participation in the development of activities were present with a medium degree. . Best valued were the aspects of the development of communication skills; strengthening interpersonal relationships with encouragement of cooperation; the experience of collective processes of negotiation and conflict resolution; the establishment of norms and rules of coexistence within the institution; the stimulation of the perception of others; the assessment and use of non-verbal language and body expression; the encouragement of collective work, interaction between the young people of the project and the formation of links. The democratization of dialogue and protagonism between educators and young people in the activities carried out were aspects that educators valued in high or very high degrees of presence. Another relevant data was the low degree of presence assigned to the descriptor possibility of accessing and using the Internet, which would indicate the lack of digital equipment and services in the social contexts where the projects are implemented.

The Table 4 presents the results for the indicator pedagogical process vivid. It is observed that educators valued practically all descriptive aspects to a high degree.

Table 4: Presence Average and Standard Deviation of the Pedagogical Process and Attitudes Indicator

Source: Figueiredo (2012)

The qualification of teachers; The dynamics of the educational method and the development of practical experiences were the aspects with a very high degree of presence in the projects. Also, eleven of them hey obtained a high average and, therefore, the following aspects are truly present in the projects: the practical applicability of the theoretical contents studied; the appropriate and varied use of educational materials and resources; the appropriate use of the estimated time for the development of activities; the ease of access to varied and updated information; the valorization of collective reflection in the analysis of theoretical concepts and the activities developed; the dedication of time to individual guidance and personal advice of the young people of the project; the openness of project staff to criticism and incorporation of new proposals and; monitoring and evaluation of the educational process.

Entering on the last indicator -Networking/Intersectoral Action –we recover Correia [19], When in his study on social projects in physical education, he states that for a social intervention to be effective and achieve the desired impact, it depends on the support of the community, as well as resources to avoid limiting its actions. From this perspective, the data in Table 5 reveal that, in the evaluation of the educators,

Table 5: Presence Average and Standard Deviation of the Network and Intersectoral Action Indicator

Source: Figueiredo (2012)

the effort to coordinate with official State organizations (ministries, secretariats, municipalities, etc.) was present to a degree that varies from high to very high. The degree of articulation with local community networks, neighborhood associations and schools and articulation with other institutions such as foundations, organizations and public interest associations was also high. Another relevant data was the degree of presence of the projects’ effort in gaining visibility and/or making public information about the activities they carry out.

Already with a medium degree of presence, the collaborations established with universities and research institutes were established; partnerships established with private companies; the participation of the community in the implementation of the activities that the intervention project develops in the favela; participation in collective actions in the community and the existence of an Internet page with updated information in order to establish new contacts. We consider it still relevant to highlight the low degree of presence of community participation in the monitoring and evaluation of the activities carried out by the investigated projects.

Social projects and interventions, in general, pursue the objective of empowering and promoting the human development of citizens who live in contexts of social vulnerability. In Brazil they have managed to position themselves as an effective tool for social change in the face of the shortcomings that exist in the favelas. According to Gohn [11], social projects are aimed at increasing the participation of citizens in order to achieve a certain social inclusion through socio-educational activities concerned with social change, the emancipation of people and the construction of both individual and collective autonomy. Along these lines, when analyzing the strategic parameters of the 9 artistic intervention projects evaluated, it was possible to know the assessment of social educators on 4 established analysis indicators.

When evaluating the indicator corresponding to the pedagogical process, the factors with the highest degree of presence were the good qualification of the educators participating in the projects, the playful and dynamic nature of the teaching method used, the use of practical experiences, the openness to criticism on the part of the projects and their capacity of dialogue with young people, the use of interactive educational materials and resources and the possibility of individual guidance of young people who participate in intervention projects. Also considered important and with a high degree of presence was the ability to establish an environment of collective reflection, the use of updated information and the possibility of establishing an effective method of monitoring and evaluating the pedagogical process by educators and coordinators of the programs. intervention projects.

When we evaluate the degree of presence of the factors related to the development of communication skills and stimulation of social interaction processes, we verified that from the point of view of the social educators who participated in the study, the formation of interpersonal ties and the development of the potential for collective work, the establishment of non- vertical and democratic communication processes as well as the development of negotiation capacity and conflict management are the aspects with the highest degree of presence in the projects investigated, as well as the effort to expand the capacity for interpersonal relationships, the capacity for bodily expression and non-verbal communication and the perception of the other in the educational process. It is also worth highlighting the low degree of participation of families and the community in the development of young people in the area of their training in the project.

When evaluating factors related to artistic activities, it was possible to conclude that the aspects with the greatest degree of presence in the intervention projects evaluated were the valorization of collective work and the establishment of group processes, work with the perspective of creating motivation in young people, the valorization of their personal experiences and the development of their capacity for imagination and abstraction. Also present was the concern to establish an environment conducive to the development of critical consciousness, highlighting the articulation between artistic activities that stimulate the integration of creativity with sensitivity and the formation of a critical consciousness.

Aspects related to the meaning of the work of art produced, reflecting on the social function of art and the concern for income generation and preparation for the labor market obtained a lower degree of presence. It seems that the main concern is the formation of a group of experiences that can simultaneously develop technical, sensitive and creative skills as a form of personal self-expression and also the expansion of artistic production capacity even with theoretical training about work in the field of art.

The educators who participated as subjects in our Participatory Research [20], contributed greatly with their expert view of the educational daily life of social intervention projects with young people in situations of social vulnerability. According to their perspective, educational attributes are fundamental for the success of the projects, mainly regarding the pedagogical method chosen and the qualification of the educators themselves. In addition, they also valued the project’s ability to stimulate teamwork, active interaction between young people and the ability to enhance the formation of bonds of trust and affection in groups. As a conclusion, we present a synthesis of the Strategic pedagogical Parameters of the Intervention Projects, identifying the indicators and descriptors with a Relevant Degree of Presence according to the results found in our research: 

Board:  Synthesis  of  Research  Results-indicators  and

descriptors with a Relevant Degree of Presence

1. Attributes of the educational process
   • Qualified and trained educators
   • Dynamic, playful and interactive pedagogical method
   • Development of practical experiences and assessment of personal experiences
   • Openness to criticism and incorporation of new proposals
2. Communication and social interaction strategies
   • Encouragement of teamwork, interaction between young people and the formation of bonds in groups
   • Experience of collective agreement processes, negotiation strategies and conflict resolution
   • Democratization of dialogue and protagonism between educators and young people in the development of activities
   • Strengthening interpersonal relationships and encouraging cooperation among young people
   • Positive assessment and use of non-verbal language and body expression
3. Characteristics of artistic activities
   • Encouragement of group work and collective development of artistic activity
   • Expanding personal motivation and rewarding individual productive effort

• • Valuation of the experiences and personal experiences of young people
  • Reflection on concepts and definitions of art theory or history

1. 4 Networking and intersectoral action
   • Association and articulated work with official bodies of the Brazilian 
   • state (public/ state partners)

• • Effort to achieve visibility and make known the activities developed by the projects
  • Association and articulated work with local community networks,
  • neighborhood associations and schools
• • Association and articulated work with other institutions, foundations, organizations or societies.

Source: Original from authors, 2023.

Contrary to our initial expectations, the type of artistic activity, as well as the individual experience in artistic creation, are not as important as we believed. According to the results we found, it is clear that group activity, communication and social interaction between young people and between them and educators, as well as the encouragement to share their life stories, the valuation of their identity as a subject and the experience of collective construction are much more valued than the specific characteristics of the artistic activity itself. Our results, however, seem to coincide with other stories in the literature that reveal the success of projects that work from sports or group activities that do not necessarily have to do with art and culture.

Despite this last consideration, finally, it is still worth revisiting the results of table 3 that presents the high value found in the Pearson correlation between the indicators: Artistic Activity and Communication/Social Interaction. This allows us to affirm that the relationship between the descriptors that make up these indicators was strongly related. From this perspective, we infer that these values statistically prove the collective nature of social intervention projects and that group artistic activities effectively constitute a powerful tool for promoting the human development of young people who live in situations of social vulnerability.

According to the results presented, we can place as a final consideration that although artistic activity by itself, or, when carried out individually, has a low potential to transform the lives of young people, when these same cultural activities are developed in groups based on Group dynamics that stimulate positive social interaction, the exchange of experiences and the strengthening of interpersonal ties and relationships, can transform reality and contribute to the human development of young people in situations of social vulnerability.

Finally, we reinforce the hypothesis that it is not the isolated artistic/cultural activity nor the isolated group interaction activities carried out that are responsible for the success of the projects, but rather the aggregate action of the two factors together. It is by virtue of this complexity of social interventions that strategic parameters should receive greater attention when creating and implementing social projects, since this would avoid falling into models marked by mercantilism.

Many thanks to the Spanish Agency for Cooperation and Development (AECID) from the Ministry of Foreign Affairs of Spain (MAE) for the large part of the funds that made this research possible. Thanks also to professors Conrad Izquierdo and Albert Bonillo from the Faculty of Psychology of the Autonomous University of Barcelona for their esteemed collaboration.

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