Child participation and construction of the subject’s identity

Abstract

Objetives. Study how to have lived intense and genuine participation experiences in participatory schools, centers of educational leisure and school boards, during childhood, can favor the construction of individual and social identity of children and adolescents, and thus their subsequent participatory paths.

Methodology. The methodology used was the participatory evaluation research, with a sample of 677 individuals using quantitative techniques (questionnaire), and 29 individuals through qualitative techniques (interviews and discussion groups).

Results. Main results, regarding the influence on the construction of identities that these experiences have taken in particular aspects are presented: shaping the character and personality, relationships with friends and others, on citizen behavior, associational life and social commitment of the subjects analyzed.

Conclusions. Socioeducational contexts, where children and adolescents live their everyday living, such as school, centers of educational leisure/entertainment and children’s councils, are configured as spaces and educational structures that can, intensely or not, favor the experience and participation learning, becoming the child participatory experience in a key for the construction of identity, especially with regard to issues related to: 1. The configuration of the character and personality: in his way of being and thinking, in their relations and friendship with others. 2. The construction of their civic identity, in terms of their influence on citizen and civic behavior in community life and commitment to social issues.