Protagonism and student participation: challenges and possibilities

This article aims to divulgate an investigation between a continuous training of basic education teachers and a student group comparing their perceptions about the difficulty in promoting students protagonism in school. In the sense of stimulating the reflexion was proposed to the students to suggest different teaching and learning ways that lead to protagonism development. The questionnaire replies were analysed according to Moraes e Galiazzi (2014). Both groups found out that difficulties and solutions are involved with teacher's practices, student's attitudes and school structure. The reports made us recognise categories that highlight the teacher's role as mediators allowing their students in being protagonists of their own learning through specific strategies, content's contextualisation and the establishment of emotional bonds with students. The subject's contribution analysis encourage us to adopt reflexive practices to valorise student's intellectual protagonism.