DEVELOPMENT OF AUTONOMY AND CREATIVITY FROM EDUCATIONAL EXPERIENCE WITH YOUNG PEOPLE IN SOCIAL VULNERABILITY IN BRAZIL

Educating for the development of creativity and autonomy of young people in social vulnerability is the objective of the Instituto CRESCER, a non-governmental organization founded in 2003 in Itajal, SC, Brazil. This article aims to report on the experience of this institution, which develops educational projects in the school counterparty with students of the public school system, focusing on social inclusion and personal, academic and professional development. In order to develop a teaching practice aimed at the development of young people's attitudes, skills and competences, since 2016 CRESCER has been investing in continuing teacher training through partnerships with the Universidade do Vale do Itaja1 (UNIVALI), Red Internacional de Escuelas Creativas-RIEC, municipal and state Education, schools and the Business Association of Itajai-ACII. Continuing education is based on the pedagogical proposal of the Projetos Criativos Ecoformadores-PCE [1] that has as theoretical and methodological assumptions complex thinking, transdisciplinarity and eco-formation. The planning and implementation of PCE occurs with the collective of students and teachers, who jointly decide the objectives and procedures, culminating in the socialization of the results for the community. The themes of the PCE being implemented include Citizenship, Entrepreneurship, Innovation and Sustainability. The partial results of the use of this innovative and creative approach to teaching, based on a transdisciplinary proposal, contextualized and problematizing, point to the development of autonomy, critical and creative reflection and, consequently, the youth protagonism of students. We understand that the bases for the dynamization of a creative and creative education in CRESCER are being implemented through the reform of teachers' thinking and management, which proposes to be more democratic and participatory in their actions. This has favored the evolution of the processes of teaching in CRESCER in the formation of young people with a leading role to change their lives and contribute to a better world.