Educom4Change

The viralization of publications fosters phenomena such as the post-truth, in which opinions matter more than facts in themselves. The lack of youth protagonism becomes a problem, and the excess of information has become a paralyzing agent of youth, leaving it anesthetized before reality, preventing this generation from being the great protagonist of the VUCA world.
Educom4Change is committed to empowering young people and creating a global generation of critical thinkers and ethical players that change the world and challenge the status quo through the use of media tools. The solution we propose is to instrumentalize adolescents in media techniques through curatorships in the school environment. In this way, it is possible to positively change the lives of millions of young people, increasing their confidence in solving problems and developing soft skills in communication, teamwork, media techniques and resilience, as well as promoting interest in public policies and citizenship.

The reasons for evasion include lack of interest in school, disorders or learning difficulties, need to work, lack of family stimulation and problems with access to the school, among others.

The problem to be solved is the lack of interest in the school, which can be caused by several factors, among which are the type of methodology and the adoption of practices that privilege the product of learning, but do not take care of the process. These proposals do not place the student as the protagonist.
According to IBGE, 23% of the population between 15 and 29 years old, more than 11 million young people, do not study or work: in the national sample survey of 2012 households, young people who do not work or study, even school age , were 9.7 million in a universe of 49.4 million young people. According to the institute, between 2016 and 2017, about 619,000 joined them.
Regardless of what motivates school drop-out, this situation leads to difficulties of professional insertion. Add to this the deprivation of the processes of literacy offered in school and essential to the exercise of citizenship.

The population is between the ages of 11 and 18 who attends school. We work in the communication and classroom sectors, so that these needs are perceived. Thus, it is essential to adapt the teaching method to the current generation, exploiting technology as an ally. These young people grew up with greater ease of access to the internet, with profile of participation and interaction in social networks also larger. Therefore proposing new pedagogical practices and investing in technological tools that support the teaching-learning process can help reduce school dropout. Part of the work of educommunication is to ensure policies for youth from instrumentalisation in media techniques to ensure that their voices are heard and their cultural diversity is represented in different public-private instances. In this proposal, the young person will actively participate.
The right to communication, the set forth in the Universal Declaration of Human Rights, must be essential, because, through the exercise of communication, we can guarantee and fulfill all other rights.

Educom4Change offers workshops in the contraturno school for students between 11 and 18 years and / or content curriculum for teachers.
Through workshops, young people develop the following skills:
- Organize and express yourself;
- Working in groups;
Ask and listen;
- Search before divulging information to readers, listeners or spectators;
- Dealing with the "power" of communication in an ethical and responsible manner;
- Develop a critical-reflective look;
- Working with technologies.

Educom4Change has five components.
1 - FOCUS ON THE PROCESS - We learn by doing: As we do, we learn the details and relate our doing with other learning. Sense of mobilization and transformation: We seek to inspire adolescents to participate with an active voice in family, school, community, cultural and political life. Diversity: We develop content with varied themes in different media, as well as produce and publish photos, various videos, podcasts, infographics, collaborative encyclopedias, magazines and digital books. After reading a literature book or watching a movie, one can post comments on specific social networks, follow directors, authors, writers, closely monitor their work; we can produce playlists, vlogs, videos-minute, write fanfics, produce e-zines, make booktuber, among many other possibilities, that can mobilize more adolescents. The important thing is to generate dialogue. Evaluate: We have the chance to experiment, evaluate and adapt without hurry to arrive at an ideal method, because the learning is done precisely in the exercise attentive to the process and its marks.
2 - DEMOCRATIC MANAGEMENT - If we want to transform society and communication to become democratic spaces, we need to practice dialogue. This includes taking care that one person has no more power than another, so that actions are taken in a shared way.
3 - EDUCOMUNICATIVE SOCIETY - Knowledge is in many places and not only in school, university and books. He is also in social networks, NGOs, institutions, parks, in other spaces of the city and in the life histories of diverse citizens.
4 - COMMUNICATION IN PAIRS - Adolescents are apprentices and educators. What we learn is not only for ourselves, but must be shared.
 5 - TRANSDISCIPLINARITY - The construction of knowledge is at the crossing of disciplines and beyond. To understand how a Estatutory was written, for example, the research will go through the history of Brazil in the period of redemocratization, by laws, constitution, social movements, in addition to the Social Sciences to understand how our society fed processes of exclusion.

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The first of them is patrimony:

• Expansion of access to diversified knowledge and educational resources;
• Personalization (artificial intelligence to follow what everyone has learned and how to learn better, all this in real time, besides the offer of what each one needs, based on their interests and rhythms)

The second challenge is quality:
• A dynamic, interactive and dynamic set of resources that helps students understand and use what they learn;
• Support to the mediator in the construction of more effective pedagogical strategies;
• Available at all times, anywhere, including giving the student more autonomy (co-builder).

The third is that of contemporaneity:
• Learn that dialogue with the universe of the students of the XXI century, intensely mediated by technologies;
• Preparation for the present and future life, which also requires skills related to the use of technological resources.

Taking into account the project's basic assumptions regarding the training of young people in the use of digital tools, with a social and citizenship purpose, increasing technical skills and introducing innovative teaching methods, we have identified some potentially generated changes fundamental to the success of the intervention of the project in the community. With regard to the major beneficiaries of the program, young people, the expected long-term results are: improved school achievement, greater potential for the labor market and increased active citizenship, reduced school absenteeism and more young people interested in opting for technological careers and creative. Since they are the public that has been the object of more study by the team, their changes were the easiest to predict, constituting one of the facilitated steps of this reflection. Regarding the changes originated in school environments comes from the training and satisfaction of students and teachers, translating into a more inclusive school, with better overall results and greater visibility of the school community.Detalhes

Atualmente, estou atendendo 15 pessoas, quero atingir 2.000 pessoas e, em cinco anos, alcançar alguns alunos de escolas públicas na faixa etária de 15 a 24 anos, em torno de 100.000.

There is great interest in new methodologies and changes in the National Curricular Common Base, but the schools are looking for actions that can be inserted in the Political Pedagogical Project and that serve the different publics. My goal is to reach all public school youth in Brazil

The main barriers are financial and support the new methodologies for citizen learning

Partner with private companies, private schools with non-traditional education.

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Two people work full time

Vanessa Cuenca is an advertising graduate with a degree in Digital Marketing and Patricia Barbosa PhD in linguistic analysis theory.

School Santa Inês - Porto Alegre - RS - Brazil

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