Rural youth in the Sisal Territory

For a self-management education based on local specificities

Abstract

This article aims to discuss the understanding of the category of youth based on the networks of relationships woven between them and the sociocultural contexts through which they pass, which makes us claim for policies, actions, and an education based on local specificities. Understanding the Sisal Territory as a space marked by inequalities and forced de-schooling, it is necessary to think of these young people as actors/leaders in the development of their areas of belonging, and of self-managed education based on focused policies as a possibility of overcoming these problems. In this sense, this qualitative research of bibliographical nature, we resorted to authors such as Pais (2009), Marin (2019) and Froehlich (2019) in order to address the categories youth and rural youth from a historical, social, cultural conception; Castro et al. (2019) to ground the discussion of focused policies; Nunes, Santos, Barreto (2015) with their contributions about OBEJ for education in the territory of Sisal, and finally, Costa, Oliveira, and Melo Neto (2006) to direct a reflection on the potentialities of thinking about education as an awakening to the awareness for self-management.  As a way to implement focused policies, we elected the Observatory of Youth and Adult Education of the Sisal Identity Territory (OBEJA) as an important element to put into practice the education agendas of local specificities for self-management action.