ANALYSIS OF THE IMPLEMENTATION OF SOLIDARITY LEARNING IN A BRAZILIAN CONTEXT

Abstract

This article analyzes the implementation of Solidarity Learning in the context of the New Brazilian High School, highlighting its effectiveness in the formation of young people capable of facing the challenges of the contemporary world. The research, of an applied nature and with a qualitative approach, was carried out in a Physical Education class at the Professor Gabriel Almeida Café State High School, in Macapá, Amapá, Brazil. The objectives included identifying determinants for learning and promoting student engagement. The methodology involved the active participation of students in all stages of the educational process, from the definition of the project to the execution and evaluation of activities. Data collection was carried out through lesson plans, audio recordings, participant observation, field diary, and interviews, allowing for a deep understanding of the students' experiences. The results indicated that Solidarity Learning promoted the acquisition of academic knowledge and strengthened socio-emotional skills, such as empathy and social responsibility. The collaboration between students, teachers and the school community was essential to overcome challenges and ensure the success of the methodology. It is concluded that Solidarity Learning represents an innovative and effective approach to education, contributing to the formation of critical and conscious citizens. It is recommended the continuity and expansion of similar projects in order to enhance the benefits of this methodology in the Brazilian educational context.