Capacitating the participation of (new) generations in a pedagogical perspective

Abstract

In Europe, one third of young people are considered at risk of poverty and social exclusion; these age groups are subject to low representation in political bodies. Phenomena such as these determine the increase of generational inequalities intersecting profound demands for active citizenship education, responsive to the principle of intergenerational equity. This principle implies equal access to opportunities for new generations, as well as an educational ideal that rewrites the role of adult society. Recognizing pedagogical project-making as an orientation value for thinking about, and implementing youth policies, this article reflects on the realistic and inclusive scope of the inputs offered by the European Union regarding youth participation. The implementation of participation requires recognizing sociocultural heterogeneity as a value, as well as educational projects and research actions with a participatory orientation which, by making use of co-responsibility among different actors, elect the capacitation of the rights of each young person as a potential promise of a participatory future.