Gestão de projetos como veículo para desenvolvimento de jovens em situação de vulnerabilidade

Abstract

The challenges related to the productive inclusion of young people in situations of social vulnerability have increased the interest of organizations and educational institutions in educational approaches that connect meaningful learning, place, and the demands of the world of work; although training programs are multiplying, a gap still frequently persists between the content offered and the effective mobilization of essential competencies for employability, especially when learning pathways are not grounded in concrete experiences, real problems, and local contexts; in this scenario, this dissertation investigates the following question: how can project management act as a vehicle for the development of young people in situations of social vulnerability by integrating principles of Experiential Learning and Place-Based Learning? The objective is to analyze and systematize evidence on the contribution of project management, articulated with active methodologies and territorially contextualized approaches, to the development of technical and socio-emotional competencies relevant to the school-to- work transition; to this end, a qualitative, exploratory-descriptive approach is adopted, conducted through a single case study, with data collection based on questionnaires, document analysis, and participant observation, enabling triangulation and an in-depth interpretation of the perceptions of young people and institutional actors involved in the training program analyzed; the results indicate convergence regarding the evolution of competencies throughout the program, with advances in understanding the fundamentals of project management and in strengthening capabilities such as planning, organization, communication, collaboration, problem solving, and time management, as well as in youth agency and perceived readiness for the labor market; as the main contribution, an integrated strategic framework is proposed for youth training programs, structured in interdependent stages (from diagnosis and participatory planning to monitoring and impact evaluation), aligned with the social pillar of ESG and the Sustainable Development Goals, with emphasis on SDG 4 and interfaces with SDG 8, thereby offering applicable and replicable guidelines for organizations seeking to expand educational and social impact through project-oriented learning pathways anchored in place.