Service-Learning: an educational practice promoting participation of the student for academic and social improvement

Abstract

This study presents the results of research analyzing how student participation in Service-Learning teaching practice is conceived and materialized. The study’s axis of research was a public primary school classroom, where the participants were the students and their teacher, university students and their professor, and representatives of social institutions. The research methodology used was the case study, and participant observation, semi-structured interviews and document analysis were the information collection instruments. It was found that Service-Learning, unlike traditional practices where the student is assigned a more passive role, promotes shared participation, favoring a leading role of both students and teachers, in its development. Based on the results, it is concluded that Service-Learning opens new horizons for articulating innovative practices that include the voice of minors as an element for improving academic and social education. All of this is subject of discussion and new perspectives for further research are suggested.