The “problem” of strengthening youth citizenship in Latin American countries in times of regression

This chapter presents a synthesis of findings from a broader research project that examined how Brazilian public high school students conceptualise democracy, citizenship, and political participation. Conducted in 2018 with 209 students from a public school in Porto Alegre, Brazil, the research unfolded into three interrelated studies. A qualitative design with thematic analysis guided the examination of students’ open-ended responses to questions about their perceptions of democracy, and the meaning of citizenship and the responsibilities of a president. The findings suggest that while students express citizenship and democracy related values such as respect, legality, and tolerance, their responses often reflect a distancing from political life – primarily framed by disinterest and limited engagement with formal democratic processes. Rather than a lack of capacity, this distance appears rooted in a sociopolitical context marked by censorship, mistrust, and the weakening of critical civic education. Drawing on theoretical contributions from Paulo Freire, Hannah Arendt, and Ignacio Martín-Baró, the chapter highlights the school as a potential – but precarious – space for fostering youth civic agency. The study underscores the importance of protecting educators’ autonomy and promoting critical pedagogy to strengthen democratic values and support youth engagement in contemporary Brazilian society.