Life project in basic education: Contributions to the motivation, engagement, and retention of students in the “Sucesso Escolar” class

Abstract

This study examines the importance of the “life project” component in basic education as an approach to fostering student motivation, engagement, and retention in school, focusing on a class within the Sucesso Escolar program, which includes students with age-grade distortion. The study aims to understand how pedagogical practices centered on life planning influence students’ interest in learning and promote a stronger sense of belonging to the school environment. The research adopts a qualitative approach, characterized as a case study conducted within lower secondary education (Middle School). Data collection methods included observations, student-centered activities, and reflective records. The intervention involved the implementation of structured activities focused on self-knowledge, goal setting, and future planning, integrated into the school curriculum and adapted to the specific needs of the Sucesso Escolar class. The results indicate that the adoption of practices developed in life project classes enhances student autonomy, encourages active participation, and improves school attendance, especially among students in situations of educational and social vulnerability. Improvements were also observed in interpersonal relationships and in students’ awareness of their personal and academic goals. The life project emerges as a relevant pedagogical strategy for building meaningful educational trajectories and strengthening a more engaged and resilient school community, particularly in contexts of age-grade distortion.