UNESCO BRAZIL C H A L L E N G E S A N D STRATEGIES

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2 UNESCO BRAZIL C H A L L E N G E S A N D STRATEGIES

3 United Nations Educationa, Scientific and Cutura Organization UNESCO Representation in Brazi SAS - Quadra 5 - Boco H - Lote 6 Ed. CNPq/IBICT/UNESCO - Yandar Brasiia - DF - Brasi Phone: Fax: E-mai: UHBRZ@unesco.org Brasiia, October 1999 UNESCO Brazi : chaenges and strategies I transated by Daniea Stephenson; iustrated by Edson Foga$a. - Brasiia : UNESCO, Internationa Organizations 2. UNESCO I. Stephenson, Daniea II. FogaGa, Edson III. Tite 2

4 SUMMARY I. BRAZIL A MOSAIC: Chaenges and Potentiaities of a Country that is Rich in Diversity. Disparities and diversities; a continenta country; socia injustice with a high GDP; the causes of socia injustice; urban aggravations and weath in the countryside; fighting iiteracy; fundamenta education for a; secondary and higher education; research and graduation;heath; exempary vaccination and AIDS; vioence and youth; unempoyment: an increase in purchase power; creative potentia; a promising scenario ~...,~.~...~~~~...~.~~~...~~~...~.~...~.~...~.~~...~.~...~~.~~..~~.~...~~.~...~ 07 II. UNESCO s MANDATE AND COMMITMENTS A key institution for the future; framework for action: the Major Programmes and Priority Activities; action mode based on partnerships; a pro-active attitude I7 III. UNESCO BRAZIL s STRATEGIES; design of the strategies; Partnership with the Federa Government: every chid in schoo; AIDS prevention; community with soidarity ; iteracy with soidarity; socia management; pro-water; monumenta; human rights and a cuture of peace Partnerships with States and Municipaities: professiona training and secondary schoos; ABC of citizenship; AIDS S?io Pau Action with Civi Society: schoo management prize; education for peace; worker s education and the training of educators; higher education for the XXI century; Edisca; the Travessia Project; Ayrton Senna Institute; UNESCO s pariamentary friends: Paratino; ANDI;Viva Rio..~~~~.~.~~,~.~.~.~~.~...~~~~...~~~~~...~~~...~~~...~.~~...~.~~.~.~.~~.~.~.~~,~.~.~~.~..~~~. 39 Compementary Strategies: participation in events: information and dissemination poicy: pubishing poicy; articuation with other internationa organizations; youth and vioence in Brasiia: genger in rura settements: against domestic vioence; strengthening of the centra office; regiona offices; the mutipying power of the major programmes Iv. FINAL CONSIDERATIONS M ANNEXES: I. UNESCO pubications; II. List of experts at UNESCO Brazi

5 n introducing this synthesis, UNESCO Brazi: Chaenges and Strategies, I must begin by pointing out that what is new in our way of acting is the resut of a coective experience that is being buit from the hard facts of everyday ife, and which permanenty undergoes continuous evauation by the technica and administrative staff - a necessary condition for progressive improvement. Brazi is a country of continenta dimensions, of very rich cutura diversity and of strugges on severa fronts to recover the time ost during omissions in its history. UNESCO s priorities in Brazi were estabished according to the existing chaenges and on-going pubic poicies in the Country s three administrative spheres - the Federa Union, States and Municipaities. The growing roe of Braziian civi society in diverse aspects of nationa ife was aso taken into consideration in the process of defining priorities. One coud not think of the reevance of an action without a new conceptua and operationa design, which woud basicay and mainy be guided by a poicy of aiances and partnerships, by diaogue and by the free confrontation of ideas and opinions. The new mode is aowing UNESCO to expose itsef in Brazi on a eve with its best traditions of oyaty to its idea of reducing socia inequaities and buiding a cuture of peace. The process is on its way, and with the potentia to face the chaenges of the next mienium with imagination and creativity. We a know - and the Deors Report points this out with great perspicuity - that UNESCO is an indispensabe institution for the next century, due to the compexity of the gobaization process. That which is expected of UNESCO is what has motivated and fed the minds of the technica staff at the office in Brazi, in the search for aternatives that can contribute to the irreversibiity of the Organization s ideas. Jorge Werthein UNESCO Representative in Brazi and UNESCO/Mercosu Programme Coordinator

6 BRAZIL - A MOSAIC Chaenges and potentiaities of a county that is rich in diversity The word diversity can be appied to Brazi in a manner so intense, that such intensity can rarey be observed in other contexts. It is not possibe to satisfactoriy know or understand this country from a genera or uniform point of view, without taking into account the extreme geographica, socia, cutura and economic variety that marks its and that conditions UNESCO s work in Brazi. United by a common anguage, inherited from the Portuguese coonizers and spoken in a mutitude of accents throughout the country, Braziians differ from each other in amost everything ese. Region by region, socia stratum by socia stratum, a society of very particuar probems and ways of ife is formed. DISPARITIES AND DIVERSITIES The economic expoitation modes empoyed over the ast five centuries since the discovery by the Portuguese have produced a society with enormous inequaities, which was initiay formed on the basis of save abour. This is a society constituted from the cutura infuences of diverse peopes. Besides the three basic ethnic groups - Portuguese, Back Africans and Native Indians - over time, Itaian, German, Japanese and Arab immigrants, among others, have setted here. I.There are 300 thousand Nmve Indians remamng in Brazi,who beong to 210 nations, and speak over 170 different anguages.

7 A CONTINENTAL COUNTRY It is the fifth argest country in territoria surface, with 8,5 miion square kiome- ters, i.e., an area four times the size of Mexico, 15 times that of France and 22 times the size of the Japanese territory. Brazi aso harbors such distinct cimatic conditions and types of vegetation, soi and reief, that these manage to form ecosystems with apparenty antagonistic features. In this vast territory, which is spit up into 26 states, the Federa District and 5,507 municipaities *, the andscape varies drasticay, ranging from the equatoria amazon to the semi-arid northeast, from the cerrado to the pampas3, simiary to the way the eves of economic and socia deveopment ater regionay. SOCIAL IN~~~sTI(:I: WI I H A HIGH GDP If weath and poverty are not uniformy distributed across the territory, the atter being more concentrated in rura areas and in the Northern and Northeastern regions, progressivey reducing towards the South, neither is the division between socia casses equitabe. Brazi is in 79th pace in the internationa human deveopment UNDP ranking, in sharp contrast with its economic strength. Hoder of the eighth argest Gross Domestic Product on the panet, with US$820, 4 biion6, the country is aso a word eader in another issue: income concentration and socia inequaity. The per capita income of the 156 miion inhabitants reached an expressive US$6,480 in Therefore, as President Fernando Henrique Cardoso, as P.Source: IBGE - Broriion Institute of Geography and Siatisiics. 5.This position paces the counfry in the medium human 3.Type of vegetation that is predominant in the centra region of Brazi; deveopment band. its coracteristicr ore simiar to that of the sovon~~s. 6.Source: UNIX, dota refering +o Lorge noturo grazing pastures that ore typica of southern Brazi and 7.Exacty 156,128,003 inhabitants, according to the 1997 PNAD-IBGE neighboring countries rea GPD. Source:UNDP report.

8 U N E s C 6 R A Z I I a matter of a fact, usuay says, Brazi cannot reay be considered as being a poor country, but rather an unfair one. There are many deepy-rooted causes for socia injustice in Brazi. The foowing stand out among the most important ones: a) the country s savery inheritance that created a mentaity of indifference as to inequaity, vioence and excusion. It is as if it were natura for opuence to ive aongside poverty or for the specia privieges the suppression of the majority s rights; b) the perverse reationship of a few to coexist with between economic pans and socia poicies. It is as if poitica poicies coud make amends for the inequaities that the economy creates and deepens; and, c) the inefficiency of the socia poicies. It is not that too itte money is spent on the socia area, but rather that the money is bady spent. The socia poicies do not manage to reach the poorest ayers. In Chie, for exampe, the poorest 20% receive around 36% of the resources appied in the socia area, whereas in Brazi, they receive ony 15%. If we take a ook at the richest 20%, we wi see that in Chie they receive 4% of these resources, whereas in Brazi they get 21% 9. A arge part of the popuation o cannot count on minimum conditions of heath, education and other basic services. However, positive exampes are springing in this coun- try where bocks of areas of misery and prosperity frequenty ive aongside one another, practicay sharing the same space. These bocks are a consequence of the state of inequa- ities which has been formed throughout Braziian history. 9. Presdency of the Repubhc. For a fairer Brazi. Brasiia IO.Around IS miion peope according to governmenta estimates. 9

9 Cities can count on good quaity infrastructure and a wide range of services, but these are not aways within the reach of the poorer ayers of the popuation. They suffer from popuation sweing and, as a resut, the spread of sums, vioence, traffic probems, inefficiency of state services and sanitation, and worrisome poution rates. On the other hand, even in the innermost areas of the Northeast, which is the poorest region in the country and is assaied by seasona droughts, there are outstanding exampes of prosperity. In the cities of Campina Grande (in the state of Paraiba) and Petroina (in Pernambuco), there has been a burst of economic growth, as they became regiona poes for deveopment, with agricutura irrigation projects being responsibe for the improvement of iving standards. The prosperity of farming and catte raising, which, incidentay, ed Brazi to reap in a record harvest in 1998/1999, totaing 82, miion tons of grains I, aowed for regiona nuceases to fourish, seated in cities in the innermost areas of the country, such as Ribeirao Preto (SZo Pauo), Uberaba (Minas Gerais), Maringa (Parana), with a eve of human deveop- ment that is very simiar to the one in deveoped countries. Other cities in the countryside, ike Caxias do Su, Gramado and Canea (a in Rio Grande do Su), maintained quaity of ife indexes that eave nothing to be desired when compared to the best internationa standards. 10

10 u N E s C 0 B R A 2 I 1 However, the nationa average of socia indexes point to certain chaenges that must be overcome. The iiterate (15-year-ods and over) sti represent 14,7% of the popua- tion*, equivaent to 15,5 miion peope. Nevertheess, it must be added that there was an average reduction of 1,07% per annum in the rate of iiteracy during the 90 s. If this per- centage is maintained, it coud represent an expressive decine over the next few years. Pubic spending on education, which amounts to 5,0 % of the Gross Domestic Product IS, is on the same eve as in countries considered as having high human deveopment. In addition, the Nationa Education Pan, which is being discussed in Nationa Congress, ponders raising it to 6,5% of the GDP. The poicy for universaization of fundamenta education gained enormous impetus, particuary in the 90 s. From 1991 to 1998, the schooing index of the 7 to 14-year-od popuation shot up from 86% to 95,3% 4. Therefore, the target estabished by the Ten-Year Pan of Education for A, which forecasted raising the coverage of the schoo age popu- ation to 94% by 2003, was anticipated and overtaken. According to other Ministry of Education data, the number of avaiabe vacancies in the country is enough to cater for a chi- dren within the compusory education band, i.e., from 7 to 14 years of age. 12. Source: PNDA (IBGE) Source: IPEA/DISOC. 14. Source: MEC-INEP-SEEC. 11

11 SKONDAKY AND HICHEIC EDLJCATI~N On the other hand, in reation to secondary and higher education, the 90 s were highy expressive in terms of increase in enroment. The rate of schooing in secondary education shot up from 17,6% in 1991 (3,770,230 students) to 308% in 1998 (6,968,531 students). In higher education, enroment stmrary increased, going from 1,565,096 students at the beginning of the decade (1991), to 2,125,958 in Both secondary and higher education wi con- tinue expanding at high rates due to the increase in coverage and productivity improvement of fundamenta education. RESEAKCH ANDGRADUATION The Braziian research and graduation system is compex and diversified, interna- tionay recognited as the most deveoped in Latin America and one of the most significant among deveoping countries. Within this system, there are institutions that are responsibe for the making of scientific and technoogica poicies and training of human resources for teaching and research, institutions that suppy the institutiona, technica and financia support for the deveopment of studies and scientific and technoogica research and awarding graduate grants. However, it is acknowedged that the regiona distribution of instaed research and graduation capacity is very unbaanced; a heavy concentration of resources, masters and doc- torate degrees and awarded grants can be pointed out in the southeastern region of the coun- 12

12 u N E s C 0 B R A 2 try, no matter which index is adopted. With a reevant difference between one another, these regions foow in order; the South, Northeast, Centra-East and North, the atter two with very distant indexes in comparison with the others. Currenty, there are 1402 graduate courses (masters and doctorates), with an enroment of 77,687 students, HEALTH Data referring to heath and basic sanitation shows that amost one out of four Braziians do not have access to drinking water, and that neary a third of them do not have sewage instaations. Despite the increase in ife expectancy during the interva of a year, between 1996 and 1997, which went up from 66,6 to 66,8 years, this figure is sti we beow the standards of industriaized countries. Braziian infant mortaity reached 37 chidren in every one thousand births, f%r from the average of countries that have high human deveopment, which is five times smaer, i.e., seven in every one thousand. EXEMPLARYVACCINATION AND AIDS Nevertheess, as yet another sign of the contradictions in this country, the rate of vaccina- tion against tubercuoses and meases is exceent, covering every chid up to one year of age18. Another positive exampe: the nationa vaccination campaigns against poiomyeiti, in itte over a decade, reduced the number of new cases of the disease to zero. And, in the fight against Aids, the ofhcia Braziian programme has been producing such satisfactory resuts that it has been 15. Precisey 24%. accordmg to the UNDP. referring to Precisey 30%. according to the UNDP, referring Source: UNDI: referring to IS. Source: UNDP. referring to

13 chosen by the United Nations Program for Aids (Unaids) as an exampe to be foowed by other countries, and wi aso constitute the theme of a book that wi be aunched in December Brazi is the ony country that distributes the expensive medicine cocktai against the disease free of charge to anyone suffering from Aids The number of deaths caused by Aids is among those that drop the most in the word. It decreased by 37,9% between 1995 and 1997, and 38 thousand new infections have been avoided since 1994, thanks to the team work between the government and NGOs 19). VO.h(.: :\NI) YOI I1 If the advance in the heath area has brought about better chances for surviva, in the opposite direction one can verify that the increasing in vioence appears as an cause of death, above a among the young. In 1996, 35% of the deaths among youths between the ages of 15 and 24 in rhe country originated from homicides and other types of vioence ; the figure eaps to 47,7%2 in metropoitan areas. In other words, it represents amost haf of the number of deaths within that age group. Adding up the deaths caused by homicides, traffic accidents, suicides and other forms of vioence, per anwm, Brazi oses 55,9 inhabi- tants in every one hundred thousand, within this age-group Source: op. ck UNESCO.The Map ofvioence Source: op.cr UNESCO.The Map ofv,oence I.,&In.

14 U N E s C 0 B R A 2 I Recenty, a specific probem has come into pay within the nationa difficuties, receiving extensive media coverage and causing a strong impact on pubic opinion: unem- poyment. Officia rates show that 7,7%2z of the economicay active popuation is ooking for jobs and cannot find any. However, it is worth mentioning that the job crisis is a wordwide probem and among the factors that expain this are the highy acceerated processes of technoogica innovation and the computerization of the productive chain. Currenty, the nationa economy is going through a recessive period. Infation is estimated by the government to be around 8% in 1999 (it was -1,79% in ). The GDP shoud end up being ower than in the previous year. The officia estimate is a 1,2%*4decrease. But the Rea Panzs, aunched in Juy 1994, was responsibe for a revoution in consumer habits, especiay for the ower-income ones. Due to the reduction of infation, which had previousy been around 30% a month, to rates very cose to zero, miions of workers gained purchase power with the stabiization of the currency. 22. Source: IBGE. referring to May average of SIX metropoitan regions. 23. Source: FIPE (Insc~cute for Economtc ResearchFoundation of the University of Sio Paua). 24. Source: Centra Bank IIBGE. 15. Economic stabiration pan that created a new currency for the country, the rea. 15

15 As coud be seen, whether in the economic indexes or in the socia inequaity, there are arge and numerous chaenges. However, Brazi, as an intrinsicay muti-faceted coun- try, has a precious trump for the soution of its probems in its extremey rich cutura diversity So many differences, a this vast Braziian diversity, aows creativity to race, and there ies the very pausibe hope that the restraints wi eventuay be removed. The improvement of state education and heath services are factors that testify in favor of this hope. It is important to point out that, today in Brazi, there is a wi and the opportunity to sove socia probems. Democracy has brought participation, debate and indignity towards injustice. The media has carried out its reveaing roe in investigation and denunciation. Society has been demanding brave and efficient measures from the government and is ready to make its contributior?. It is within this context of geographic, socia and economic disparities that UNESCO Brazi carries out the mandate it was entrusted with by the United Nations, aiming at promoting education, cuture, research, science and communication, in the quest for the universaitation of citizenship, for a more democratic society, that is toerant and just. In short, heping to reduce the distance between the rich and poor pockets, as we as heping to resove the probems that hinder the country s potentiaities, are the objectives of UNESCO Brazi. 26. Presidency of the Repubk For a fairer Brm. Brasiia. op. nt. 16

16 U N E s C 0 B R A Z I 1 UNESCO s MANDATE AND COMMITMENTS The mandate conferred by the United Nations to UNESCO is the fruit of meditation on the atrocities that were committed during Word War II. Since wars begin in the minds of men, it is in the minds of men that the defenses of peace must be constructed. This phrase, which is in the Constitutiona Act of UNESCO, dated 1945, has guided the institution s activities since the very beginning. The birth of this UN agency represented both a critica review on the sense of the catastrophe of war and an instrument for the future: an instrument to convert hate into peace, founded on the inteectua and mora soidarity of mankind 27. A KEY INSTITUTION FOR THE FUTURE Consequenty, UNESCO is an origina institution that has an ethica mission, with an extensive and diversified mandate. Its purpose and pace in the provision of internationa cooperation make it a key institution for the future, as concuded in the Jacques Deors Report. UNESCO s uniqueness, the report considers, resides in the wide range of its attributions - education, cuture, research, science and communication. This diversification of areas characterizes an inteectua organization in the ampe sense of the term, ess subjected to a merey economist view of probem? than others. The experience of over haf a century, in severa parts of the word and in varied contexts, has transformed UNESCO into a truy mutivaent institution. This characteristic is a necessary UNESCO SOYears for Educatm Deorr Report. Education for the XXI Century, UNESCO Brazi. p

17 condition for an overa view of the compexity of the present word, where phenomena interact in a symbiotic way. Moreover, one of the consequences of the gobaization process of economic and socia and cutura reationships was to aow for a greater understanding of the connections and interdependence between the probems and factors that affect human deveopment in its totaity. To carry out its highest mission, that is, to estabish a cuture of peace and soidarity among peope, institutions, countries and cutures, UNESCO graduay converted the basic ethica principas on which it was buit into conventions, agreements, decarations, norms and other types of commitments and documents. Through diaogue and understanding among the Member States, innumerous agree- ments have been made between countries throughout the history of the organization (tabe), both in the scope of the United Nations as we as in UNESCO s. Such agreements reaffirm the Universa Decaration of Human Rights and, it is important to point out, they were conceived upon a basis of rea probems and outined from studies, as in addition to as incuding the participation of government representatives and severa tendencies of the civi societies of the Member Countries. Apart from these commitments, which by their very nature are genera characteris- tics, UNESCO deveops a permanent panning activity. The resuts of this activity are syste- mized in document?, which are periodicay renewed, proposed by the institution s Board to the Genera Conference, and approved of by its members. The institutions s Executive Director- ZP.These documents are represented by the WXTS Identified as C/4 ( Medum-Term Strategy. compr~rmg periods of SIX years) and C/5 ( Approved Programme and Budget. that has a biannua periodicty). 18

18 U N E s C 0 B R A Z I 1 Genera and staff incucate their guidance and priorities through these documents, in har- mony with the major commitments of the United Nations System and of UNESCO. Tabe 1: Instruments and Commitments UNESCO s main commitments j Charter of the United Nations (1945) Convention on the Creation of a United Nations Organization for Education, Science and Cuture (London, United Kingdom, 1945) Universa Decaration of Human Rights (1948) Convention against Discrimination in Education (Paris, France, 1960) Recommendation concerning the Status of Teachers(UNESCO-ILO, 1966) Internationa Covenant on Economic, Socia and Cutura Rights (1966) Internationa Convention on the Eimination of A Forms of Racia Discrimination (1966) Munich Charter on the Rights and Obigations of Journaists (1971) Convention concerning the Protection of the Word Cutura and Natura Heritage (1972) Recommendation concerning Education for Internationa Understanding, Cooperation and Peace and Education Reating to Human Rights and Fundamenta Freedom (1974, updated in 1995) Decaration of the Tbiisi Intergovernmenta Conference on Environmenta Education (Tbiisi, 1977) Convention on the Eimination of A Forms of Discrimination against Women (1979) Charter of Press Freedom (London, United Kingdom, 1987) Convention on Technica and Vocationa Education (Paris, France, 1989) 30. ncudnng texts in the sphere of the United Nations, UNESCO,Word Summits organized by the Unned Nations and texts adopted by Intergovernmenta Conferences organwed by UNESCO or under its auspices. 19

19 Word Decaration on Education for A (Jomtien, Thaiand, 1990) Rio Decaration on Environment and Deveopment and Agenda 21 (Rio de Janeiro, Brazi, 1992) Vienna Decaration and Programme of Action of the Word (Vienna, Austria, 1993) Decaration on Popuation Education and Deveopment and Action Framework for Popuation Education on the Eve of the XXI Century (Istanbu, Turkey, 1993) Word Pan of Action on Education for Human Rights and Democracy (Montrea, Canada, 1993) Saamanca Statement and Framework for Action on Specia Needs Education (Saamanca, Spain, 1994) Integrated Framework of Action on Education for Peace, Human Rights and Democracy (Geneva, Switzerand, 1994). Pw ofact& ofthe Internationa conference on Popuation and Deveopment (Cairo, Egypt, m) Decaration of Chaputepec (Chaputepec, Mexico, 1994) Decaration and Programme of Action of the Word Summit for Socia Deveopment (Copenhagen, Denmark, 1995) Beijing Decaration and Patform of Action of the Forth Word Conference on Women: Action for Equaity, Deveopment and Peace (Beijing, China, 1995) Hamburg Decaration on Adut Learning (Hamburg, Germany, 1997) Word Conference on Higher Education for the XXI Century (Paris, France, 1998) Budapest Decaration on Science and the use of Scientific Knowedge (Budapest, Hungary, 1999) T~hnica and Vocationa Education and Ttaining: a vision fbr the XXI Century (Seou, South Coma, 1999) 20

20 u N E s C 0 B R A Z I 1 The Major Programmes and Priority Activities Every two years UNESCO s Genera Conference approves the Major Programmes, Programmes and Sub-Programmes (tabe 2) that guide the operationa aspects of its activi- ties a across the word. From the Major Programmes, which are wordwide, UNESCO Brazi estabishes its priority actions. Setting priorities aso depends on other factors, among which the foowing are considered: a) Brazi s physica, socia, economic and cutura characteristics described in the first chapter; b) government documents that inform on poicies, directives and priorities at the different government eves (federa, state and municipa); c) UNESCO s mandate and commitments; d) research carried out by UNESCO on specific aspects of the nationa reaity; e) imitations of the physica infrastructure and human resources at the Office in Brazi. The chosen priorities (tabe 3) shoud be viewed in constant interaction and are aways subject to periodica reviews. 21

21 Tabe 2: UNESCO s MAJOR PROGRAMMES, PROGRAMMES AND SUBPROGRAMMES FOR THE PERIOD OF 1998/1999 Sub-programmes Education For A Throughout Life Reform of Education in the Perspective of Education For A Throughout Life Renovation of genera secondary and vocatona education Higher Education and Deveovment Coordination and promoton of InterdiscIpInary and iter-agency cooperation Earth sciences, earth system management and natura hazards Advancement, transfer and jharng of knowedge in the exact and natura sciences Ecoogcai sciences and Man and the Biosphere programme The Sciences In the service of deveopment Environmenta sciences and sustainabe deveopment Phiosophy and ethics Advancement, trsznsfer and sharing of knowedge in the socia and human sciences Hydroogy deveopment and water resources in a vunerabe environment Project on Environment and Deveopment in Coasta Regions and In Sma Isands UNESCO Intergovernmenta Oceanographic CornmIssIon Socia and!iuman sciences and socia deveopment Sociai transformations and deveopment Project 01~ cities. Management of socia transformations and the environment Youth and SOCIOI deveopment 22

22 _ N I > i b 4,. Cutura Deveopment the Heritage and Creativriy Preservct~o: 1 c1m enhancement of the Cutura and Natura Heritage Promotion of trvrng Cutures Safeguat anti revrtoratron of Tangibe and ntangibie Herrtage Promotion of the Conventron for the Protectron of Word Cutura and Natura Herrtage Creativity and copy-wright Books and Cutura Industries Media and freedom of expression Free fow 0 information Access to nformatron and new technoogies. Protects on Ethica and Comunicatron, Informatron and Soctocutura of the information chaenges new society nformatrcs Deveopment Communication of Capacrty-Burding n Communication, Information and Informatrcs Deveopment of rbrarres, Archives and nformotion Services Deveopment of Informatic and Teematics Appications *...* *... Educating a Sustarncbe for Future Cuture of Peace raisrng awareness and burding partnerships Towards a Cuture of Peace Educating for a Cuture of Peace Cuture of Peace in action 23

23 Lifeong Education for A Eradication of Iiteracy Youth and Adut Education Technica Education and Professiona Training of Workers Secondary Schoo Teaching and Youth Education Higher Education and Science for Sustainabe Deveopment Historic Heritage and Identity Cuture and Deveopment Youth, Vioence and Citizenship AIDS and Drugs The Environment and Gender Means of Communication and Ethics A Cuture of Peace and Soidarity Human Rights Education Biosphere Reserves Socia Agenda for the XXI century 24

24 U N E s C B R A Z I L ACTION MODEL BASED ON PARTNEIISHII?~ To impement its mandate, commitments and current priorities, UNESCO Brazi has drawn up a new action mode, based on broad partnerships between the government and organized civi society, so as to make it possibe for technica and inteectua cooperation to effectivey contribute to the advent of reevant socia practices for the construction of just and equa socia scenarios. The partnerships widen the fied of activities and the horizon of the conceptua presence of the ideas defended by the Organization. A PRO-ACTIVE ATTITUDE The awareness of the dimensions of the probems to be faced in this country has ed UNESCO Brazi to innovate and be daring with responsibiity. In the strugge to impant the organization s priorities and subsidize the formuation and impantation of Braziian poicies and priorities, it has adopted a pro-active and dynamic stance, exporing the oppor- tunities of actions and raising financia resources from the state sector, private sector and from organizations and internationa financing institutions ike the IDB and the Word Bank. As a resut, UNESCO Brazi has managed to widen its institutiona, financia and operationa capacity, mobiizing resources that, added to the Reguar Programme resources from Paris, are aowing it to advance in the achievement of its aims. Between 1996 and 1998, whie the reguar programme resources rose by 12,8%, the ones that came from extra- 25

25 budgetary sources had an outstanding 441,7% increase (tabe 4). Nevertheess, it is worth emphasizing that the Reguar Programme resources are important as counterparts for making negotiations viabe. Reguar programme Extra-budgetary programme Tota

26 U N E S C 0 B R A z I 1 UNESCO BRAZIL'S STRATEGIES Some of the basic premises or features of Braziian reaity must be considered for the impementation of UNESCO s commitments to be optimized in the country. The continenta dimension of the country, its cutura, geographica and regiona diversity, in addition to the extreme socia and economic inequaity, are contingent factors when designing the strategy of action. In the physica aspect as we as in the economic, socia and cutura ones, there are innumerous regiona variants, which means that the country cannot be treated as a homogenous bock, especiay in terms of poicies for socia deveopment. The strategy has to be decentraized due to the high eve of autonomy in the three administrative spheres, federa, state and municipa. Finay, the growing roe of civi society, particuary from the 80 s onwards, must be considered, since its infuence in pubic poicies has become a reaity in diverse sectors in the country. Bearing these presuppositions in mind, the design of the strategies is estabished as an operationa guideine to create inks with innumerous institutions, governmenta and non-governmenta, which are representative of Braziian society. These inks are the key- points of the Representation s work. They may occur between the institution and: 27

27 Ministries and federa organs whose attributes and activities are within UNESCO s priorities; States and municipaities whose poicies have been evauated as promising for the creation of soutions that faciitate the impementation of the institution s commitments (currenty there are agreements with 20 federative units and ten municipaities); Organized civi society with renowned appropriateness and pubic reevance. Apart from the cooperation with these sectors, there is a combination of efforts with other United Nations agencies and internationa organizations, not to mention the diaogue with the Braziian government, the utiization of coective means of communication and the use of a specific poitica pubication, which diffuses UNESCO s thought in the main cutura and poitica centers of the country. To aow for better operation of this set of action guideines, which is detaied beow, the decentraization of the representation s activities and the strengthening of the technica team and support team in the nationa head office have been put into effect. This strategy of strong inks formay materiaizes itsef, on the whoe, with the signing of Technica Cooperation Accords, Agreements and Memoranda of Understanding, which may or may not invove the aocation of financia resources. Whichever kind of internationa cooperation is estabished, a discerning evauation of the merit of the programmes and projects invoved is aways carried out, and an anaysis of the consistency of such programmes and projects in reation to UNESCO s universa commitments and programmes is aso conducted. In the case of partnerships that invove aocation of funds, the partner institutes transfer the resources to UNESCO Brazi, which then takes over the financia management, besides giving technica assistance at a stages of the projects, incuding their conception 28

28 U N E s c 0 B R A Z I L and impementation, negotiations with the Braziian Agency for Cooperation of the Ministry of Foreign Affairs, and formuation and preparation of the Term of References for the sub- contracting of studies, research and other out-sourced services. UNESCO is aso responsibe for contracting advisors, organizing events - seminars, conferences, meetings, workshops, etc. - and preparing and editing pubications. Lasty, UNESCO Brazi aso conducts the evaua- tion of the resuts of the cooperation. With this ink and partnership strategy in hand, conditions for UNESCO s discern- ing technica and operationa structuring in the country have been created, in order to bring about the impementation of the institution s universa programmes and to effectivey con- tribute in the formuation, impementation and consoidation of the country s poicies and priorities as a whoe. Regarding the partnerships that do not invove financia resources, besides the technica cooperation, UNESCO Brazi gives institutiona support to certain initiatives of high socia, ethica, educationa, cutura, scientific and technica vaue. Some of the programmes that are deveoped in partnerships are financed by internationa credit agencies, especiay the Word Bank and the Inter-American Deveopment Bank (IDB). PARTNERSHIP WITH FEDERAL GOVERNMENT The ink with the federa government (see tabe 5) is made, for exampe, through UNESCO s institutiona support to a number of projects, such as is the case of the Every Chid in Schoo programme, aunched by the Ministry of Education, Aids Prevention 29

29 (Ministry of Heath/UNESCO/UNDCP/WHO/Word Bank), the Soidarity Community and Literacy (Banco do Brasi Foundation/UNESCO/IDB), Human Rights, Pro-Water (Ministry of the Environment/UNESCO/Word Bank), Monumenta (Heritage) Programme (Ministry of Cuture/IDB/UNESCO) and Socia Management (Civi Office/UNESCO/IDB), which a counted on UNESCO Brazi s participation. A concise description of the programmes mentioned as exampes foows. EVERY CHILD IN SCHOOL The Every Chid in Schoo programme, coordinated by the Ministry of Education, has been abe to count on UNESCO s technica cooperation and its support in socia mobiization since the beginning. This programme was responsibe for Brazi s achievement in reaching the target of enroing approximatey 95% of a the chidren within the age group ranging from 7 to 14 years of age (compusory education), which, incidentay, represents one of the main priorities of the Word Decaration of Education for A. AIDS PKWENTION This programme is a part of the cooperation with the Ministry of Heath and is supported by the Word Bank. Its objective is to reduce the occurrence of STD and infec- tions caused by HIV/AIDS in the whoe country. UNESCO participates through training 30

30 U N E s C 0 6 R A Z I and research activities and institutiona support at federa and state eves. The participation of NGO s shoud be highighted in the execution of the project, which is managed by UNESCO. COMMUNITY WITH SOLIDARITY One of the most reevant areas of cooperation between UNESCO and the fede- ra government is Community with Soidarity Programme, which sets and impements a new strategy for fighting poverty and socia excusion, based on the deveopment of a spirit of soidarity between the government and civi society. The programme is financed by resources from IDB and is carried out by UNESCO, in partnership with the Banco do Brasi Foundation and the Civi Office of the Presidency of the Repubic. LITERACY WITH SOLIDARITY Within the context of the Community with Soidarity, Literacy with Soidarity stands out. This program is based on three principes: incentives to partnerships, youth mobiization (young peope have the preference in the seection of teachers) and innovative operation and evauation. It works as foows: once the paces with the most aarming rates of iiteracy have been identified, the Community with Soidarity the ink between the partners, and then monitors the courses progress. The Ministry of Education suppies the didactic and support materia. The Counci of Deans of Braziian Universities mobiizes the universities and receives the resources from private funding. Finay, the municipa city has train the 31

31 teachers, and foow-up and evauate the pedagogic resuts. And the companies adopt the municipaities, guaranteeing the resources. As for UNESCO, its performance is active, both institutionay and operationay, in its reations with a its partners. SOCIALMANAGEMENT In its turn, and aso using IDB resources managed by UNESCO jointy with the Civi Office of the Presidency of the Repubic, the Socia Management programme can be highighted. The Representation in Brazi gives institutiona and technica support to this programme, seeking cooperation and assistance for priority socia initiatives and the training for the design and management of socia programmes. The presupposition, from the start, is that efficient socia poicies, good quaity management and fair income distribution are decisive to obtain rea deveopment of the popuation. PRO-WATER The purpose of Proagua (Pro-Water) is to promote rationa and sustainabe use of water resources, focusing on participatory management to provide reiabe access to water for domestic use, priori- tizing rura areas where there is a high concentration of ow-income famiies. The programme is especiay focused on the semi-arid Northeast and intends to prevent the water shortage from continuing to be a restraint in the deveopment of the region. The funds for Prdgua (Pro-Water) come from Word Bank financing, and the programme is executed by UNESCO jointy with the Ministry of Environment. 32

32 U N E s C 0 6 R A Z I 1 MONUMENTA The Monumenta programme is an initiative of the Ministry of Cuture, with IDB as provider of resources. Its purpose is the preservation and vaorization of the main Braziian historic cities, prioritizing those that are UNESCO-Word Heritage. In its fina stage of negotiations, Monumenta wi initiay benefit the cities of Oinda and Ouro Preto, the his- toric neighborhood of the Isand of Recife and a centra part of Rio de Janeiro, and then go on to benefit, in gradua phases, the historic centers of Sao Luis do Maranhao and Savador, afterwards opening up to other historic cities. UNESCO Brazi has been providing technica and administrative support to form the technica team that wi be responsibe for setting up the programme in the Ministry of Cuture. HUMAN RIGHTS AND THE CULTURE OF PEACE In the Human Rights and Cuture of Peace area, a great effort is underway in Brazi to mobiize and create awareness in society, so as to internaize the vaues that con- tribute to the creation of a favorabe environment for the estabishment of human vaoriza- tion poicies. Together with the Nationa Secretariat of Human Rights, a body beonging to the Ministry of Justice, UNESCO has been cooperating in the impementation of the Nationa Human Rights Programme, aiming at the reduction of the rates of vioation of these rights and the strengthening of the concepts of democracy, toerance and peace. 33

33 Aong the ines of promoting and defending human rights and a Cuture of Peace, it is worth noting that a series of researches have been initiated by UNESCO in severa of the country s capitas, concerning youth, vioence and citizenship. The resuts of these research projects, on one hand, are causing a great impact on pubic opinion, and, on the other, are serving as a contribution to redefine the pubic poicies that seek to substitute the cuture of vioence for a cuture of peace. It is aso worth pointing out UNESCO s activities referring to the diffusion of pubic and civi society experiences, duy acknowedged and evauated as successfu in the strugge against vioence, and of which the Edisca and Travessia Projects are exampes. (see page 21) Tabe 5: Articuation with federa organizmions Ministries and federa bodies with which UNESCO Brazi maintains technica cooperation agreements: Ministry of Cuture Ministry of Education Extraordinary Ministry for Land Poicies Ministry of Justice Ministry of the Environment Ministry of Socia Security and Assistance Ministry of Labor Civi Office of the Presidency of the Repubic Nationa Institute for Land Settement and Reform (Incra) 34

34 U N E s C 0 B R A Z I I Community with Soidarity Fiocruz - The Oswad0 Cruz Foundation Funai - Nationa Foundation of Indians Nationa Secretariat of Socia Deveopment Pamares Cutura Foundation Capes - Coordination of Improvement of Further Education Staff Banco do Brasi Foundation The Nationa Heath Foundation Sudene - Superintendency for Deveopment of the Northeast PARTNERSHIP WITH STATES AND MUNICIPALITIES With States and Municipaities (see tabe 6), athough they are more recent, the inks have aready produced their first resuts. This ink is important due to the characteris- tics of the Braziian federative regime, which grants States and Municipaities a high degree of autonomy. UNESCO s criteria for support is aways that of innovative experiences with the potentia for continuity and socia transformation. In foowing are some exampes of the inks at the state and municipa eves. PROFESSIONALTRAININGAND SECONDARYSCHOOLS PROEP - Program for the Expansion of Professiona Education - is coordinated 35

35 by the Secretariat of Secondary and Technoogica Education of the Ministry of Education. The purpose of this programme is to impant that provides more vacancies and diversification a new professiona education mode in Brazi of courses offered. The programme invoves US$500 miion, 50% of which come from IDB. UNESCO s participation currenty takes the form of advisory given to 18 states, through their Secretariats of Education or of Science and Technoogy, with the purpose of defining state poicy guideines in that sector, both in reation to professiona education and to genera secondary education. ABC OF CITIZENSHIP This programme is set within the concerns and guideines of the Decaration of Hamburg on Adut Education. It is an initiative of the State of Tocantins, in partnership with civi society; it has counted on UNESCO s technica support since its conception. Its main objective is the eradication of iiteracy in the state. UNESCO offered technica support and mobiized its Artists for Peace and Goodwi Ambassadors. Furthermore, the organiza- tion suggested that the mobiization be guided by a method of fund-raising that consists in rounding up the amount of cents in water, eectricity and teephone bis - the proposa was accepted. Since the number of users is quite big, this strategy coud become an extremey usefu mechanism in the fight against iiteracy in the state. The programme is in fu deve- opment and the first resuts are promising. 36

36 U N E s C 0 B R A Z I 1 AIDSSO PAULO In cooperation with the Secretariat of Heath of the State of Sao Pauo, UNESCO is participating in the execution of a programme to fight STD s and Aids, which incudes training, studies, research and institutiona deveopment, in addition to inks with speciaized NGO s and with pubic and private education and heath bodies. This is a pioneer programme in Brazi. Federation units that maintain technica cooperation agreements with UNESCO: Acre Amap Amazonas Bahia Ceara Distrito Federa Espirito Santo Goids Maranhdo Mato Gross0 Mato Gross0 do Su Para Paraiba Pernambuco 37

37 Piaui Rio Grande do Norte Rio Grande do Su Rio de Janeiro Roraima SE0 Pau0 Tocantins Municipaities that maintain agreements with UNESCO: Beem Congonhas do Campo CubatEo Goisnia JoHo Pessoa Juiz de Fora Oinda Recife Rio de Janeiro Savador Teresina 38

38 U N E s C 0 B R A Z I 1 ACTION WITH CIVIL SOCIETY Referring to the partnerships with civi society (see tabe 7), UNESCO Brazi has sought to deveop permanent work with the bodies that reay have made reevant contribu- tions to pubic poicies. Some exampes of projects and activities are mentioned beow. SCHOOL MANAGEMENT PRIZE The Nationa Prize for Reference in Schoo Management, together with the Nationa Counci of Education Secretaries (Consed), the Nationa Union of Municipa Directors of Education (Undime) and the Roberto Marinho Foundation, promote a process of sef-evauation as we as the evauation of schoos with up to a hundred pupis, in a Braziian states. Annuay, up to a hundred teaching institutions are chosen to receive the dipoma of Reference Schoo for Schoo Management. It is worth noting that, among the cri- teria for awarding the prize, are incuded the main recommendations of the Education for A poicy and the cuture of peace and toerance poicy. The Schoo Management Prize receives support from UNICEF, the Ford Foundation, the Vitor Civita Foundation and the Gerdau Business Group. 39

39 EDUCATION FOR PEACE The Nationa Ca for Education for Peace once again unites UNESCO with Consed and Undime, the Braziian Union of Secondary Students (UBES), the Ministry of Education, the State Secretariat for Human Rights and severa bodies of the civi society. This is a wide-ranging programme to fight and prevent vioence in schoos. The programme incudes the Manifesto 2000 for a Cuture of Peace, which is being coordinated wordwide by UNESCO. Within the context of this activity, UNESCO wi coordinate a nationa survey on the situation of vioence in schoos. W~RKER S EDUCATION AND THE TRAINING OF EDUCATORS Other important initiatives in coaboration with civi society are the programmes. Worker Education and Training of Educators in the Education of Youth and Aduts Both were created by Industry s Socia Services (SESI), a body that is inked to the Nationa Confederation of Industries (CNI). The first intends to offer iteracy casses as we as techni- ca and vocationa training to seven miion workers by the year 2004; the second one, created to support the first, is being administered by Universidade de Brasiia (The University of Brasiia), and seeks to prepare professionas, by means of moduar and distant training courses, to act in continues education for youth and aduts, making them productive citizens. UNESCO participates in both programmes, suppying technica assistance, preparing the oan assessment requested by the Word Bank and participating in the entire conception and 40

40 U N E s C 0 B R A Z I 1 impementation processes. These programmes meet the Decaration of Jomtien s as we as the Decaration of Hamburg s principes and directives. HIGHEREDUCATION FORTHE XXICBNTURY Together with the Counci of Deans and with support from the Ministry of Educa- tion (CAPES), UNESCO pubished in Brazi jointhy with CRUB Annas of the Word Conference on Higher Education for the XXISt century and the meeting with Braziian Universities (130), to debate on the impications of the Paris Decaration within the context of the reaity of higher education in Brazi and Latin America. EDISCA Aso in partnership with civi society, UNESCO, supports actions ike Edisca, a community focused on the recovery of citizenship through the deveopment of artistic- pedagogic activities compementary to the forma education curricuum. This space is for chidren and adoescents from ow-income famiies, in Fortaeza, Capita of the state of Ceara. Besides giving casses on genera knowedge, Engish, Art History, drama, mime, choir singing, Fine Arts and hoding cutura events, Edisca offers food, medica, denta and psychoogica care. In seven years, the project has aready served 744 chidren and adoescents and approximatey 1,300 famiy members. 32. Schoo of Dance and Socia ntegramn for Chbdren and Adoescents 41

41 The Travessia Project in Sao Pauo has been deveoping important work in order to reunite chidren and adoescents with their famiies since The project is deveoped on two fronts. The first one invoves education on the streets: the educators come into contact with the chidren and adoescents and, based on acquired confidence, promote games, sports and cutura activities, as we as providing medica care and documents. The second front produces a survey of the existing institutions in the municipaity, seeking to promote greater cooperation among the many forms of hep offered to chidren and adoescents who ive on the streets. The history of this project shows its reevance for the deveopment of a cuture of peace and non-vioence. AYKTON SENNA INSTITUTE The partnership with the Ayrton Senna Institute is making possibe UNESCO s research surveys on youth, vioence and citizenship. This co-operation has aready enabed the pubication of the books Mapa da Vioencia, Faa Gaera and Gangues e Gaeras. The books referring to the researchs carried out in Curitiba and Fortaeza, as we as another survey on Brazi s street chidren, carried out by the Braziian Center of Anaysis and Panning (CEBRAP), shoud be pubished by the end of the year. The ties between UNESCO and the Ayrton Senna Institute are being strengthened with the aim to estabish a permanent diaogue and cooperation on some themes that are priorities in 42

42 U N E s C 0 B R A Z I 1 Brazi nowadays, ike the issue of vioence among the young and the need to buid a poicy for youth that is important and meaningfu to young peope. The image hed by the piot Ayrton Senna among the young, projecting, above a, an optimistic view of the future, heps in the efforts for a poicy for young peope. UNESCO s PARLIAMENTARY FRIENDS The Organization maintains a constant diaogue with the Braziian Congress, since it considers the egisative authorities indispensabe to the fufiment of its mandate. The creation of the Forum of UNESCO s Pariamentary Friends deserves particuar attention in this area. It is made up of deputies and senators from many parties and poitica tendencies (see addendum). These congressmen have some of UNESCO s fundamenta theories incuded in their poitica patforms, which, in many cases, serve as a basis for future aw projects. PAKLATINO(LATIN AMERICAN PARIJAMENT) Regarding the Latin American Pariament (Paratino), with its headquarters in SPo Pauo, UNESCO is carrying out work in the education and cuture areas, especiay in rea- tion to the diffusion of the Organization s reference marks. The growing integration of Brazi with other Latin American countries demands the integrated discussion of UNESCO s major themes on a continenta sphere. 43

43 AND1 (NEWS AGENCY FOR CHILDREN S RIGHTS) The News Agency for the Rights of Chidren (ANDI) is an important partner in the vauabe task of divuging UNESCO s youth-reated actions in Brazi. In accordance with the agreement estabished with this organization, AND1 offers certain products. The main ones are the weeky buetin Radicais Livres ( Free Radicas ) ( a summary of the main news of socia reevance carried by specia suppements, magazines and teevision programs for young peope) and the survey OS Jovens na Midia (Youth in the Media) (a portrait of the quantitative actions of media events aimed at adoescents and a picture of the treatment given to the themes that are considered as being of socia reevance, fundamenta for adoescents education, through graphs and specific evauations). ANDI has aso significanty contributed to faciitating UNESCO s access to nationa and regiona media events especiay dedicated to subjects of interest for young peope. VIVA RIO Viva Rio is a non-governmenta organization that works to overcome vioence and socia excusion in Rio de Janeiro. It acts as a catayst of changes in the areas of socia soidarity, the promotion and integration of the faveas (sum areas) and the reconciiation of human rights with pubic safety. The partnership with UNESCO refers to the project Jogos da Paz - Peace Games (organized sporting activities for the integration of young peope from different socia casses, promoting reconciiation and approximation between the Miitary Poice and youths). The project Peace Games is deveoped in partnership with the Ayrton Senna Institute, 44

44 U N E s C 0 B R A Z I I UNAIDS and the Secretariat of State for Human Rights; the campaign Rio Abaixe essa Arma (disarming of the Rio popuation) and the project Indicadores da Vio@ncia - Vioence Indices ( data on vioence in Brazi ). Non governmenta organizations partners of UNESCO: Educationa Action ANCA - Nationa Association of Agricutura Cooperation AND1 - News Agency for the Rights of Chidren Association of Latin American and Caribbean Cutura Aids Internationa Association of Arts Without Frontiers CD1 - Committee for Informatics Democratization CEBRAP - Braziian Center of Anaysis and Panning CENPEC - Center of Studies and Research on Education, Cuture and Community Action CEPIA - Citizenship, Study, Research, Information and Action CNI/SENAI - Nationa Industria Confederation/Nationa Service of Industria Apprenticeship CONSED - Nationa Counci of Education Secretaries CONTAG - Nationa Confederation of Agricutura Workers 45

45 CRUB - Counci of Deans of Braziian Universities CULT - Nationa Cuture Conference EBAPGetuio Vargas Foundation - Braziian Schoo of Pubic Administration FLASCO - Latin American Coege of Socia Studies Ford Foundation Athos Bucao Foundation FUMDHAM - Museum Foundation of the American Man Odebrecht Foundation Roberto Marinho Foundation Viva Rio Foundation GERDAU Business Group IBAM - Braziian Institute of Municipa Administration ICOMOS/Brazi - Internationa Committee of Monuments and Sites Ayrton Senna Institute ItaG Cutura Institute Herbert Levy Institute Pauo Freire Institute ISER - Reigious Studies Institute Heath Services Workers Syndicate 46

46 u N E s C 0 6 R A 2 I 1 Heath Services Workers Syndicate MST - Landess Workers Movement Pois Braziian Network of Education SESC - Socia Services of Commerce SESI - Socia Services of Industry UNDIME - Nationa Union of Municipa Leaders of Education COMPLEMENTARY STRATEGIES In addition to the programmes and actions carried out together with Ministries and federa organs, as we as States, Municipaities and non-governmenta organizations, within the scope of its strategies, UNESCO has added other components and ines of action of great importance to the impementation of its mandates and obigations. Among them, the foowing are worth mentioning: promotion and participation of events, poicy for information and diffusion, pubishing poicy, inks with internationa organizations, strengthening of the centra office and the setting up of regiona offices and inks with Headquarters Major Programmes. 47

47 PARTICIPATION IN EVIINTS Besides the aforementioned partnerships, another of UNESCO Brazi s strategies refers to its participation in the promotion of countess events that are inked to the estabished priorities. With support from the regiona offices, UNESCO tries to be present at conferences, seminars, round-tabes, and pubic acts that take pace in the whoe country. Such participation is a good opportunity to bring the commitments and theories defended by the institution in its various areas of action to pubic debate. UNESCO s support for these events depends on the credibiity of the institutions invoved and the reevance and quaity of the features. INFORMATION AND DISSI~MINATION POLIC\ Another area of great importance for UNESCO Brazi s strategy is the media, an area that receives specia attention in the Word Decaration on Education for A. In a country ike Brazi, where the imitation of resources is cear, the mass media means of communication take on a roe of great importance in the process of awareness and mobiization of peope and institutions. Within this context, UNESCO acts with the objective of making society aware of the importance of the commitments stated in the documents that serve as reference marks for the wordwide activities of the agency: agreements, conferences, decarations, recommen- dations etc. Thus, UNESCO Brazi has tried to maintain a co-operation poicy with the media that, 48

48 U N E s C 0 B R A Z I among other actions, permits the pubication of signed artices, coverage of events, dissemina- tion of the Organization s documents and the presence of Braziian journaists at internationa conferences it promotes, as was the case in Hamburg, Isamabad, Stockhom and Seou. Another exampe of this co-operation is the permanent partnership that UNESCO Brazi maintains with the News Agency for Chidren s Rights (ANDI), responsibe for the carrying out of severa projects. Moreover, the partnership with the Roberto Marinho Foundation for the Schoo Management Prize, which can be seen as a mobiizing and dissemination strategy, shoud be mentioned. This communication poicy therefore foresees the maximum possibe visibiity of the actions and activities carried out by UNESCO. In this way, newspapers, magazines, radio and teevision broadcasters from a over the country have the UNESCO office in Brazi as a reference for issues reated to the areas of education, science, cuture, communication, historic heritage, cutura and human rights. An exampe of the importance of the work to divuge UNESCO Brazi is in the number of requests made by journaists from a over the country. Between 20th Apri and 22nd June of this year, the Pubic Information Office received over 60 inquiries, ranging from searches for information to requests for interviews. This number ony incudes journaist s teephone inquiries. Internet (e-mai) and persona inquiries, which are as frequent as teephone ones, are not incuded. The UNESCO Brazi site at containing information about the Organization s reference marks and the projects and activities that are being deveoped, is aso a 49

49 part of the the information and dissemination poicy. It is worth mentioning that a the news pubished about UNESCO in Brazi is posi- tive, which proves that the Organization s image and credibiity are the best possibe in the country. This contributes, in a significant way, to the pubic awareness of the Organization s ethica and socia ideas. The foowing tabe (8) s h ows IJNESCO s presence in Braziian periodicas. Tabe 8: News about UNESCO pubished in Braziian periodicas from M&h to June 1999 The pubishing poicy foows a simiar path. UNESCO pubishes the organiza- tion s main guideine documents in Brazi, such as the Jacques Deors and Perez de CuCar Reports, as we as researches it carries out in the counrry, in addition to other texts pro- duced in Brazi or abroad, considered as being essentia to subsidy the debate on the com- mitments approved by its Member-Countries, such as Chidren and Vioence in the Media, 50

50 U N E s C 0 6 R A 2 I which is a word assessment on the issue based on over ten years of study, and Sexua Abuse of Chidren, Chid Pornography and Pedophiia on the Internet - An internationa Chaenge, for exampe. Not to mention the pubications printed within the scope of diverse agreements with pubic authorities and civi society organizations (see annex). UNESCO s pubications are currenty distributed throughout the country, which aows for greater pubic visibiity of the Organization s theories. With this objective, the UNESCO Representation in Brazi has taken the opportunity to show its pubishing pro- duction. UNESCO s Stand at the Internationa Book Showroom hed in So Pauo in Apri of the current year is especiay worth mentioning. UNESCO Brazi aso seeks to work together with other United Nations agencies repre- sentations and internationa organizations in the country. Some exampes are given in foowing. YOUTH AND VIOIXNCIZ IN Btustta This integration made possibe projects such as the survey on youth and vioence in Brasiia. Carried out with support from the United Nations Popuation Fund (UNPDF), Pan-American Heath Organization (PHO) and WHO, UNDP and UNICEF, the research brought about the pubication, Brasiia s Youth, and stimuated by UNESCO, of the book Youth, Vioence and Citizenship: severa other simiar surveys carried out in Rio de Janeiro, 51

51 Fortaeza and Curitiba, a of which have support from internationa agencies as we as nationa ones. GEKT)ER IN RURAL SIWUMENTS Another accompishment of the partnerships with internationa organizations is the research on Gender in Land Reform Settements in Brazi. As the name states, it is a research project aimed at gathering detaied information about everyday ife in rura settements with a basis on the gender reationships, especiay directed towards themes reated to productive and reproductive activities, poitica participation, socia ife, sexuaity, youth, vioence, drugs and heath. The survey covers ten federa units. UNESCO conceived the research project, eaborated and tested a data coecting instruments, estabished the necessary inks for fied work, invoving governmenta institutions from the federa, state and municipa spheres in the work, such as the Ministry of Land Reform, the Ministry of Heath (STD-Aids), INCRA, UNICEF, UNAIDS, NGO s and socia movements. AGAINST DOMESTIC VIOLENCE In terms of partnerships with other agencies and internationa organizations, the Community Pact Against Domestic Vioence stands out. It unites the Inter-American Deveopment Bank (IDB), the Economic Commission for Latin America and the Caribbean (ECLACKEPAL), UNFPA, PHO, the Internationa Labor Organization (ILO), UNDP, the United Nations Drug Contro Programme (UNDCP), UNESCO, UNICEF, UNIFEM and 52

52 U N E s C 0 B R A Z I 1 the Nationa Secretariat of Human Rights in a highy reevant co-operation effort. Within the ceebrations of the 50 years of the Universa Decaration of Human Rights, the pact s objective is to contribute, by means of increased awareness, to the prevention and reduction of domestic vioence against chidren, adoescents, handicapped peope, women and the edery. As far as integrated work with internationa agencies and organitations is concerned, UNESCO Brazi has sought to join efforts in order to promote actions that are considered to be reevant for society. This strategy is important to show the socia meaning of internation- a cooperation. Some exampes have aready been mentioned, and the coordination of efforts begun with USAID and for the Internationa Seminar on Human Rights and Citizenship hed in Brasiia in September of 1999, which aso had the participation of the British Counci, is particuary worthy of mention. Tabe 9 that foows ists the internationa organizations with which UNESCO has joint actions. Internationa agencies partners of UNESCO Brazi: British Counci IBRB - Word Bank IDB - Inter-American Deveopment Bank PHO/WHO - Pan American Heath Organization/ Word Heath Organization UNAIDS - United Nations Aids Programme UNDCP - United Nations Drugs Contro Programme UNDP - United Nations Deveopment Programme 53

53 UNFPA - United Nations Popuation Fund UNICEF - United Nations Chidren s Fund UNIFEM - United Nations Deveopment Fund for Women UNLAI/Brazi - United Nations Latin American Institute/Brazi USAID - United States Agency for Information and Deveopment It is worth mentioning that the actions and projects mentioned as exampes in this document do not competey cover the wide set of initiatives that UNESCO Brazi is promoting or participating in as a partner. There was merey a concern in showing the diversity of situ- ations in which the Organization is invoved, and the strategies adopted for the impementation of its mandates and commitments. ~~ ~IiN(; I I-1I~NN<; 01; I Hi (,I~N XAI. OFFC~i As for the centra office in Brasiia, severa agreements have ed to the strengthening of its technica and support teams. UNESCO Brazi can nowadays count on approximatey 60 speciaists, between technicians and administrative support personne, who are a funda- menta eements for the technica cooperation and for the credibiity of the reationships between the agency and its partners. The current structure of human resources existing at the office has made the reorganization and modernization of the office s administration possibe, in addition to widening the technica and inteectua cooperation activities, guaranteeing UNESCO s presence practicay a across the country. Strict criteria has been used in setting up the technica team of speciaists (annex 3) 54

54 U N E s C 0 B R A Z I I due to the need to take on a high standard of technica cooperation, an indispensabe condi- tion for a productive diaogue with governmenta and non-governmenta institutions, with which UNESCO maintains partnerships. Equa care has been taken in regards to the technica support staff, which has per- mitted progressive reorganization of the administrative structure, currenty divided into budgetary and accounting, management of human resources, and bids and contracts areas, among others. The informatics area can be added to this ist, and is responsibe for soving interna needs and deveoping computerized systems as we as a network. REGIONAL OFFI(.I:S Another important piece of information in the conception of strategies is that, in the poicy of inks with states and municipaities, UNESCO s office in Brazi seeks to act as intermediary between the federa programmes it participates in and the state initiatives, thus pacing itsef as an auxiiary for descentraized execution. Aways bearing the quest for decentraization in mind, UNESCO strengthened its inks with state and municipa governments and, in partnership with them, set up regiona coordination offices in the states of Rio de Janeiro, Pernambuco, Bahia, Rio Grande do Su, Goias, Rio Grande do Norte, Mato Gross0 and Ceara. Again considering Brazi s cutura and socia-economic extension and heterogeneity, it woud not have been possibe to conceive a strategy of significant performance, counting ony on the Brasiia office infrastructure. The regiona offices perform an important roe in the inks with the states and 55

55 municipaities, and make the organization s mission more visibe from a pubic viewpoint. Hence, reationships with pubic state and municipa authorities, and aso with civi society, universities and entrepreneuria areas, has become much easier. Each of UNESCO s regiona offices has a minimum infrastructure that consists of a coordinator, a professiona of renowned inteectua merit, support personne and the necessary basic equipment. The estabishment of regiona offices, requested by the states and municipaities whose reevance and potentia in carrying out UNESCO s mandates has been observed, do not incur any additiona costs for the organization, since the maintenance of the basic infra- structure is ensured by the state and municipa authorities. THE MULTIPLYING POWKR OF THE MAJOR PROGRAMMES Within the process of making its action strategy viabe, the importance of the ink with UNESCO s major programmes shoud be highighted. The resources derived from these programmes are generay used as counterparts in severa partnership situations. They have proven their mutipying power, inducing the participation of other organizations and contributing to the accompishment of important projects. The ink with the main pro- grammes aows UNESCO Brazi to put the connection between its action guideines and the organization s reference poicies into effect. 56

56 FINAL CONSIDERATIONS The most genera resut, abeit expressive, of the strategies adopted by the represen- tation is its presence in severa initiatives that simutaneousy seek to advance and consoi- date attitudes towards the cuture of peace and towards the promotion of socia changes in the country, aimed at the reduction of poverty. UNESCO s internationa priorities and its institutiona, technica and operationa capacity support the most expressive Braziian governmenta and non governmenta institutions, as we as other United Nations System agencies that aso foow the paths of deveopment and socia equaity. UNESCO s name is becoming more and more we-known, recognized and vaued in Brazi due to its performance, to which we must add the responsibiity and skis of the directors and staff of the head office, the thematicay speciaized units, and the regiona and nationa units. In concusion of this synthesis on the guiding principes and exampes of some of UNESCO s actions in Brazi, it is important to highight that this is an ongoing experiment, subject to adjustments and improvements, seeking to consoidate the strategies that aow for the theories defended by the Organization in the fieds of education, science, cuture and communication to be abe to increasingy inspire pubic poicies that are capabe of promoting changes that have meaning and sense for the ives of peopes and for Braziian society as a whoe. 57

57 U N E s C 0 B R A 2 I 1 ANNEXES I, UNESCO PUBLICATIONS EDUCATION ALBALA-BERTRAND, Luis, org. Citizenship and education; heading for a significant practice. Brasiia, UNESCO; Campinas, Papirus, ~. DELORS, Jacques. Learning: the treasure within. 2. ed. Brasiia, UNESCO; SHo Paua, Cortez; ~. (Report to UNESCO of the Internationa commission on education for the XXI century). GADOTTI, Moacir, org. Paua Freire; a biobibiography. Brasiia, UNESCO; SZo Pauo, Cortez, ~. i. GOMES, Cndido Aberto. New paths for secondary education; Brazi in perspective. Brasiia, UNESCO, ~. (UNESCO Brazi Notebooks.Education Series;) GOMES, Candid0 Aberto. How much does it cost to expand secondary education? Brasiia, UNESCO, ~. (UNESCO Brazi Notebooks. Education Series; 2). MOTTA, Eias de Oiveira de. Educationa rights and education in the XXI century; incuding commentaries on the new aw of directives and bases of the nationa compementary education and connected pariamentary egisation. Brasiia, UNESCO, ~. i. UNESCO. Change and deveopment poicy in higher education. Brasiia, UNESCO; Rio de Janeiro, Garamond, ~. UNESCO. Hamburg Decaration; an agenda for the future. Brasiia, SESIKJNESCO, ~. VELLOSO, Jacques, org. Higher education and Mercosur. Brasiia, UNESCO; Rio de Janeiro, Garamond, ~. WAISELFFISZ, Juio Jacobo, coord. Schoo schoarship; educationa improvement and reduction of poverty. Brasiia, UNESCO, ~. WERTHEIN, Jorge. Education, work and unempoyment; new time, new perspectives. Brasiia, UNESCO, ~. (UNESCO Brazi Notebooks. Education Series; 3). 59

58 WORLD CONFERENCE ON HIGHER EDUCATION. Paris, 3-9 October, Annas. Tendencies of higher education for the XXI Century. Brasiia, UNESCO/ CRUB, Iv. CULTURE CUELLAR, Javier Perez, org. Our creative diversity; deveopment. Brasiia, UNESCO; Campinas, SP, Papirus, ~. word commission report of cuture and GALPERIN, Hernan. Cutura industries and regiona integration agreements; the case of NAFTA, EU and MERCOSUR. Brasiia, UNESCO, ~. COMMUNICATION, INfQRMATION AND INFORMATICS CARLSSON, Ua & FEILITZEN, Ceciia Von, org. Chidren and media vioence. Brasiia, UNESCO; Sao Paua, Cortez, Iv. SEXUAL ABUSE OF CHILDREN, CHILD PORNOGRAPHY AND PEADOPHILIA ON THE INTERNET: AN INTERNATIONAL CHALLENGE. Paris, January, Annas. Innocence in danger; sexua abuse of chidren, chid pornography, and peadophiia on the Internet. Brasiia, UNESCO; Rio de Janeiro, Garamond, Iv. GROEBEL, Jo. Youth s perception of mass media communication. Brasiia, UNESCO, p. (UNESCO Brazi Notebooks. Human Rights and Cuture of Peace Series; 1). Iv. WEERT, Tom Van. Informatics for secundary education; a curricuum for schoos. Brasiia, UNESCO/ MEC/ UnB, ~. Iv. HUMAN RIGHTS CHELIKANI, ~. Rao V B. J. Refections on toerance. Brasiia, UNESCO, Rio de Janeiro, Garamond, INTERNATIONAL SYMPOSKJM ON HUMANITARIAN RIGHTS, Paris, Annas. The right to humani tarian assistance. Brasiia, UNESCO; Rio de Janeiro, Garamond, ~. UNESCO. Decaration on toerance principes. 2 ed. Brasiia, UNESCO, ~. 60

59 U N E s C 0 B R A Z I 1 SOCIAL SCIENCES KLIKSBERG, Bernardo. Rethinking the (roe of the) State for socia deveopment; overcoming dogmas and conventionaities. Brasiia, UNESCO; %o Pauo, Cortet, ~. MAYOR, Federico & FORTI, Augusto. Science and power. Brasiia, UNESCO; Campinas, Papirus, ~. YOUTH AND CTZENSHP ABRAMOVAY, Miriam et a. Gangs, crews, buddies and rappers. Brasiia, UNESCO; Rio de Janeiro, Garamond, ~. ABRAMOVAY, Ricardo, coord. Youth and famiy agricuture; chaenging new inheritance standards. Brasiia, UNESCO, ~. SOUZA, Maria Ceciia de, et a. Speak gang; youth, vioence and citizenship Rio de Janeiro. Brasiia, UNESCO; Rio de Janeiro, Garamond, ~. in WAISELFISZ, Juio Jacobo, coord. Youth, vioence and citizenship; Brasiia s youth. Brasiia, UNESCO; Sao Pauo, Cortez, ~. WAISELFISZ, Juio Jacobo. The map of vioence; Braziian youth. Brasiia, UNESCO; Rio de Janeiro, Garamond, ~. ABRAMOVAY, Miriam & CASTRO, Mary Garcia. Endengering a new feminism; grass roots women eaders. Brasiia, UNESCO, ~. CASTRO, Mary Garcia & ABRAMOVAY, Miriam. Gender and the environment. Brasiia, UNESCO; Sao Pauo, Cortez, ~. UNESCO. Equity passport. Brasiia, UNESCO, ~. ~NSTtT~TIONAL SUPPORT UNESCO. UNESCO Brazi. Brasiia, UNESCO, ~. i. UNESCO. UNESCO Brazi; chaenges and strategies. Brasiia, UNESCO, ~. 61

60 PUBLICATIONS WITH UNESCO s SUPPORT EDUCATION ANGTHICHAY, Brasiia, MEC, ~. i. Vanusa Brasz da Concei@o et a. The Pataxo peope and their history. BAETA, Aice Motta, org. Conne Panda; Rithioe Krenak. Brasiia, MEC, [1998?).67p. i. BOMENY, Heena M. B. Basic education in Latin America; experiences, reforms, paths. Rio de Janeiro : UERJ, ~. BRASILIA. CNPD. Youth getting there on the path of pubic poicies. Brasiia, CNPD, ~. i. BRAZIL. Ministry of Education and Sport. Education prize for the quaity of work; prize awarded experiences / Brasiia, MEC, ~. i. BRAZIL. Ministry of Education and Sport. Kanamari stories; texts on the second training course of educators at the Boca do MatrinchL Viage between November and December Brasiia, MEC, [1998?f. 23~. i. BRAZIL. Ministry of Education and Sport. Learning Portuguese in the forest schoo. Brasiia, MEC, ~. i. BRAZIL. Ministry of Education and Sport. Literacy notebook; student. Brasiia, MEC, Op. i. (Pedagogica News Series; 4). BRAZIL. Ministry of Education and Sport. Secretariat for Specia Education. Programme for the training of human resources in fundamenta education; specia education - study note- book. Brasiia, MEC, ~. i. (Pedagogica News Series). BRAZIL. Ministry of Education and Sport. Secretariat for Specia Education. Specia education; education of the hearing-impaired. Brasiia, MEC, V.2. BRAZIL. Ministry of Education and Sport. Xacriaba Indians; time goes by and history stays. Brasiia, MEC, ~. i. BRAZIL. Ministry of Education and Sport. The Xingu indigenous park; history book, voume 1. Brasiia, MEC, ~. i. 62

61 U N E s C 0 B R A Z I 1 SEMINAR ON EDUCATION FOR CITIZENSHIP. Curitiba, Annas. Joint schoo actions and the community. SPo Pauo, CENPEC, ~. RIBEIRO, Vera Maria Masagb. Education and young aduts; proposed curricua for the 1st phase of fundamenta education. Sgo Pauo, Educationa Action; Brasiia, MEC, ~. i. CULTURE BAIOCCHI, Mari de NasarC. Kaunga; the native peope. Brasiia, Ministry of Justice, ~. i. SILVA, Oavo Pereira da F. Portuguese - Braziian Architecture in MaranhHo. 2.ed. Beo Horizonte, Formato, ~. i. (Document MaranhPo Project; 97). AIDS PREVENTION AND HEALTH BRAZIL. Ministry of Education and Sport. The Xariba book of medicina pants: a source of hope and better heath. Brasiia, MEC, Pages are not numbered. Iv. i. BRAZIL. Ministry of Heath. Nationa Programme of Sexuay Transmitted Diseases /Aids; Nationa Programme STD / AIDS. Brasiia, Secretariat of Heath Assistance ~. i. BRAZIL. Ministry of Heath. Taking about our heath; heath manua for indigenous peope. Brasiia, Ministry of Heath, ~. i. HUMAN RIGHTS BAHIA, Sergio Rodrigues, coord. Municipaity and accessibiity. Brasiia, Ministry of Justice, ~. i. BRAZIL. Ministry of Justice. Human rights in everyday ife; manua. Brasiia, Ministry of Justice, ~. i. BRAZIL. Ministry of Justice.Municipaity and accessibiity. Brasiia, Ministry of Justice, ~. (Municipa Poicy Series for Handicapped Peope;). BRAZIL. Ministry of Justice. Participating in poicies and actions. Brasiia, Ministry of Justice, ~. (Municipa Poicy Series for Handicapped Peope;S). 63

62 BRAZIL. Ministry of Justice. Panning pubic actions. Brasiia, Ministry of Justice, ~. (Municipa Poicy Series for Handicapped Peope; 4). BRAZIL. Ministry of Justice. Rights and guarantees. Brasiia, Ministry of Justice, ~. (Municipa Poicy Series for Handicapped Peope; 2). BRAZIL. Ministry of Justice. The roe of municipa poitica agents. Brasiia, Ministry of Justice, ~. (Municipa Poicy Series for Handicapped Peope; 3). YOUTH AND CITIZENSHIP ASSIS, Simone Gongavet de. Tracing out paths in a vioent society: the ife of young offen- ders and their non-offender brothers. Rio de Janeiro, Oswad0 Cruz Foundation, p.i. ASSIS, Simone Gonsavez de. Tracing out paths in a vioent society: the ife of young offenders and their non-offender brothers, executive summary. Rio de Janeiro, Oswad0 Cruz Foundation, ~. i. (Overcoming Vioence Series; 3). (Guaranteeing Rights Coection. Subsidies Series; 4). BARSTED, Leia de Andrade Linhares.A ife without vioence is one of our rights; subsidy for the nationa campaign and for the community pact against inter-famiy vioence, focusing on women and girs. Brasiia, Ministry of Justice, ~. i BELO HORIZONTE. ANDI. Youth in the media; AND1 research. Brasiia, ANDI, ~. i. BRASILIA. CNPD. Youths working on the trai of pubic poicies. Brasiia, CNPD, ~. i. BRAZIL. Ministry of Justice. Assisting adoescents in confict with the aw; refections on an adequate practice. Brasiia, Ministry of Justice, ~. i. (Guaranteeing Rights Coection. Ideas and Resuts Series. Notebook DCA/SNDH/MJ; 1). BRAZIL. Ministry of Justice. State poicies and strategies of socia and educationa assis- tance for adoescents in confict with the aw. Brasiia, Ministry of Justice, ~. (Guaranteeing Rights Coection. Subsidies Series; 2). ENVIRONMENT BRASILIA. IBAMA. Environmenta education; the main guideines of the Tbiisi Conference. Brasiia, IBAMA, ~. (E nvironment Coection. Studies Series Environmenta Education; specia edition). 64

63 U N E s c 0 B R A Z I I CARVALHO, Cristina de Moura. Towards a word of ife; interdiscipinary issues and environmenta education. Brasiia, Ecoogica Research Institute, ~. i. (Environmenta education notebooks; 2) CZAPSKI, Sivia. Impanting environmenta education in Brazi. Brasiia, MEC, ~. HOLY H20. Brasiia, Artist s Movement in Favor of Nature, 11998?]. 1V. i. RIBEIRO, Berta G. Hep the Amazon; five centuries of history and ecoogy. Beo Horizonte, Itatiaia, ~. i. RODRIGUES, Vera Regina. Change the word, Raimundo!; environmenta education in basic education in Brazi. Brasiia, WWF, ~. i. SAO PAULO. Secretariat of Environment. Concepts to carry out environmenta education. 2.ed. Sao Pauo, Secretariat of Environment, ~. i. (Environmenta education notebooks). SAO PAULO. Secretariat of Environment. The biosphere reserve of the Atantic Forest and its appication in the State of Sao Pauo. Sao Pauo, Secretariat of the Environment, ~. i. 65

64 II. LIST OF EXPERTS AT UNESCO BRAZZL Jorge Werthein UNESCO Representative in Brazi, Coordinator of the UNESCO/MERCOSUL Programme (Doctor in Education) - werthein@unesco.org.br Maria Duce Ameida Borges Education Coordinator - (Master in Physics-and Chemistry and Dipome d Etudes Aprofondies en Sciences de 1 Education) - duce@unesco.org.br Jose Roberto Aves Correa Office Administrator of UNESCO in Brazi (Speciaist in Finance and Budgetary Administration) - roberto@unesco.org.br AUDIOWSUAL AREA Sivio Tender Audiovisua Advisor - (Master in Cinema and History) - stender@unesco.org.br Edson FogaGa Visua Communication Advisor - (Architect) - edson@unesco.org.br SOCIAL COMMUNICATION AREA Luciano Mihomem Socia Communication Advisor - (Journaist) - uciano@unesco.org.br CULTUKI~ AREA Briane Bicca Cuture and Heritage Area Coordinator; (Doctor in Urbanism and Conservation of Historic Patrimony) - briane@unesco.org.br Andre Gustav0 Barros Assistant Advisor for Cuture - (Bacheor in Internationa Reations) - andre@unesco.org.br 66

65 U N E s C 0 8 R A Z I 1 Steio Dias Socia Deveopment Area Coordinator - (Doctor in Administration and Education) - steio@unesco.org.br Maria Fiomena Gregori Advisor for Youth - (Doctor in Anthropoogy) bibia@internetcom.com.br Mary Garcia Castro Advisor for Gender- (Doctor in Socioogy) - mary@unesco.org.br EDUCA I ION AKEA Lucia Resende Education Ministry Cooperation Coordinator (Doctor in Education) - ucia@unesco.org.br Ceia da Cunha Representative Specia Advisor for Institutiona Poicies, Aduts and Professiona Education, Basic Education and Higher Education; Pubishing Coordinator - (Doctor in Education) - ceio@unesco.org.br CBndido Abert0 Gomes Advisor for Education - Reform of Secondary Education Programme - Educationa Area (Doctor in Socioogy) - cgomes@zaz.com.br Poicies Jeanete Mfifao da Siva Bueno Advisor for Heath Education- Project: Training, Research and Institutiona Support in the AIDS II Programme (Graduated in Nursing) - jeanete@aids.gov.br Mariza Machado Regattieri Advisor for Projects - (Master in Economics) - mariza@unesco.org.br TKANSDISCIPLINARY PROJMXS: Marova Jovcheovitch Transdiscipinary Projects: Education for a Sustainabe Future and Cuture of Peace Coordinator (Master in Socia Work) - marova@unesco.org.br 67

66 COMMUNICATION, INPORMATION AND INPORMATICS AREA Maria I&s de Sousa Ribeiro Bastos Communication, Information and Informatics Coordinator - (Doctor in Deveopment Studies) - mbastos@unesco.org.br LEGAL AREA Roberta Macedo Martins Representative Assistant and Lega Advisor - (Lawyer, Bacheor in Internationa Reations) - roberta@unesco.org.br ENVIRONMENT AND DEVELOPMENT AREA Ceso Schencke Environment and Deveopment Area Coordinator - (Forestry Engineer) - ceso@unesco.org.br Bernard0 Marce0 Brummer Advisor for Environment (Master in Agronomy) - bernardo@unesco.org.br SPECIAL PROJECTS AREA Caros Abert0 dos Santos Vieira Specia Projects Advisor - (Economist - Speciaization Poicies) - cbeto@unesco.org.br in Scientific and Technoogica Manue Rego Specia Projects Advisor - Projects Eaboration, Monitoring and Management - (Master in Economics) - mrego@unesco.org.br Manuea Maria Correa FrazEo Assistant for Specia Projects and Socia Deveopment - (Bacheor in Internationa Reations) manuea@unesco.org.br REGIONAL COORDINATORS Caros Madonado Coordinator - Mato Gross0 - (Bacheor in Law) cmadonado@zaz.com.br 68

67 u N E s C 0 B R A Z I 1 Jonathas Siva Coordinator - Go& - (Master in Law; Speciaist in Human Rights) aja@internetiona.com.br Marcos Guerra Coordinator - Rio Grande do Norte (Master in Internationa Law) - mgsenai@truenetrn.com.br Mariia Pastuk Coordinator - Bahia - (Master in Socioogy) mpastuk@ognet.com.br Tania Franc0 Carvaha Coordinator - Rio Grande do Su (Doctor in Comparative Literature) taniacar@mandic.com.br T8nia Dauster Coordinator - Rio de Janeiro (Doctor in Education) - tania@unesco.org.br Juio Jacob0 Waisefisz Coordinator - Pernambuco (Master in Educationa juiow@eogica.com.br Panning) 69

68 U N E s C 0 B R A 2 I 1 ORIGINAL TEXT CCio da Cunha Caros Abert0 dos Santos Vieira Rafae Faria TRANSLATION Daniea Stephenson PROOFREADING Manuea Maria Corr@a FrazHo GRAPHIC DESIGN Edson FogaGa EDITORIAL ASSISTANT Rache Dias Azevedo United Nations Educationa, Scientific and Cutura Organization UNESCO Representation in Brazi SAS - Quadra 5 - Boco H - Lote 6 Ed. CNPq/IBICT/UNESCO - Yandar Brasiia - DF - Brasi Phone: Fax: E-mai: UHBRZ@unesco.org 71

69 mprerroo e acobamento f rtrtica GrCfico e Editora Ltda. Te. (061) Fox: (061) Brasiia DF

70