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UNESCO Country Programming Document (UCPD)

BRAZIL
2008-2009
Braslia, July 2009
UNESCO Brasilia Office
Vincent Defourny (vincent.defourny@unesco.org.br)
Director
Lucien Muoz (lucien.munoz@unesco.org.br)
Deputy Director for Programme and Intersectorality
Michel Bonenfant (michel.bonenfant@unesco.org.br)
Deputy Director for Corporate Services
Programme units
Paolo Fontani (paolo.fontani@unesco.org.br)
Education
Celso Schenkel (celso.schenkel@unesco.org.br)
Natural Sciences
Marlova Jovchelovitch Noleto (marlova.noleto@unesco.org.br)
Social and Human Sciences
Jurema Machado ( jurema.machado@unesco.org.br)
Culture
Guilherme Canela Godoi (guilherme.godoi@unesco.org.br)
Communication and Information
www.brasilia.unesco.org
UNESCO 2009
BR/2009/PI/H/4
Cover photo: Georges Malempr
United Nations
Educational, Scientifc and
Cultural Organization
Brasilia
Office
UNESCO Country Programming Document (UCPD)
BRAZIL
2008-2009
PREFACE
The first Brazilian UNESCO Country Programming Document (UCPD) launches a new stage in
UNESCOs cooperation with the country. Following the path marked out by the UNESCO Strategic
Framework for Brazil, launched in May 2006, this first Brazilian UCPD takes up once more the
Organizations programmatic priorities for the country by providing a critical and updated
reviewof the challenges of the current Brazilian situation and the potential niches for UNESCOs
intervention as the UN specialized agency for education, science and culture.
That logic underlies the structure of the document. The first chapter of this UCPD briefly
synthesizes some of the challenges and opportunities identified by UNESCO. The following
chapter presents a recent selection of actions, results and lessons learned drawn from each of
the five UNESCO programmes in Brazil. The third chapter, in turn, summarizes the main strategic
objectives and expected outputs for the current biennium (2008-2009). Finally, the fourth and
last presents the great groups of partners that have contributed towards fulfilling UNESCOs
mandate and will continue to do so.
Although the UCPD portrays the current panorama and encompasses a broad range of
actions undertaken or scheduled by UNESCO in Brazil, it should not be considered as a static
document. Quite the contrary, the UCPD is a process undergoing permanent construction; an
important planning and upgrading instrument directed at defining, with greater precision, the
fields of operations where the collaboration of our Organization is most needed. The UCPD also
enables us to reflect more profoundly on what UNESCOs role in the country should be and
makes it possible to elaborate a temporal series of portraits that will enable us to keep track of
the evolution of UNESCOs cooperation with Brazil.
In that regard we feel that the decision of the Director General made at the 177
th
session of
the Executive Board of 2007, that country programming documents should be prepared, a
position previously adopted by other UN agencies, revealed UNESCOs growing commitment to
integrated, well-focussed and local action.
We strongly believe that the 2008-2009 biennium will be marked by the emphasis placed
on results and efforts directed at reinforcing the bonds between UNESCO and Brazil. This first
UCPD of the Brasilia Office fits in perfectly with that spirit of re-thinking and refocusing our
action to join forces with the government and civil society of Brazil to strive for our common goals.
Although this document is primarily intended for internal use, focusing as it does, on our
Organizations programmatic planning, we believe that the UCPD will naturally tend to develop
into a channel for communication and collective construction with our partners. Accordingly,
we hope to count on the support of all our collaborators in making a critical analysis of the
scenarios and objectives that UNESCO has delineated here for the 2008-2009 biennium, thereby
further strengthening the commitments made to Brazil.
Vincent Defourny
Director of the UNESCO Brasilia Office
CONTENTS
1. Situational Analysis..................................................................................................................... 9
1.1. Education...................................................................................................................................................10
1.2. Natural Sciences....................................................................................................................................12
1.3. Social and Human Sciences..............................................................................................................14
1.4. Culture.......................................................................................................................................................17
1.5. Communication and Information.................................................................................................20
2. Past and Present Cooperation..................................................................................................25
2.1. Education..................................................................................................................................................25
2.2. Natural Sciences ...................................................................................................................................28
2.3. Social and Human Sciences.............................................................................................................30
2.4. Culture......................................................................................................................................................36
2.5. Communication and Information................................................................................................40
3. UNESCO Cooperation Framework...........................................................................................43
3.1. Programmatic Frameworks..............................................................................................................43
3.2. Intersectoral Actions...........................................................................................................................76
4. Communication and Partnerships.........................................................................................81
4.1. Education .................................................................................................................................................83
4.2. Natural Sciences...................................................................................................................................83
4.3. Social and Human Sciences.............................................................................................................84
4.4. Culture .....................................................................................................................................................84
4.5. Communication and Information ...............................................................................................85
5. Annex List of projects of the UNESCO Brasilia Office .......................................................87
CHAPTER I SITUATIONAL ANALYSIS
A brief synthesis of some of the challenges and opportunities identified by the five
UNESCO programmes in Brazil are presented below with the intention of providing better
orientation for our national strategy.
The UNESCO Brasilia Office does not intend to provide a conclusive or innovative summary
on major national issues. However, this UCPD does aim to map some of the main axes on
which projects can be built and outline activities that can be useful to the country and
where the international experience accrued by UNESCO can stand for a differential and
added value.
It is thus a unique analysis of the context firmly founded on the diagnosis disclosed in
the UNESCOStrategic Framework for Brazil launched in 2006, but which, nonetheless, has been
updated and has incorporated elements that reflect new statistical data on Brazil and recent
trends of a country which has now become a major player in international forums.
The analysis set out below is anchored both in national reference material - such as the
National Household Sample Survey (Pesquisa Nacional por Amostragem de Domiclio - PNAD)
and existing national public policies and in situational analyses such as the UN Common
Country Assessment (CCA) and the recent UNESCO National Education Support Strategy
(UNESS).
Despite Brazils progress and many social achievements like widening access to basic
education and successful national development policies, the country still faces serious structural
challenges where UNESCO can play a role however modest it may be in overcoming the
difficulties.
Hence, at the same time as support is being given to government players and national
public policies, it is necessary to reinforce UNESCOs local presence. The challenging scenario
now emerging leads to the need for re-focusing UNESCOs territorial presence in Brazil,
reinforcing the cooperation between the Organisation and the federal, state and municipal
governments, not only through its Office in Brasilia, but also by means of decentralized actions
undertaken by its offices in Sao Paulo, Rio de Janeiro, Salvador, Porto Alegre and Cuiaba.
UNESCO Country Programming Document (UCPD)
1.1. EDUCATION
1.1.1. Diagnosis
In the last two decades Brazil has reported significant advances in the field of education.
According to the PNAD 2005 data, access to primary and lower secondary education has become
almost universalised and 94.4% of the population in the 7 14 age bracket range is now included
in that level of education. The proportion of youngsters attending secondary education at the
right age has doubled compared to that of 1995, disclosing a significant advance in the access
to secondary education. Similarly, the rate of youth and adult illiteracy has been reduced, while
access to higher education has increased.
It is also worth highlighting the progress brought about by the 1988 Constitution, expressed
in the Education Law (Lei das Diretrizes e Bases da Educao Nacional - LDB) and the associated
legal and normative devices like the Brazilian Education Plan. Similarly, the Education Develop-
ment Plan (PDE) launched in 2007 by the Ministry of Education is worthy of mention. Brazilian
educational legislation is anchored in the concept of education as the right of all: children,
adolescents, young people and adults. Education a duty of the family and the State is aimed
at the full development of the pupils potential, preparing them to exercise their citizenship and
qualifying them for work.
However, there are challenges yet to be surmounted, mainly those related to the quality/uni-
versalisation binomial. On the one hand, not all Brazilian citizens are in a position to fully exer-
cise their right to high quality life-long education. Inequalities in access conditions and
educational performances are very apparent among Brazilian children, young people and adults
particularly jeopardizing specific ethnic-racial social strata: the poor and rural populations; and
young people and adults who have not concluded compulsory education at the right age. It is
worth mentioning that almost every Brazilian education indicator clearly reflects Brazils
social inequities.
On the other hand, the country lacks adequate standards regarding the quality of education
being offered; financing and management of systems and schools; curricula and educational
proposals; and the valuing, and training of education professionals and their working
conditions.
According to the report Relatrio de Monitoramento de EPT Brasil 2008, Brazil is ranked among
the 53 countries that have not achieved and are not about to achieve the Education for All
objectives by 2015.
The chart below summarizes the countrys position in the achievement of four of the six
Dakar goals that make up the Education Development Index (EDI) .
1
10
1. The EDI is calculated by dividing each of the four indexes and adding the results of these divisions (1/4 of the index of frequency
in primary education + 1/4 of the index of adult literacy + 1/4 of the index of gender parity for EFA + 1/4 of the permanency index
in the fifth grade). ).
Chart Indicators and prospects for achieving Education for All objectives Brazil 2005
Source: Relatrio de Monitoramento de Educao para Todos Brasil 2008: educao para todos em 2015; alcanaremos a meta?
Brasilia: UNESCO, 2008.
Based on the expected net schooling rate for primary education, the report reveals that Brazil
is in the group of countries with a high possibility of achieving Objective 1. However, progress
regarding access conditions is not so great when the failure and drop out rates and poor school
performance at that level of schooling are taken into account, so that universalising access to
primary education has not meant universalising access to basic knowledge.
The illiteracy rate in Brazil has been dropping at a very slow pace (2.9% in seven years).
Translating that to figures, illiterate individuals account for 10.5% of the population (2006), most
of whom live in rural areas (24.2%), in the Northeast region (20.8%) and there is higher prevalence
among Afro-descendant and dark-skinned (parda) populations (14.7%). The progress achieved
by Brazil is highly unlikely to be sufficient to achieve the reduction established in Objective 4.
The lack of gender equality is almost insignificant in early childhood and primary and lower
secondary education. On the other hand, when it comes to higher secondary education and
higher education, the imbalance increases in favour of women. For 100 men in the 15 to 17 age
group enrolled in higher secondary education there are 124 women enrolled in the same
schooling level (Gender Parity Index GPI of 1: 1.24).
In regard to higher education, the GPI in 2006 was 1:1.35. Brazil is very unlikely to achieve the
gender parity and equality provided for in Objective 5 by 2015.
The quality indicator employed in the Report is the rate of children reaching the 5
th
grade of
the Brazilian educational system. Data provided by the Ansio Teixeira National Institute of Edu-
cational Studies and Research (Instituto Nacional de Estudos e Pesquisas Educacionais Ansio
Teixeira - Inep) a body that reports to the Ministry of Education indicates that in 2005 the
UNESCO Country Programming Document (UCPD)
11
Objective 2
Ensure that all children - particularly girls
living in hardship and belonging to ethnic minorities
have access to free, mandatory and good quality
basic education by 2015
Highly achievable
Objective 4
Achieve a 50% improvement in levels of adult
literacy by 2015, especially for women, in addition
fair access to basic and continuing education
for all adults.
Very slow progress
Objective 5
Eliminate gender disparities in primary and
secondary education by 2005, and achieve gender
equality in education by 2015, with a focus on
ensuring girls full and equal access to and
achievement in basic education of good quality.
Hardly achievable
Objective 6
Improve all aspects of the quality of education
and ensure excellence of all so that recognized
and measurable outcomes are achieved by
all especially in literacy, numeracy and
essential life skills.
Hardly achievable
rate of persistence up to the 5
th
grade of the Brazilian educational system was 80.5% - lower than
that for 2001, when it reached 84.5%. In that context, even considering the efforts and the pro-
gress Brazil has made, the Report reveals that the country is also very unlikely to achieve Ob-
jective 6 by 2015.
In short, the data set out above highlights some of the most important issues in the field of
education in Brazil. The recognition that national development depends on overcoming educa-
tional inequalities is evidenced by the emphasis placed on that issue in the agendas of the go-
vernmental spheres and organized civil society.
Against that background, UNESCO aims to strengthen cooperation directed at developing
education in Brazil, based on the mandate assigned to it, its institutional competence, the prio-
rities established by Brazil, and the belief that poverty reduction and sustainable development
cannot be achieved without integral investment in the EFA agenda.
1.1.2. Sector-based challenges and opportunities
The data reported below summarizes evidence that suggests that quality and universalising
should be considered as the main challenges facing Brazilian education.
In order to portray the panorama in which UNESCO bases the present UCPD, it is necessary
to highlight some of the challenges posed to the development of Brazilian education:
Gaps found between the concepts and goals established in the national legislation and
international commitments, and the national reality disclosed by national indicators;
Limited participation of civil society in advocacy for the right to education;
Unequal conditions of access and school achievement of Brazilian children, youths and
adults; and,
Lack of adequate standards regarding the quality of education being offered; financing
and management of systems and schools; curricula and educational proposals; and the
valuing, and training of education professionals and their working conditions.
1.2. NATURAL SCIENCES
1.2.1. Diagnosis
In spite of the progress made in both the institutional and legal consolidation of the Brazilian
environmental sector, sector policy considerations continue to be marginalized in relation to
other public policies.
The implementation of an integrated environmental policy based on four guidelines
sustainable development promotion; a cross-cutting perspective; social participation and con-
trol; and strengthening the National Environmental System has facilitated the building of
sounder institutional articulation forums in the three spheres of government and in society at
large although they are still far from achieving the required scale and operational capacity.
The restructuring of the Brazilian Ministry of the Environment - through the creation of a
Climate Change Department, the Chico Mendes Institute for Biodiversity Conservation (Instituto
Chico Mendes de Conservao da Biodiversidade - ICMBio) and the new focus of Ibama (Brazilian
Institute for the Environment and Renewable Natural Resources) on actions aimed at environ-
12
mental licensing, inspection and control has tried to align sector structures with the national
and international situation.
However, Brazil still faces issues related to scarcity of human resources (both in quantity and
quality), and infrastructure and logistics too poor to adequately address emerging issues related
to conflicts between economic development and measures to ensure protection, conservation
and sustainable use of environmental assets.
Insufficient budgetary and financial resources, which are chronically unavailable when
required, together with low capacity for executing international grants and financing funds,
hinder the ongoing management of programmes and projects essential for developing and
establishing integrated management of environmental policies.
When it comes to S&T, Brazil relies on a structured system composed of a central coordinating
body and development agencies in charge of defining and implementing development policies
on science, technology and innovation. That model was also found in the organisation of S&T in
State systems responsible for local development policies attuned to regional vocations.
The country allots about 1.4% of its Gross Domestic Product to science and technology and,
of that amount, 1.02% of the GDP are direct investments in research and development. The
resources granted by corporations are very significant but mostly come from public corporations.
Every year, about ten thousand individuals conclude Doctors Degrees, and Brazil accounts for
1.92% of the worlds publications in indexed, international, scientific journals (data for 2006).
1.2.2. Sector challenges and opportunities
The scale and recurrence of problems faced by Brazil in the fields of science and technology,
the environment, and education toward sustainable development form a set of assets and
liabilities whose complexity and consequences can hardly be solved in the short term.
Such challenges cannot be addressed separately because of the cause and effect relations
existing among them like:
Increased water supply and access to water vs. insufficient investment in basic sani-
tation;
Increment and encouragement of scientific education vs. shortage of mathematics,
physics, chemistry and biology teachers and poor school infrastructure.
Creation of new protected areas vs. insufficient human and material resources to have
them properly managed, and financial resources to promote land tenure regulation;
Scientific and technological knowledge vs. improved quality of life and social inclusion.
Nevertheless, the country can count on installed capacity both material and intellectual
capable of promoting significant progress in national policies on S&T and the environment. It
also has a mobilized civil society and a powerful business sector.
Harmonizing the initiatives in those sectors is the major challenge posed to UNESCO but at
the same time, it offers a wide range of cooperation opportunities.
Such opportunities should make it possible to build a positive cooperation agenda, meeting
historical and emerging demands in Brazil, pursuant to the Organisations mandate.
UNESCO Country Programming Document (UCPD)
13
It is crucial to continue to support the improvement of national policies on both issues due
to their cross-cutting nature and their impacts on different areas of national life.
In that regard, the Decade of Education for Sustainable Development (DESD) incorporates
two core segments with cross-cutting characteristics: environmental education and scientific
education.
Priority should be given to developing cooperation efforts aimed at: generating new technical-
scientific knowledge and disseminating it; training human resources; managing water resources;
preventing natural disasters; and protecting, conserving and promoting the sustainable use of
biological diversity.
Monitoring and assessing methodologies and political and operational tools in a fair and
independent way is both a challenge and an opportunity when their social, economic and envi-
ronmental impacts are taken into account and their degree of sensitivity in regard to the
cooperation links between a UN specialized agency and a country like Brazil.
The figures on investments and scientific production are very relevant and their steady
growth over time can help to explain the improved numbers registered by the Brazilian economy
in the last decade. However, due to the countrys dimensions and difficulties encountered in
structuring and, above all, implementing national policies capable of simultaneously addressing
varied regional needs, the scientific and technological knowledge produced is still very slow to
produce any changes in the social realities (inequities) found in some regions. That can also be
seen the science teaching provided in basic education schools. The major challenge posed to
Brazil in this field is to have the investments in S&T and science teaching disseminated to the
population in an increasingly homogeneous way capable of effectively improving peoples
quality of life.
1.3. SOCIAL AND HUMAN SCIENCES
1.3.1. Diagnosis
Brazil has been historically marked by social, economic and cultural inequalities. Both society
and government are increasingly aware of the need for changing that scenario by creating
mechanisms of social participation and control, programmes, projects and actions that
represent a movement of positive changes.
Chart Imbalances in the figures
In 2003, 13.7% of the Brazilian population was living in extreme poverty, while 35% was
considered as poor. The highest poverty indexes were found mainly among the Afro-des-
cendant population of the richest 1% in Brazil, 86% were white individuals, while of the
poorest 10%, 65% were Afro-descendants . In 2005, income distribution was even more
unfavourable to the Afro-descendent population which represented 73.5% of the poorest
10%, while the percentage of whites among the richest 1% increased to 88.4%.
The findings of a study published in August 2008 reveal that, in the last five years, the indexes
of indigence and poverty have been reduced to 6.6% and 24.1%, respectively (see graph below).
14
2. National Houseld Survey (PNAD), 2003. Rio de Janeiro: IBGE, 2003.
Source: Instituto de Pesquisa Econmica Aplicada (IPEA). Pobreza e Riqueza no Brasil Metropolitano (data from the monthly survey
on jobs carried out by the Brazilian Institute of Geography and Statistics - IBGE).
However, it is worth mentioning that despite the positive changes reflected in the figures
above, in absolute terms, the improvements are insufficient to promote the great leap
that Brazil needs to make. Another aspect to be considered is that the study defines as
indigent only those people with per capita earnings of less than one fourth of the
minimum wage (equivalent to US$ 66.00) and classifies as poor, those with earnings in
the range of to of a minimum wage (equivalent to US$ 132.00) and those are very low
amounts.
The Gini index used to measure inequality also reports a reduction in the last few years.
In 2007 the index was 0.556, while in 2001 it was 0.593 (a 7% reduction in six years). The
closer to zero the Gini Index is, the less inequitable the country.
3
It is important to mention the core role played by the Bolsa Famlia Programme (Family
Allowance) in reducing poverty in Brazil. It is an exemplary income transfer initiative based
on a policy of structured conditions for accessing it and which has ended up impacting
the whole region by also reducing poverty in Latin America as a whole.
Nonetheless, Brazil still preserves great inequality. For example, in 2007 the poorest 40%
appropriated 14.7% of the total income in Brazil, while the richest 10% appropriated 40%
of the total income. Even more impressive is the fact that the income appropriated by the
richest 1% (estimated in 12.5%) was just a little lower than the income appropriated by the
poorest 40% in 2007.
The available indicators also disclose the gender inequality figures: in 2006, the average
monthly income of all those 10 years old or over 10 in Brazil was R$ 772.00, while for women
it was R$ 427.00.
UNESCO Country Programming Document (UCPD)
15
3. Source: IPEA Data/IPEA.
Citizenship still restricted to the few, and poverty, lack of a culture of respect for human rights,
racial discrimination and racism, lack of access to justice, chauvinism and inappropriate public
security practices, all lead to extremely high rates of violence. That panorama can partially ex-
plain the low value assigned to education and the high incidence of dropping out, favouring
the occurrence of child labour and sexual exploitation of children and adolescents, in addition
to creating a significant contingent of youths with low schooling levels, little chance in the labour
market and no prospects of breaking the perverse cycle of misery and inequality.
Chart Violence in figures
From 1980 to 2002 Brazil reported 696,056 deaths from homicides
4
a number that could
be considered one of the most alarming in the world among countries with no civil war
taking place.
Homicides in the age group of 0 to 19 years account for 16% (111,369) of that total. Most of
the cases, 87.6% (97,559) are found in the age group of 15 to 19 year-olds.
Recent data have disclosed that, on average, 23 children and adolescents were killed every
day in 2005, totalling 8.4 thousand murders for that year. Of that total approximately
5,460 (equivalent to 65%) were Afro-descendent children
5
.
Violence is one of the issues that cause greatest concern in Brazilian society. The rate of 27
homicides per 100,000 inhabitants in 2004 ranks the Country as 4
th
among 84 countries.
In that very same year the rate among adolescents and young people was much higher -
up to 57.1 homicides per 100,000 - so it can be said that violence chiefly affects the youthful
segment of the population.
The set of situations that have been described here depict the present social situation in
Brazil a country marked by extreme income concentration and abysmal inequality.
UNESCOs agenda in the field of SHS, and the UNESCO Strategic Framework for Brazil, can
contribute towards facing the emerging ethical challenges, mainly by establishing new links
and strengthening the existing ones between research and policy formulation, seeking to
contribute to human development and to overcoming inequalities.
1.3.2. Sector challenges and opportunities
The challenges posed to UNESCOs work in SHS in Brazil are complex, beginning with the
process of establishing connections between the priorities established in the planning and
programming documents (C4 and C5) and the countrys priorities, and including the systematic
shortage of resources for the regular programme.
Based on the comprehensive objectives set forth in the C4 and the main lines of action
established in the C5, some of the huge challenges posed to the SHS unit in Brazil are as follows:
Strengthen cooperation in the field of ethics in science with an emphasis on bioethics
and the promotion of principles, practices and rules on ethics that are relevant to scientific,
16
4. Source: University of So Paulo. Nucleus of Studies on Violence. Homicides of Youngsters and Children in Brazil: 1980-2002.
So Paulo: USP/NEV, 2003.
5. Source: UNICEF (data from the Brazilian Ministry of Health).
technological and social development. The sector programme in Brazil in this field is
incipient and should be reinforced. Efforts are being made with a focus on establishing
cooperation in regard to ethical aspects as applied to education and professional qualifi-
cation in fields of knowledge associated to the issue.
Address the emerging social and ethical challenges and translate them into a pro-
gramme focused on reinforcing the links between research findings and public policy for-
mulation, especially those aimed at eradicating poverty in urban areas; fighting racial and
ethnic discrimination; combating juvenile violence; fostering physical education and
sports; and the application of human rights to UNESCO actions in social development.
Consolidate technical cooperation with governments and civil society partners, reflecting
the priority assigned to the fight against racism and discrimination, while promoting
human rights and establishing links with other countries in Latin America.
Consolidate technical cooperation with government and civil society partners, reflecting
the high priority assigned to youth, underscoring juvenile violence and considering that
Brazil has more than 35 million youngsters, most of whom are living in poverty and are
involved in situations of violence.
Consolidate research networks involving UNESCO Chairs, university research centres and
organisations like the Brazilian Analysis and Planning Centre (Centro Brasileiro de Anlise e Pla-
nejamento Cebrap), the National Social Science Post-Graduation and Research Association
(Associao Nacional de Ps-Graduao e Pesquisa em Cincias Sociais - Anpocs) and regional
centres like the Latin American Social Sciences Network (Clacso) and the Latin American Social
Sciences College (Flacso), especially in regard to the Management of Social Transformations
Programme (MOST) on topics like urban affairs, poverty eradication, youth and sports.
1.4. CULTURE
1.4.1. Diagnosis
From 2003 onwards, Brazil has been going through a period of economic growth and
reduction of unemployment and inequalities. The impacts of that scenario on the preservation,
production and consumption of cultural assets, together with public policies directed at the
sector are the starting point for the situation analysis that forms the basis for the UCPD
guidelines in the field of culture. Periods like the one we are now living in bring huge threats
but also great opportunities and, therefore, some key aspects deserve special attention. The first
one has to do with the pressure exercised by development on traditional structures, whether
they be urban sites of cultural value, archaeological sites, indigenous settlements, or traditional
populations, with their unique knowledge and practices.
Preservation of indigenous peoples lands and culture is now a topic of national debate
fostered by conflicts that have on one side, the expansion of the agricultural frontier and
investments in infrastructure and on the other side, the strong affirmation of the rights of
Indigenous peoples including their right to cultural and linguistic diversity.
Investments have been made in urban sites of cultural value to preserve them as heritage
sites but even if we take into account the efforts made by the Monumenta Programme (Ministry
of Culture/Iphan), it has not yet achieved a management strategy to expedite such areas and
ensure their sustainability. In contrast to that, big historical urban sites, some of which have
UNESCO Country Programming Document (UCPD)
17
been registered as World Heritage sites, have arrived at a stage where the conservation
measures, which are mainly focussed on refurbishing buildings, have become exhausted. Such
sites call for an urgent managerial strategy not only capable of handling the issue of conserva-
tion but most of all, of placing them squarely on the Brazilian Development agenda and thus
avoiding their becoming even more marginalized than they are at present.
Increased consumption, innovation and entertainment nourish the culture industry in Brazil.
However, in keeping with global trends, this sector is liable to become very concentrated. Once
again we find, on one hand, an opportunity to reinforce the more dynamic sectors of the culture
industry - audiovisual, music, and design while on the other hand, there are severe limitations
to distribution, access and even to the qualified labour force in sectors with greater technological
requirements.
As regards the public sector, its response capacity is very heterogeneous in Brazil clear
evidence of historical inequalities. The policy of providing stimulus by offering tax exemption
incentives produces voluminous resources as compared to official budget allocations. However,
several distortions that have not yet been corrected lead to concentration of the applications
and further widen the gap between the more dynamic regions of Brazil and those with strong
traditional cultural values, which are more socially and economically depressed.
It is now time to recognize culture as a basic need and a right of citizens and that indicates
the need to pursue an agenda integrated to social policies and development policies. Great
efforts have been made towards planning and setting up managerial systems for culture,
museums, heritage sites integrating the three spheres of government, the private sector and
the community at large. Furthermore, human resources are being replenished through the
hiring of new staff, mainly at the federal government level. That, however, does not reflect the
national reality, where culture management especially in municipalities remains poor and
subject to oscillations.
Despite the recent trends, the impacts have not been sufficient to reduce inequalities
regarding access to cultural production (see the box below) and, hence it is crucial to pay extra
care to prevent economic growth from exacerbating such inequalities even further.
Focusing cultural policies on the state and municipal spheres could assist in overcoming that
situation and reinforcing cultural diversity as a relevant factor in the sustainability of development.
The states and municipalities have responded to the federal government and UNESCOs
stimuli, although in different ways. A recent example can be found in the dissemination of the
intangible heritage legislation among 13 Brazilian states. The main legal framework for that
legislation is Federal Decree 3551 of 4 August, 2000, which provides for the Registration of
Intangible Cultural Heritages which are part of the Brazilian Cultural Heritage and the UNESCO
Convention for the Safeguarding of the Intangible Cultural Heritage, of 2003.
Now, more than ever, the urgent need to understand the dimension of the ongoing changes
runs up against the weakness or even non-existence of indicators on access, demand and
consumption of culture capable of providing inputs for policy formulation. Thus, partnerships
have been established to develop studies to identify to what extent culture and the economy
are bound up with one another.
18
Box Inequalities in access to cultural production
Only 13% of Brazilians go to the cinema at least once a year.
92% of Brazilians have never been to a museum.
93.4% of the Brazilians have never visited an art exhibition.
78% of Brazilians have never watched a dance show, although 28.8% go out for dancing.
Over 90% of the municipalities do not have a cinema, theatre, museum or multiuse
cultural spaces.
The Brazilian reads, on average, 1.8 books per capita per year (as against 2.4 in Colombia
and 7 in France, for example).
73% of the books are in the hands of only 16% of the population.
The current average price of a book of literature is R$ 25.00, which is very high if compared
to the income of Brazilians belonging to the C/D/E classes.
Out of about 600 Brazilian municipalities with no library, 405 are found in the Northeast,
while only two are in the Southeast region.
82% of Brazilians have no PC at home, and within that group 70% have absolutely no
access to Internet (either at work, or in school).
56.7% of the population working in the field of culture are not in regular employment
or are self-employed.
The average Brazilian familys monthly spending on culture accounts for 4.4% of its
income, ranking higher than education (3.5%) and that does not vary according to social
class. Culture takes 6
th
place in the ranking of the Brazilian familys monthly spending.
Source: Ministry of Culture IBGE/IPEA.
1.4.2. Sector challenges and opportunities
Understanding the close links between culture, social and human development and education
increasingly demands inter-sector cultural policies, and the establishment of management and
governance systems that foster the convergence of the various different social actors involved.
That background provides an opportunity to diversify the range of partnerships, making it
possible to conceive and implement more innovative projects with higher social impact. Simul-
taneously, it brings up serious challenges to UNESCO regarding the provision of proper contents
and that depends on diversified and sound human resources to produce knowledge and design
projects.
Another challenge that holds close links to the previous one is providing an integrated focus
for UNESCO normative tools a topic already addressed in the general guidelines established
by the Director-General and in the Medium-Term Strategy (34/C4). The challenge implies
handling different agendas and management systems, not only those internal to the Organi-
sation but of the external actors too.
UNESCO Country Programming Document (UCPD)
19
However, one should be careful to avert the conversion of that inter-sector focus of culture
into a trap that would set it apart from the major goals of interagency cooperation, and the
countrys goals themselves. That is to say that the lack of any reference to culture in the Millennium
Development Goals and the CCA-UNDAF
6
demands huge interpretation efforts to allow for
perceiving culture through another sector which, in turn, demands strong political efforts to
introduce the topic into the national priorities.
The need to build new heritage management systems and tools which, specifically for Brazil,
is directly related to urban housing and living conditions issues should not be perceived as an
agenda that lies outside UNESCOs mandate. If the Organisation is restricted to an excessively
aesthetic and historicist approach to the problems of historical centres in Brazil and in the
developing countries as well it could end up losing its relevance in the field of heritages which
has always been one of its hallmarks in the international cooperation scenario.
A direct consequence of that statement is the enforcement of the UNESCO World Heritage
Convention in the country, especially in regard to the new designations. The Brazilian Governments
proposal on the creation of a UNESCO Centre Category II dedicated to providing training on
heritage especially on World Heritage should, among other advantages, provide an opportunity
to consolidate a stance on the issue that better reflects the specific problems and challenges
facing Brazil and Latin America.
1.5. COMMUNICATION AND INFORMATION
1.5.1. Diagnosis
Broad access to high quality information from different, multiple sources, produced in a
democratic environment, where freedom of speech and the press is legally and effectively
ensured, is a core element for achieving high human development indexes. That is because
information and knowledge are crucial conditions to: 1) the effective participation of citizens at
the individual level, in decisions that may affect their everyday lives and grant them all of their
human rights; and 2) at the collective level, contribute toward good governance ensuring that
actors in the public sector be held effectively accountable for their performances.
Therefore, the CI agenda is by nature broad and highly cross-cutting. Its links can virtually
extend to all the sectors and activities involved in the protection and promotion of the rights of
all. Nonetheless, we can summarize the challenges in this area into two sets of complementary
actions: qualification of the information and knowledge supply, and qualification of the infor-
mation and knowledge demand.
On the supply side, we find the information gatekeepers, among which the media, schools,
libraries and the relevant public authorities are of special relevance. On the demand side we
find the citizenry at large, while on the institutional plane there are the different components
of the brake and counterbalance systems typical of democracies. Therefore, the logics of human
rights and human development demand a process capable of reducing information asymmetry
between the supply and the demand sides. In the case of Brazil, all the aforementioned insti-
tutions should and could improve their potential for supplying or demanding information. That
is the thread of continuity that links the elements of the analysis that follows.
20
6. Source: Brazilian UNDAF (2007-2011).
As has been mentioned above, in contemporary societies the media plays a core role in
providing information to citizens on the one hand while, on the other, it also serves as an
institution that demands information from public authorities, international organisations, the
private sector and non-governmental organisations.
The Brazilian media system presents a whole set of conflicting features.
One aspect of the situation is that the country has experienced the establishment of a
post-re-democratisation constitutional framework that undoubtedly grants speech and press
freedoms, and has prepared the ground for the establishment of a social communication system
in alignment with the most advanced international regimes in that field. However, the other is
that it has an infra-institutional legislation which in fact sets the rules of the game dating
back to 1962 that does not meet the political and social challenges posed by the 1988 Federal
Constitution or by the new Brazilian social reality, and neither is it responsive to the undeniable
technological revolution that the sector has been, and still is going through.
That gap in the regulatory framework entails many negative consequences for the effective
granting of freedom of speech and the press. One of the most significant is that since the 1988
Constitution was enacted, Brazil has not succeeded in building effective democratic bodies such
as an independent regulatory agency, to govern the media.
Finally, focusing the analysis on the progress achieved, it is worth mentioning that such a
scenario of formally guaranteed freedoms allied to its important and persistent gaps have
fostered the emergence and consolidation of an important social, political and acade-
mic movement concerned with a broad range of media-related affairs. Such organisations
develop actions in the fields of media monitoring, editorial staff qualification, and inspection,
and conduct the debate on public communication policies, and advocacy actions to bring about
changes in that area.
The historical conditions that have shaped the regulatory framework concerning Brazilian
communication have ended up producing a scenario that perpetuates the status quo. It is a
scenario marked by: i) high concentration of the production and distribution of media contents
the Brazilian media is dominated by 35 national groups which, altogether, control 516 media
vehicles and one TV network alone detains 51.9% of the national audience (Mdia Dados 2007);
and ii) high concentration of ownership of many media companies in the hands of political
groups from different spheres of the Legislative and Executive branches.
In addition to the commercial media, the 1988 Federal Constitution provides for the existence
of two other systems: a state-owned one and a public one. In the absence of any clear definition
in those two directions, it has been assumed that the state-owned system should comprise those
vehicles aimed at disseminating information on the activities performed by public authorities
and, therefore they would be committed to the programmatic guidelines of the leaders of such
bodies. The public system, in turn, would comprise vehicles with an editorial line as far removed
from the logic of the interests of those ruling the commercial system, as from that of the
state-run system.
Regarding the latter system, it is worth mentioning: the efforts made in Brazil to establish a
Public Communication Corporation, financed by the Federal Government, but with institutional
guarantees of editorial freedom; and also the existence of a broad segment known as the
community media. In the first case, a model has very recently been implemented but no critical
appraisal has been made of it so far.
UNESCO Country Programming Document (UCPD)
21
Moreover, we should emphasize the significant expansion of institutional medias owned by
the Legislative and Judiciary Branches at the federal, state and municipal levels, which have
contributed to improving access to the information produced by those actors.
The community media, in turn, is governed by its own legislation a focus of tension among
the stakeholders. According to the latest surveys, the ostensive mission of those broadcasters,
which is to contribute to the social development of local audiences, has actually been re-directed
to focus on serving local commercial, religious and political-electoral interests. That scenario
cannot be appreciated without taking into account the fact that the number of community
radios in the country is growing. A survey carried out by IBGE in 2007 disclosed that 48.6% of
the Brazilian municipalities now have community radios and that for the very first time, they
have exceeded the number of FM (34.3%) and AM (21.2%) commercial radio stations.
Another core element of any attempt to reduce information asymmetries is the construction
of a legal framework setting the rules defining the States role as a supplier of the information
it generates, to the citizenry. Despite the Brazilian Federal Constitutions responsiveness to Art.
19 of the Universal Declaration on Human Rights whereby it establishes access to public infor-
mation as a right, it still lacks infra-constitutional regulation on the matter and in practice that
impairs the effective access of citizens to information produced by the public authorities.
Full achievement and performance of all the functions expected from news professionals
depend on the macrostructures to which they are subject, and among those, the regulatory
framework governing the media sector, and full access to information are crucial. Moreover, the
spaces for qualifying journalists are of utmost relevance in balancing the equation. Accordingly
there is visible and increasing concern in the Brazilian context with the efficacy, and efficiency
of higher education courses in journalism, especially regarding their ability to qualify press
professionals capable of covering the sophisticated agendas of human rights and human
development. Moreover, despite the notable and concrete advances to be found among editorial
staff since the enactment of the Constitution regarding the coverage of topics of utmost
relevance to human development, there is still room for cooperation with the media in providing
tools that will make more profound journalistic work on public social policies possible.
Undoubtedly, reducing the digital divide is another core variable in the equation to reduce
information asymmetries (both on the supply and on the demand sides). Hence, Brazilians
acquaintance with new communication and information technologies, in spite of being on the
increase, still reports percentages that could be improved. Brazil is ranked 1st in Latin America
and 5
th
in the world regarding the use of Internet. However, the low percentage of users as a
ratio of total population (71% of the Brazilians do not use that service) ranks us 62nd in the world
and 4
th
in Latin America, after Costa Rica, French Guyana and Uruguay.
7
Finally, we must stress
that according to the Brazilian Telecommunications Authority, Brazil will have, on average, one
cell phone per inhabitant by 2018, underlining the importance of taking that particular techno-
logy into account when considering social transformation processes.
Reducing the digital divide is also bound up with the way that the educational system
incorporates Information and Computer Technologies. The Brazilian government promotes
actions to disseminate ICT-use in schools to improve the teaching-learning process, perceiving
digital literacy as a natural consequence of the frequent use of such technologies. The Ministry
of Education intends to universalise computer labs in all schools, rural schools included, by 2010.
22
7. The comparison, based on information from the International Telecommunication Union (ITU), was released by the advisory of the Brazilian
Management Committee on Internet, one of the partners of the Brazilian Institute of Geography and Statistics (IBGE) in the implementation of the re-
search in 2007.
The government also intends to promote connectivity by means of the Governmental Programme
on Electronic Services to Citizens (Programa Governo Eletrnico Servio de Atendimento
ao Cidado - Gesac) and by taking advantage of the of the optical fibre networks used by
Electricity Utilities and Petrobras, among others.
Besides democratically providing the information they generate, governments should employ
communication management models and ICT to expand its indicators on good governance
which is particularly relevant in guaranteeing sustainable human development. It is worth
mentioning the great difficulty encountered in developing appropriate planning which clearly
reflects local needs for such public utilities in Brazil. The use of information structures to track
and guide the adoption of public policies based on concrete and reliable data is far below the
level required for strategic development. On the other hand, ongoing policies in the field of
e-government, notably the adoption of open software, and the increasingly consistent impor-
tance assigned to the topic in government-run schools, are pathways that have already been
paved, but they need to be made better use of.
1.5.2. Sector challenges and opportunities
As highlighted above, the two Brazilian macro-challenges to which UNESCO can provide
significant contributions are: qualification of information and knowledge supply and qua-
lification of the demand for them.
Within that macro-scenario and bearing in mind our medium-term strategy (2008-2013),
the specific issues (or challenges that become opportunities) to be approached by UNESCO
within its mandate on CI in Brazil are briefly described below:
Updating the Brazilian regulatory framework governing the Communication and
Information area, mainly focusing on issues related to media concentration. UNESCO
can contribute to the debate by disseminating and applying the study developed by
the Internal Programme for the Development of Communication (IPDC) entitled
Media development indicators: a framework for assessing media development.
Addressing the need for improving the quality of training centres producing future
journalists and expanding the supply of tools for the cooperation efforts with editorial
staff especially of the community media directed at ensuring coverage more
attuned to the human rights agenda. A concrete and immediate possibility for
UNESCO to cooperate in facing those challenges is the dissemination of the Curricular
Standards for Education in Journalism (modelo curricular para o ensino de jornalismo)
which has been prepared and has been internationally validated by the institution.
The lack of infra-constitutional regulation of the General Law on access to information.
The need for enhancing the capacity of community media professionals to develop
programme contents that devote space to integrative and participatory, strategic
actions of the communities.
Reduction of the digital divide. The establishment of the committee of the Informa-
tion for All Programme (IFAP) in Brazil could contribute to digital inclusion through
actions focused on achieving the information society objectives agreed to in the
Geneva and Tunis Agendas.
UNESCO Country Programming Document (UCPD)
23
The need to enhance teachers ability to make use of ICT in education.
The demand for strong stimulus to build info-structures capable of enhancing the
management of public bureaucracies and especially to improve the system for diagnosing
the populations needs in order to optimise the adoption of public social policies.
24
CHAPTER II - PAST AND PRESENT COOPERATION
Besides taking into consideration national demands, when developing actions in the country,
UNESCO also tries to employ the five functions that define the Organisation, which are
describedin our medium-term strategy (C/4): (i) laboratory of ideas, (ii) clearing house , (iii) standard-
setter, (iv) capacity-builder in Member States; and (v) catalyst for international cooperation.
In face of such challenging duties and considering the wide range of issues to be managed
in Brazil a large, diverse and culturally rich country UNESCO often has to fall back on funds
other that those of its own resources bases, the so-called Regular Programme. Accordingly, the
extra-budgetary resources ensuing from cooperation agreements with Brazilian entities play
an increasingly important role in ensuring the fulfilment of UNESCOs mandate in Brazil. Mo-
reover, we should mention the increasing investment of the Office in pilot initiatives that foster
new projects (seed-money) developed by the Brasilia Office and by its five antenna-offices
in Brazil.
In an instructive and accessible way, the following chapter aims at listing some of the re-
markable activities, their outcomes and lessons learned corresponding to each of the five major
programmes of UNESCOs recent past. It aims to provide clearer definition of the intervention
areas for future UCPDs and biennia, and also to share with UNESCO colleagues the initiatives
carried out and completed by the UNESCO Brasilia Office. Those actions and projects are clearly
described and explained in the attachments to this document.
2.1. EDUCATION
UBO has developed a significant set of projects and activities in technical cooperation which
have mainly been aimed at supporting the implementation and management of educational
policies in different spheres of public administration. The actions have mainly sought to
strengthen ongoing policies, besides identifying and showcasing successful experiences in the
field of educational management which were developed in different regions of the country.
The charts presented herein highlight some of the actions developed in the field of education,
namely: (i) support for educational policy and programme management; (ii) work in education
related to ethnic-racial relations; (iii) continuous training for teachers; (iv) youth and adult
literacy and education; and, (v) a series of thematic publications ensuing from projects or
cooperation agreements.
UNESCO Country Programming Document (UCPD)
26
Main Activities
Support provided to the Ministry of
Education (MEC) in the design and
implementation of the Plan of Goals
All for Education Commitment.
Elaboration of study on secondary
and vocational education.
Participation in commissions that
organize and assess important
national awards in the field of
educational management.
Actions focusing on education in
ethnic-racial relationships.
Organisation of a workshop to
design strategies to implement the
teaching of the History of Africa and
Afro-Brazilian and African Culture in
the basic education curriculum (Law
10639/2003).
Development of a pilot project to
provide inputs to support education
managers in designing policies and
strategies for continuous training
and services for government
secondary school teachers in the
use of technological resources.
Development of training methodology
and materials for teachers in the
field of early childhood education,
within the scope of the Better Child-
hood Programme (PIM).
Organisation of the 1
st
South-South
Cooperation Workshop on Youth and
Adult Education among Portuguese
speaking countries.
Organisation of three regional
seminars and the 2nd National
Seminar, the findings of which are
expected to support the ministries
of Education and Justice in the
development of correctional
education policies.
Elaborating the study Youth and
Adult Literacy in Brazil: practical lessons.
Elaborating a study for systematising
Brazilian literacy initiatives to provide
inputs to the implementation of a
youth and adult education strategy
within the scope of the National
Adult Literacy Programme of Angola.
Printing publications to build a channel
of dialogue among managers,
educators and other stakeholders,
focusing on the main issues
addressed by UBO.
Lessons learned
The quest for strategic guidance
and the focus on action bring with
them opportunities for developing
better qualified technical cooperation,
entailing more significant outcomes.
At the same time they allow Brasilia
Office to build new strategic positions
as a differentiated player in the
development of Brazilian education.
The systematic technical support
given to the implementation of
technical cooperation agreements
has made it possible to monitor the
development of policies and identify
opportunities for recommending
actions directed at strengthening
public policies.
The definition of objectives,
strategies and programmatic results
achieved by means of a broad
consultation of the major educational
actors, has endowed UNESCOs
technical cooperation with focus
and legitimacy and, accordingly
contributed to heightening the
impact of the organisations work.
The partnerships with non-govern-
mental organisations (NGOs) and
other organized civil society entities
has led to a strengthening of technical
skills in addition to the establishment
and expansion of networks with
higher capillarity and legitimacy
among communities.
UNESCO has the capacity and
legitimacy to contribute towards
facilitating the interaction of actors
from different governmental and
non-governmental spheres in the
development of public policies.
Interaction with headquarters,
other offices and institutes that
UNESCO supports, strengthens and
qualifies the development of policies,
projects and actions in the country.
The mobilisation of states, munici-
palities and the school communities
is crucial to the fulfilment of the
international commitments under-
taken by the Brazilian government;
UBO has great potential for outlining
and implementing pilot projects
related to core topics on the national
education agenda at different levels
and in different modalities, thereby
fostering the development of studies,
and making innovative ideas and
educational alternatives feasible.
Outcomes achieved
Tools developed for the diagnosis
of the educational situation in
municipalities with low educational
indicators and the Articulated Action
Plan (PAR) prepared.
Study on secondary and vocational
education policies outlined.
Experiences of municipalities and
states in educational management
assessed and selected, and award
winning municipal managers duly
trained to enhance their knowledge
in educational management thereby
allowing for an exchange of experi-
ences with other awarded teachers,
and contact with schools, education
professionals and experts.
Delivery of the document resulting
from the workshop held on Law
10.639/2003 to the Minister of
Education and providing inputs for
the implementation proposal for the
said law.
School managers and secondary
school teachers of two state
government-run schools trained to
select and properly use the technologies
available in school to support the
teaching and learning process; and
supporting elements for the definition
of continuing education policies
identified.
Methodology and training material
for teachers in the field of early
childhood education developed.
A south-south cooperation network
established to strengthen the offer of
quality literacy training for youth
and adults in the seven countries
concerned (Angola, Brazil, Cape
Verde, Guinea-Bissau, Mozambique,
San Tom and Principe and East Timor).
Guidelines to build correctional ed-
ucation policies elaborated.
Study entitled Youth and adult
literacy in Brazil: practical lessons
published and disseminated.
Supporting elements to define
youth and adult education strategies
in Angola: organized.
Publication of books like: The
Education for All Collection; Quality
Education for All: a question of
human rights; and Afro-Brazilian
History and Culture; among others.
Box The Brazil 2008 Monitoring Report on Education for All
Every year, UNESCO publishes the EFA Global monitoring report, to follow-up on the
performance of member-countries in achieving the goals set forth in the Framework for
Action on Education for All (Dakar 2000). The Brazil 2008 EFA Monitoring Report (Relatrio
de Monitoramento de Educao para Todos Brasil 2008) initiates the annual dissemination
of the achievements of some countries and regions, highlighting the situation in Brazil
and cooperating in the monitoring of the National Education Plan (PNE) with a focus on
EFA objectives. Just like the Global Report, the Brazil Report discloses the progress made,
highlighting the challenges to be faced by public policies to ensure the right to life-long
high quality education for all.
Box Technical cooperation in educational affairs: The Brazil-UNESCO Agreement
The Technical Cooperation in Educational Affairs Agreement drawn up between the
Brazilian Government and UNESCO, duly ratified by the Brazilian National Congress and
enacted by Presidential Decree 87.522/1982, represents an important instrument for
strengthening the profitable technical cooperation between UNESCO and the Ministry of
Education. Among the Agreement objectives, the following are outstanding:
Provide cooperation in the development of activities within the fields of UNESCOs ex-
pertise that the Government deems as high priority, in consonance with the lines of action
established in the Organisations medium term plans;
Contribute towards improving the qualification of technical staff in the fields of educa-
tion and culture, as well as conducting surveys, organizing information and planning in
the educational and cultural sectors;
Undertake exchanges of experiences and information with other developing countries
on educational, scientific and cultural matters.
To reinforce the dialogue between UNESCO and the Brazilian government, and define
cooperation priorities, the Agreement established the Inter-Sector Cooperation Group (GIC)
which is coordinated by the Ministry of Education. The group is made of representatives
of other Ministries and Governmental bodies that deal with education, science, culture
and foreign affairs.
The Cooperation Agreement between the Brazilian Government and UNESCO consolidates
both the experience accumulated by the Organisation in its close bond with governmental
bodies, particularly the Ministry of Education; and its alignment with the current tenden-
cies of international cooperation in the educational, scientific and cultural fields. The
Agreement allows for consistent cooperation work comprising different projects of annual
duration, the execution of which contributes to strengthening and qualifying the Ministry
of Educations strategic lines of action. In that work, the Brasilia Office endeavours to
support the qualification and strengthening of strategic actions focused on overcoming
the challenges posed to the country, pursuant to its mandate and to the matters set out
in the UNESCO Strategic Framework for Brazil.
UNESCO Country Programming Document (UCPD)
27
Lessons learned
The need for consistent interaction
and negotiation with federal and
state governments.
Negotiation on strategic
partnership to disseminate
concepts and technical principles
in governmental S&T policies
and UNESCO Benchmarks.
Adjustment required due to new
laws and recent court decisions.
Alignment of the country
objectives and UNESCO objectives.
Possibility of new partnerships
and cooperation resulting in
interesting opportunities.
Reinforcement of UNESCOs IHP
programme, required by the
cooperation agreement.
Benefits ensuing from synergies
between programmes and
cooperation agreements.
Possibility of having new
experiences and the adjustment
of everyday activities resulting in
development of better strategies.
Positive experience in joint
operation with other offices.
Setting of priorities related to
those influenced by critical events.
Establishment of governmental
and private partnerships focused
on improving science education.
Outcomes achieved
Contribution, through consistent
cooperation, towards the implemen-
tation and effectiveness of water
resource management systems for
selected water basins, and the
implementation of programmes
and conservation and
reinvigoration projects.
Contribution, through consistent
cooperation with the State of Minas
Gerais towards the development of
environmental compensations, in
addition to relevant issues concerning
biodiversity and nature conservation
in protected areas, with positive
impacts on river basins, springs
and aquifers in general.
Participation and contribution
through technical and institutional
assistance to the BR Brazilian Network,
World Heritage Sites, and work in the
promotion of Brazilian Geo-parks
(lectures, meetings and workshops).
Through its consistent cooperation,
the organisation has contributed to
the implementation and effectiveness
of water resource management
systems, and the prevention of
critical events in priority river basins.
Implementation, in cooperation
with the University of Brasilia of the
Specialisation Course on Water as an
Eco-educational framework.
Main Activities
Advanced cooperation with
Brazilian authorities to implement
S&T policies and principles
advocated by UNESCO, notably by
celebrating World Science Day (which
will now be celebrated by MERCOSUR
countries as well), and promoting the
National S&T Week in partnership
with the Brazilian government and
other S&T institutions in the public
and private sectors.
Technical contributions to
establishing national policies
providing support to Indigenous
communities, including their
traditional knowledge.
Regional launching of the
International Year of Planet Earth
involving the relevant segments.
Continuous organisation of
national competitions and activities
engaging teachers and students to
increase awareness in science
education, especially: Competition -
Drawing on Paper to celebrate World
Science Day (in partnership with
various institutions); Scientists of
Tomorrow Competition (in
partnership with the Brazilian
Society for the Advancement of
Science SBPC), among others.
UNESCO participation in the S&T
specialized Meeting (RECyT).
2.2. NATURAL SCIENCES
UNESCO plays a core role in Brazil in regard to technical and scientific cooperation in the SC
sector with governmental and non-governmental institutions.
The SC programme in Brazil promotes two priority topics which are highly integrated in the
UN system: a) ethical principles as the guidelines for scientific and technological development
and social change; and, b) environmental preservation and conservation and sustainable
development.
The topics are handled on the basis of commitments and recommendations ensuing from
international covenants, inter-governmental programmes and cooperation agreements in the
fields of bioethics, scientific education, innovation for health, formulation of science and tech-
nology policies, water resources assessment and management, environmental education, and
consolidation of Biosphere Reserves and Natural World Heritage Sites.
UNESCO can provide assistance and technical support for the implementation of recom-
mendations approved in forums where the Organisation is the leading figure in mobilising
countries, namely: the Declaration on Science and the Use of Scientific Knowledge, established at
the World Conference on Science, held in Budapest; the World Programme on Water Assessment;
the Convention on the Protection of World Heritage; Environmental Education and the Decade
of Education for Sustainable Development; Inter-governmental Oceanographic Commission
(COI) and the Man and the Biosphere Programme (MaB).
28
Lessons learned
___________
Outcomes achieved
Negotiation of a strategic partner-
ship to disseminate concepts and
technical principles on governmental
S&T policies and UNESCO benchmarks.
Establishment of strategic partner-
ships to cooperate with MERCOSUR
countries in training teams and
carrying out research on topics of
relevance for those countries.
IOC Regional Cooperation in
research, services and capacity-
building programmes.
Main Activities
Consistent planning and
organisation of the MERCOSUR S&T
Award, in partnership with MERCOSUR
countries to support research on
Biofuels (the Award addresses a
different topic in each edition).
Advanced cooperation between
UNESCO and MERCOSUR in partner-
ship with the Japanese International
Cooperation Agency (JICA) to develop
materials and policies on transporta-
tion, to meet specific needs related
to the preparation of infrastructure
in MERCOSUR countries and industries.
Advanced cooperation with the
government of Brazil directed at
promoting the implementation and
effectiveness of water resource
management systems for selected
water basins, aimed at promoting
the implementation of programmes
and projects in the fields of conserva-
tion and reinvigoration.
Technical contribution and consistent
cooperation with the State of Minas
Gerais to develop environmental
compensations, in addition to matters
related to biodiversity and nature
conservation in protected areas, with
positive impacts on water basins,
springs and aquifers in general.
Cooperation with the government
of Brazil to support the Federal Water
Resource Management Plan.
Cooperation with the University of
Brasilia to promote and support the
Specialisation course entitled Water
as an Eco-educational Matrix.
Dissemination of the course
organized by UNESCO Office, and the
publication of Water Resource
Management in the Pantanal (Gesto
de Recursos Hdricos no Pantanal).
Cooperation with the Brazilian
government to support the work
of the National Hydrometeorology
Network as a source of information
for the report.
Participation in various activities
and projects related to the BR
Brazilian Network, World Heritage
Sites, including the management of
those sites, supporting the Geo-parks
and cooperating with the State of
Minas Gerais in improving biodiversity
conservation and ecosystem
management.
UNESCOs institutional and technical
staff support provided to the BR
Brazilian Network, World Heritage
Sites, including the management
of those sites, in addition to the
activities promoting Geo-parks and
cooperation with the State of Minas
Main Activities
Gerais directed towards improving
biodiversity conservation and
ecosystem management, such as
the learning laboratories and
the pilot initiatives.
Cooperation with the UNESCO
Office in Montevideo aimed at
supporting the Category II Hydro-
informatics Centre at the Itaipu
bi-national plant, developing open
software on water resources
management.
Within the scope of consistent
cooperation with the government of
Brazil, promoting the implementation
and effectiveness of water resource
management systems, and the
prevention of critical events in
priority river basins.
Cooperation with the Inter-
governmental Oceanographic
Commission (IOC) International
Cooperation and coordination in
research programmes, services and
capacity-building to expand learning
on nature and ocean resources,
coastal areas and, above all, using
the knowledge acquired to
improve management, sustainable
development, marine environment
protection and the decision-
making processes in UNESCO
Member-States.
UNESCO Country Programming Document (UCPD)
29
(...)
Box Science and technology for society
The S&T policy developed under UNESCO support since 2001 has negotiated and con-
ciliated actions and achieved investment allotments to support economic development,
social inclusion and better quality of life for the countrys population. Implementation
of that policy has yielded results like fostering of more highly qualified level human
resources, support for centres devoted to technological qualification, incentives given
to the participation of companies in the science and technology system, and improved
scientific education employing strategies to disseminate science in basic education.
Box - Water resource management
Since 1998, UNESCO has been cooperating with the Brazilian government in enforcing
Law 9433 dated 1997, which sets out the National Water Resources Policy. Since then,
water resource management, and especially the right of access to water (PROAGUA
SEMIARIDO) and water conservation for multiple uses (PROAGUA NACIONAL), are major
topics on both Brazilian and international agendas.
2.3. SOCIAL AND HUMAN SCIENCES
The deep social inequalities in Brazil reflect a society marked by broad and diversified social
exclusion that consolidates a perverse cycle of poverty production and the violation of human
rights. Those are serious barriers to the consolidation of full and participatory democracy.
The country is making huge efforts to change the scenario of poverty and social inequality.
To that end it has undertaken coordinated and integrated work in the cultural, social, economic,
political and environmental spheres aimed at achieving development that is both sustainable
and fair.
The model capable of promoting that development matches growth with jobs and income
generation, based on transformations focused on policies capable of promoting great advances
in education, scientific and technological knowledge, personal security and governance,
combating racism and all forms of discrimination and, fundamentally, the promotion of human
rights.
The technical cooperation with UNESCO sought by governmental and non-governmental
partners in the field of SHS is focused on the following four major groups of action which struc-
ture the sectors work and try to meet the countrys and the Organisations priorities:
Promoting social inclusion, policies focused on youth, the fight against social inequality
and the reduction of poverty, particularly in urban scenarios: Projects in this group are
those aimed at overcoming or minimizing the main social and structural problems found
in Brazil, following the guidance and principles of international documents in those areas,
as well as Brazilian social policies.
Promoting a culture of peace, human rights and the fight against racism and discrimi-
nation calls for the promotion of core human values, particularly those included: in the
Universal Declaration of Human Rights, in other international instruments, and in Brazilian
legislation, programmes and projects.
30
Lessons learned
Development of concepts,
methodologies and information
are crucial to add value to
technical cooperation;
Intra- and inter-sector
multidisciplinary work results
in more concrete and effective
solutions and outcomes;
Capacity-building and participa-
tion, based on local culture and
valuing the talents found in society
through effective protagonist
participation, enables life-path
building, especially for youth and
socially vulnerable groups.
Credibility and leadership are
crucial conditions for guiding,
discussing and recommending
strategies to address innovative
issues in the social area, and for
mobilizing resources to have
them developed and carried out.
UBO/SHS has the knowledge and
capacity to develop sophisticated
projects with multiple stakeholders,
yielding more concrete and
effective results.
UBO has built innovative
intervention models focusing on
juvenile protagonist participation
in school and in the community,
in order to prevent violence among
youth and promote their social
inclusion. Those models serve as
a reference for elaborating public
policies in Brazil, and for South-
South Cooperation.
UNESCO enjoys the required
credibility to mobilize and build
awareness among important
segments of society in regard to
promoting the culture of peace and
human rights, mainly by working on
those issues in schools and in the
educational systems.
Outcomes achieved
Development of conditionality policy
(commitments that families must
make to be accepted and maintained
in the Programme) for the Bolsa
Famlia Programme (federal pro-
gramme of income transfer to
low-income families), notably the
requirement of school attendance.
Creation of information management
mechanisms and a monitoring and
evaluation system for the Bolsa
Famlia Programme.
Conceptualisation and implementa-
tion of the Unified Social Assistance
System (SUAS) anchored in the
conceptual and methodological
contributions provided by UBO/SHS.
Development of national policy on
youth and establishment of federal
structures (Youth Department and
National Youth Council) to formulate,
implement, coordinate, monitor and
assess youth-oriented policies,
anchored in the conceptual and
methodological contributions
provided by UBO/SHS.
Building of technical, managerial
and operational capacity for NGOs
to develop high quality social projects,
comprising regions with little or no
resource infrastructure (human,
cognitive and financial resources).
Development of human capital of the
excluded communities enabling them
to participate in the governance and
social & territorial planning processes.
Social projects selected and receiving
financial support, pursuant to social
and territorial distribution criteria.
Estimated collection of R$14 million
in 2008 to support social projects,
through the Programme Criana
Esperana campaign/show.
Establishment of public policy
directed at opening schools on week-
ends, based on the model formulated
and tested UBO/SHS.
Main Activities
Technical cooperation (conceptual,
methodological and managerial)
with government organisations to
formulate, implement, monitor and
assess public policies on social inclu-
sion, poverty reduction, minimisation
of social inequalities, and on youth.
Technical and organisational
cooperation (conceptual, methodological
and managerial) with civil society
organisations (corporations and NGOs)
to outline and implement projects,
raise funds, monitor and assess actions
focused on vulnerable social groups.
Provision of advanced theoretical
and empirical knowledge to public
and civil society agents, addressing
the topics comprised by this strategic axis.
Development of criteria and
methodologies to grant technical and
financial support to social projects.
Selection of NGOs projects to be
supported by programmes developed
in partnership with financing agents.
Empowerment of vulnerable social
groups, especially youngsters, to foster
their protagonist participation in
community actions and initiatives
that encourage entrepreneurship.
Development of criteria and
methodologies to grant technical and
financial support to social projects.
Accomplishment and/or participation
in the organisation of awareness-
building and social mobilisation
campaigns on topics addressed by
this strategic axis.
Mobilisation of experts, public
managers and civil society organisa-
tions to discuss and improve strate-
gies focusing on social inclusion,
poverty reduction, social inequality
minimisation, and policies on youth.
Technical cooperation (conceptual,
methodological and managerial)
with governmental organisations to
formulate, implement, monitor and
assess public policies on human rights
and promotion of social equality.
Human safety and prevention against violence, particularly among young people: this
group is addressed by projects that contribute toward reducing violence, particularly in
metropolitan areas and medium-size cities. The youth-related activities carried out within
this scope are strongly linked to the previously mentioned ones.
Strengthening ethical principles in science and the promotion of philosophy: these are
recent projects, relatively scarce in the portfolio of the SHS unit in Brazil. However, they
play an innovative and transforming role in society, since they foster thinking over core
questions related to social development based on principles that value and protect indi-
vidual human beings and their dignity.
UNESCO Country Programming Document (UCPD)
31
Lessons learned
Innovative actions to prevent
violence, notably among youth,
have been used as a model for
South-South cooperation in the
countries of Latin America and
the Caribbean, and are being
disseminated to other countries.
Need for promoting links
between bioethics and human
rights, establishing strategies to
promote knowledge regarding
those links.
It is important to mobilize the
academic world and the media
towards disseminating matters
related to ethics in sciences and
the links between bioethics and
human rights.
Outcomes achieved
Creation of the integral education
programme (Mais Educao)
inspired on the model of opening
schools on weekends.
Dissemination of values and
principles of culture of peace and
human rights to society at large,
especially by the Criana Esperana
and Open School Programmes.
Creation of decentralized
institutional structures to replicate
initiatives and actions capable of
disseminating and consolidating
the culture of peace in Brazil (Culture
of Peace Councils in the Legislative
Assemblies and City Councils).
Expansion and reinforcement of
school management autonomy by
transferring financial resources di-
rectly to schools (e.g., the programme
Dinheiro Direto na Escola - PDDE and
the Funcionamento das Escolas no
Fim de Semana FEFS).
Reduced violence in the school
environment and vicinities at sites
covered by the Open School Programme.
Inclusion of the human rights topic
in the educational system, based on
the National Plan on Human Rights
Education.
Increased South-South cooperation,
by disseminating concepts and
methodologies of the Open School
Programme in Argentina, Nicaragua,
Honduras and El Salvador.
Dissemination of human rights at
national level, to 48 million viewers,
through the Criana Esperana show
in 2008, which celebrated the 60th
anniversary of the Universal
Declaration of Human Rights.
Consolidation of methodologies for
social inclusion and prevention
against violence, based on:
empowering youth in low-income
communities subject to violent
surroundings (bottom-up approach);
appraisal of local culture (local
talents map); new meanings for
public spaces, especially schools;
peaceful solution of conflicts.
Society, public managers, university
teams, NGO teams, endowed with
knowledge (theoretical,
methodological, empirical) on
the causes and dimensions of
violence in Brazil.
UBO recognized as reference in
social and educational actions
in prevention against violence.
67 Committees on Ethics in
Research in all regions of Brazil with
support of the SC sector in Brasilia.
Main Activities
Technical and organisational
cooperation (conceptual, methodological
and managerial) with civil society
organisations (corporations and
NGOs) to design and implement
projects, raise funds, monitor and
assess actions focused on building
a culture of peace, promoting
human rights and racial equality.
Dissemination among public and
civil society agents, especially the
media, of the values and principles
contained in international tools for
culture of peace and human rights.
Accomplishment and/or participa-
tion in the organisation of awareness-
building and social mobilisation
campaigns on culture of peace,
human rights and racial equality.
Mobilisation of experts, public
managers and civil society organisa-
tions to discuss and improve strategies
focusing on promotion of the culture
of peace, human rights and racial
equality.
Production of innovative documents
and materials to carry out the princi-
ples and values related to culture of
peace and human rights in peoples
everyday lives.
Production of new knowledge through
innovative surveys on youth, violence
and citizenship, including violence in
schools.
Technical cooperation (conceptual,
methodological and managerial)
with governmental organisations to
formulate, implement, monitor and
assess public policies on prevention
of violence, mainly among youth,
based on social and educational
actions, and sports.
Dissemination of knowledge on
the causes and methodologies for
preventing violence, through debates
and introduction of national and
international good practices to experts,
public managers and NGO managers.
Dissemination, in Brazil, of interna-
tional tools produced by UNESCO on
ethics in sciences and human rights.
Promotion and organisation of
meetings, seminars and debates on
ethics in science, particularly bioethics.
Celebration of the International
Philosophy Day, promoting events.
32
(...)
Lessons learned
________________
33
UNESCO Country Programming Document (UCPD)
(...)
Outcomes achieved
Masters and Doctors degree
courses in Bioethics, as a result of the
work done by the UNESCO Bioethics
Chair at UnB.
Knowledge disseminated on the
three UNESCO tools related to Ethics
and human rights, namely: Universal
Declaration on Bioethics and Human
Rights, Universal Declaration on
Human Genome and Rights, and the
International Declaration on Human
Genetic Data.
UNESCOs value on this issue
enhanced albeit in the eyes of
limited specific audiences involved
in philosophical issues.
Main Activities
________________
Box Giving priority to youth
According to the last Brazilian Population Census in 2000, the 35 million youngsters then
living in Brazil accounted for 20% of the total national population. Data from different
sources have consistently shown that youngsters are the main victims and agents of
violence. To deepen the knowledge on what causes that, in 1997 the UNESCO Brasilia Office
established a line of research on youth, violence and citizenship. Based on the findings of
studies carried out up until 2005, the SHS started outlining strategies to manage violence
among adolescents and young people and promote their social inclusion.
When it became apparent that acts of violence involving young people increased by 68.2%
during weekends, the UNESCO Brasilia Office established a programme in 2000 directed
at opening schools on Saturdays and Sundays to provide youngsters and their communities
with access to cultural, sports and leisure activities. The so-called Open School Programme
was so successful that in 2004 the Federal Government adopted its methodology as a
public policy through a partnership established with the UNESCO office. Currently, the
programme benefits about 4 thousand schools and 4 million individuals all over the
country, and has been replicated in Argentina, El Salvador, Honduras, Guatemala, Nicaragua
and the Dominican Republic.
The partnerships between UNESCO and the Brazilian government have also played core
roles in the designing and implementation of national policy on youth, as well as in the
establishment of forums to formulate, implement and monitor programmes focused on
youth, in the light of cooperation with the National Youth Department and the National
Youth Council.
Also outstanding is the Criana Esperana Programme implemented by UNESCO since
2004, in partnership with TV Globo. It is a programme aimed at social mobilisation and
fund raising, which culminates with a show broadcast by TV Globo, collecting about R$ 75
million. Over the years it has supported over 200 projects that contribute to disseminating
UNESCOs priorities all over Brazil. The projects selected are developed mainly in munici-
palities reporting low Human Development Indexes (HDI) and low Basic Education Deve-
lopment Indexes (IDEB).
The proceeds collected through Criana Esperana also allow for continuously supporting
four reference service centres for children, adolescents and youngsters from low-income
families in four communities located in regions of social vulnerability. They are the Criana
Esperana Centres (ECEs) in the municipalities of Rio de Janeiro, Sao Paulo, Belo Horizonte
and Olinda. The ECEs strive to contribute towards strengthening communities and the
surrounding neighbourhoods, developing actions directed at preventing urban violence,
disseminating the culture of peace and promoting human rights, providing artistic, cul-
tural, sports activities; capacity-building; citizenship, and, job and income generation.
The programme plays a key role when it comes to improving the lives of vulnerable groups
like Afro-descendants, Indigenous peoples, women, children, adolescents, youths in risk
situations like street children, people living with HIV, drug users, victims of domestic and
sexual violence and children, adolescents and young people with special needs.
34
The partnership with TV Globo was extended for an additional six years in July 2008. It
ensures high visibility for UNESCO, besides contributing to disseminating the main topics
related to its mandate. The show of 2008, which was broadcast at peak audience times in
August, celebrated the 60th anniversary of the Universal Declaration of Human Rights
disseminating its contents to more than 48 million viewers all over the world.
As a rule, the interventions carried out by NGOs and supported by UNESCO are those
aimed at valuing talents in the community and empowering youngsters to allow them
to play a protagonist role in determining their own futures. That can be said of the Afro-
reggae Cultural Group and the Central nica das Favelas (CUFA), which are both renowned
worldwide. The London School of Economics and Political Science (LSE), in partnership with
the UNESCO Brasilia Office and sponsored by Ita Cultural and Ita Social Foundation, will
study the experiences developed by those groups, in an attempt to build a methodology
to have them replicated.
UNESCOs agenda on youth is being more and more recognized in Brazil as a reference
model, and internationally exhibited, as it was at the UNESCO meeting Youth@thecros-
sroads a Future without Violent Radicalisation held in Bahrain, in June 2008.
Box Association of Entrepreneurs Friends of UNESCO
In 2004, during the Meeting of the High-Level Group Meeting on Education for All held in
Brasilia, the Director General officially launched the Association of Entrepreneurs Friends
of UNESCO (Associao dos Empreendedores Amigos da UNESCO).
The group comprises 20 influential entrepreneurs who maintain close links with the
UNESCO programme. Many members of the group are renowned for supporting cultural
and educational projects in their businesses.
Under the leadership of influential entrepreneurs from the marketing and communica-
tion sector in Brazil, the Association is an important UNESCO partner in the dissemination
of core UN messages and contents to Brazilian society.
In 2007, under the guidance and supervision of UNESCO, the Association financed and
produced spots on doping which were broadcast during the Pan-American games held in
Rio de Janeiro. In 2008, the group also financed and produced spots on the 60 years of the
Universal Declaration on Human Rights, starring the Brazilian author Paulo Coelho. There
were also other spots supporting important campaigns on education and culture.
Moreover, the Association, in partnership with UNESCO, is a key element in the large-scale
mobilisation of Brazilian civil society around EFA with its support for the campaign enti
UNESCO Country Programming Document (UCPD)
35
(...)
36
2.4. CULTURE
The changes entailed by economic growth, in the light of present-day potentials and risks
have led the CLT sector in Brazil to explore new fields of activity where it could emphasize the
links between culture and development, and the social-economic role of creative industries.
That new approach has now become strategic in the conception of projects in the field of
tangible and intangible heritage and recommends that attention be paid to the conditions of
access and the impacts of cultural production in all the Brazilian regions, which are marked by
sharp inequalities.
In the field of cultural heritage, where UNESCO is renowned for its expertise, the exhaustion
of traditional strategies employed to conserve the historic centres is clearly visible and that has
led to the need for pursuing new forms management. The latest experience of partnership
between UNESCO and the Ministry of Culture, through the Monumenta Programme, made it
possible to evaluate simultaneous interventions refurbishing 26 national historical sites. That
assessment clearly discloses the need for strengthening local managerial capacity, the impor-
tance of associating conservation projects to development strategies, and the need for ensuring
multiple uses of those sites. All that indicates the need to create management mechanisms that
engage the private sector as a partner in the management and financing of actions.
However, the argument concerning development in this field, although it is partly anchored
in the potential of traditional knowledge, is devoid of adequate mechanisms to ensure that due
weight is attributed to the question of improving the living conditions of the communities
involved in addition to promoting cultural diversity. It is felt that there is a methodological gap
in the process of conceiving and executing Salvage/Safeguard Plans, since that tool is focused
on extremely varied segments of traditional knowledge and practices.
Finally, the formulation of cultural policies lacks the necessary means to measure the links
between culture and development. That led to the establishment of a partnership with IPEA
aimed at conceiving a Municipal Culture Development Index, which is presently being elaborated.
After being duly adjusted and inserted in governmental statistical surveys, the index is expected
to gather comparative information making it possible to re-focus cultural policies, comparing
them to other sectors of UNESCOs mandate and of government action.
Lessons learned
Government perceiving UNESCO
as key participant.
Presence of UNESCO perceived
as crucial to enable the actions.
UNESCO is crucial to build aware-
ness among stakeholders regarding
sustainable cultural tourism.
There is an impressive interest
and demand for training on issues
related to intangible heritage and
the convention.
There is room for innovative
approaches to IH in the country,
and the accomplishment of
UNESCOs role as a laboratory of
ideas, catalysing the international
cooperation.
The presence of UNESCO increases
the interest in and visibility of
linguistic diversity.
UNESCO innovates and expands
interest in regard to that link.
UNESCO increases the interest
in and visibility of the linguistic
diversity issue.
Implementation was delayed
due to unexpected political changes
affecting one of the partners.
vUNESCO adopts an innovative
approach in this field.
The Cultural Development Index
is an inter-sector activity with little
or no readily available expertise.
UNESCO global approach to
heritage and culture is a cutting
edge advantage in actions of
that sort.
The material to be transformed
into teaching material must be
linked to the Brazilian context and
educational system.
Religious education in schools
is a sensitive matter in Brazil.
One of the main gaps is the lack
of teaching materials focusing on
inter-religious and inter-cultural
education.
UNESCO Brasilia Office has
surveyed the main organisations
active in this field, and outlined a
panorama of the situation in Brazil
as a means to develop broader
activities in the future.
Activities are incipient or
recently started.
Outcomes achieved
Information on World Heritage,
education and knowledge manage-
ment tools developed and expanded
to the network of partners.
Strengthening of the national
capacity to conserve and manage
heritages.
Sustainable tourism promoted
and local communities trained and
equipped in management and
conservation of World Heritage sites.
Strengthening of international
cooperation and safeguards of
Member-States and communities
strengthened.
Development of documentation
capacity in the Member-States.
Improved coordination between
the 1972 and 2005 Conventions.
Linguistic diversity improved,
principally through the support
of oral traditions.
Strengthening national capacities
regarding legal and material
protection and conservation of
moveable cultural properties,
including efforts to combat theft
of cultural objects.
Strengthening the capacities for
developing heritage conservation
practices and museum-oriented
policies, especially in developing
countries.
Strengthening of original and
innovative initiatives and partner-
ships to promote creative and
cultural industries as a role played
by cultural activities in the regional
integration processes, especially
in developing countries.
Strengthening the capacities of
handicraft workers, particularly
women in elaboration, production,
and skills management.
Reinforcing the fight against
cultural, ethnic and religious prejudices.
Elaboration and dissemination of
methodological approach principles
to build links between diversity,
dialogue and development.
Inclusion of cultural diversity
principles and inter-cultural dialogue
in the various development policies
and actions supporting the area of
culture.
Main Activities
Establishment of advanced
dialogues towards building a
training centre in Latin America
focusing on conservation and
management of heritages in Brazil.
Translation and online publication
of the World Heritage list duly
updated, in Portuguese.
Starting-up the process of imple-
menting the cooperation agreement
to restore, in a sustainable way, the
World Heritage site of Salvador.
Financing for civil society activities
in local capacity-building in heritages
and on-site development projects,
like conservation techniques and
training, and specialized publications
(through the Monumenta Programme).
Starting-up the process of imple-
menting the UNESCO/EMBRATUR
sustainable tourism project, carrying
out surveys on the demand for cultural
tourism, and promotion of some aspects
of the Brazilian cultural heritage.
Carrying out an analysis of current
actors and stakeholders in the field
of sustainable tourism, and establishing
a cultural tourism network in Brazil.
Elaborating, financing and delivering
distance training courses on intangible
heritage to 300 local managers and
experts in the Brazilian states and
communities.
Starting-up the second stage of
implementation of the Action Plan to
Safeguard the Intangible Heritage of
the Waipi (Japan FIT)
Starting-up the UNESCO/FUNAI
project to safeguard the Indigenous
Intangible heritage against the impacts
of development in Brazil.
Participation in the Brazilian Steering
Committee on linguistic diversity,
which established and launched a
national standard for the documen-
tation of languages in 2009.
Participation in the discussions on
cultural landscaping and related
forms of heritage (including IH) and
contributing towards having them
included in the Brazilian legislation.
Commitment to preparing a survey
on the current status of linguistic
diversity and related ongoing activities
in Brazil, emphasizing the links between
intangible heritage and cultural
diversity.
Starting-up an awareness-building
campaign on the importance of
linguistic diversity and oral traditions,
related to the International Year of
Languages 2008.
37
UNESCO Country Programming Document (UCPD)
Joint effort with IPEA (Ministry of
Planning) to establish the cultural
development index to the Brazilian
cities, to serve as a tool to revise the
development-oriented policies.
Starting-up dialogues to carry out
a project to include cultural diversity
protection in the federal rural
electrification programme.
Cooperation with UBO/SHS sector,
Ita Cultural (private sector) and the
LSE (UK) to establish reference points
for solving conflicts on the outskirts
of Brazilian cities.
Starting-up the UNESCO/FUNAI
project to safeguard Indigenous
culture against the impacts of
development in Brazil.
been proposed that includes the
planning of validation meetings.
Participation in the formulation
and elaboration of the work plan of
the Prodec a national programme
of support to cultural industries fi-
nanced by the UNESCO/ Monumenta /
IADB programme.
Support for the elaboration of
contents, promotion and granting
of scholarships to carry out a
national training activity on
education in contemporary art.
Selection and financing of third
parties projects to safeguard and
strengthen traditional handicraft
works at protected heritage sites
(through the Monumenta
Programme).
Collaboration with the UBO/ED
sector and the Ministry of Education
to translate UNESCOs History of
Africa for educational purposes.
Analysis of public programmes on
religious education and state policy
to identify opportunities to improve
inter-cultural learning and mutual
understanding in Brazil.
Main Activities
Starting-up dialogues with the
Brazilian Museum of the Indian to
start comprehensive activities in the
documentation of languages in the
present biennium.
Elaboration of the Congonhas
Museum project, providing support
for the elaboration of technical
documents and fund raising efforts.
Launching, distribution and
promotion of the Guide to Popular/
Folk Art Conservation (published in
2007) as a tool for conserving that
fragile intangible heritage all over
Brazil.
Adjustment of ICOM training
material to a distance education
environment (the course is scheduled
to start in March 2009, focusing on
weak museums and related institutions,
needy Brazilian regions and potential
South-South cooperation with museums
in Portuguese-speaking African
countries).
Joint effort with IPEA (Ministry of
Planning) to establish the cultural
development index for Brazilian
cities. A method of elaboration has
38
Box - Preservation of the Brazilian cultural heritage and development
Regarded as the most complete national programme in the field of historical sites preser-
vation, the Monumenta Programme - which is about to terminate followed a path that
was unprecedented in the consolidation of practices and concepts, and in its geographic
outreach.
In technical partnership with UNESCO and financed by the Inter-American Development
Bank (IADB), Monumenta has tried to conciliate urban cultural heritage recovery and pre-
servation, and the economic and social development of the areas targeted by the project.
The CLT sector of the Brasilia Office has contributed to the Ministry of Culture and IPHAN
(Institute for National Artistic and Historical Heritage) ever since the programme modelling
stage. UNESCOs role has been focused on supporting the concept of new managerial
strategies for historical sites whose management was formerly strongly concentrated in
the Federal Government. It has also focussed on outlining actions of promotion and
dissemination of heritage-related contents and, basically, on encouraging the participa-
tion of private companies, residents and other non-governmental groups in promoting
activities oriented to enhance the economic use of historical heritages, in a clear strategy
of sharing responsibilities. Most of that experience, added to prior experience with IPHAN,
is now being consolidated in a collection of publications of more than 60 volumes, among
them technical manuals, historical research, heritage-based local development experien-
ces, museum studies and artistic and stylistic itineraries all supported by UNESCO.
In addition to those activities, the support given to feasibility studies, historical and
archaeological research has definitely contributed to improving the quality of projects
(...)
UNESCO Country Programming Document (UCPD)
39
and the implementation figures are impressive: 26 historical centres, where 95 restored
historical buildings are located; ten public markets re-qualified; seven seashore and river
shore areas integrated as historical sites; 37 churches preserved; four urban parks and
green areas recovered; 82 interventions in urban re-qualification promoted; and, 565
private properties restored through the programmes financing.
Scheduled to be concluded in 2009, the frameworks conceived and developed by the Mo-
numenta are now part of the national policy on the management of historical sites, and
budgetary resources have been allocated in the 2007 1011 Multi-Year Plan, thus confir-
ming the strategy of linking local development to Brazilian cultural heritage preservation.
Box Intangible Heritage in the Brazilian states
By defining intangible heritage as the object of the multilateral regulatory tool in the field
of culture, through the 2003 Convention for the Safeguarding of Intangible Heritage,
UNESCO echoed the recognition of the role played by this topic in a global scenario marked
by profound changes associated to the worsening of inequalities and ethnic-religious
intolerance.
Prior to the 2003 Convention, Brazil recognized intangible heritage in the 1988 Federal
Constitution, granting a specific legal approach to the topic in the form of Decree 3551,
dated 4 August, 2000 which provides for the Registration of Cultural Assets of an Intangible
Nature that make up the Brazilian Cultural Heritage.
One could say that because the conceptual alignment between UNESCO proposals and
the position adopted by Brazil on this issue is so precise the Brazilian experience was high-
lighted during the elaboration of the Convention and Brazil also takes part in the Inter-
governmental Committee in charge of its implementation.
The repercussion and effects produced by both tools can be perceived in the records of
intangible heritage and safeguard actions at the federal level, as well as in the quick
replication of similar tools in the 27 Brazilian states. Currently, there are 14 assets recorded
and 15 are under registration process at the federal level, while 12 Brazilian states have
their own legislation on intangible heritage.
In 2007, the Culture Sector developed a study entitled Inventrio e anlise das legislaes
estaduais para identificao, registro e salvaguarda do patrimnio imaterial nos estados,
which in spite of the efforts and interest shown by the States identified conceptual and
operational weaknesses regarding implementation capacity. As an immediate result, the
course Patrimnio Imaterial: poltica e instrumentos de identificao, documentao e
salvaguarda, was conceived in the distance learning modality. The course has already been
implemented in two editions in 2008, directly reaching 300 cultural agents and public
managers in all the Brazilian states. As a result of the course there is now an identifiable
intangible heritage network in place in the country comprising students, renowned
experts and intangible heritage managers.
The efficacy of that tool, and its favourable cost-benefit relation especially if the Brazils
dimensions and complexity are taken into account suggests replicating the experience
in other fields of action of the CLT sector, favouring as it does, the surmounting of the
inequalities of access that characterise the field of culture.
Lessons learned
Need for enhancing the possibilities
of endowing the actions developed
in that area with sustainability.
CI sector programmes, like the
IFAP and IPDC, can serve as excellent
tools to provide transparency to
actions developed by UNESCO in
Brazil.
The establishment of the IFAP
National Committee in Brazil has
contributed to enable the Brazilian
representatives of institutions
working in the area of CI to find
consensual positions regarding the
establishment of a policy for the CI
sector in Brazil that would enable
the achievement of Information
Society objectives.
Identification of political obstacles
related to the updating of the
Brazilian regulatory framework for
the field of communication.
Identification of political and
legal challenges faced by the
Brazilian government and by the
community radios regarding the
granting of broadcasting licenses.
Support for community radios.
UNESCO should take extra care
when dealing with issues where
the Federal Governments position
has not yet been clearly defined.
Existence of opportunities
ensuing from cooperation in the
state and municipal spheres.
Tracking of accessibility in Brazil
and identification of experts and
institutions working in the area.
The inter-sector work between CI
and the ED sectors is efficient when
it comes to Preventive Education on
HIV/AIDS and is an example for any
new inter-sector actions.
Outcomes achieved
Expansion of the discussion of the
different viewpoints of the agenda
on freedom of speech and press.
Starting-up the consolidation of
the Information for All Programme in
Brazil.
Starting-up the dissemination of
the new Curricular Model for Teaching
Journalism developed by UNESCO.
Contribution to the debate on the
accessibility of communication and
information technologies.
Enhanced capacity-building
opportunities for professionals
dealing with community media.
Expansion of the information
provided to youngsters on HIV/AIDS
using adequate language.
Structuring and systematisation
of assessment processes regarding
the implementation of ICTs in the
educational environment.
Consolidation, systematisation
and management to replicate
info-structure tools.
Main Activities
Negotiation and interaction with
Brazilian authorities directed at
establishing the National Committee
of the Information for All Programme
(IFAP) in Brazil.
Submission to Brazilian educational
institutions and media representatives
of UNESCOs proposal on a curricular
model for teaching journalism.
Special Edition of the Revista
Acadmica da Associao Brasileira
de Pesquisadores em Jornalismo
(SBPJor) on Freedom of Speech.
Launching of the Information Society
Observatory in Portuguese-speaking
countries, supported by UBO from
2003 to December 2006.
Support given to the Freedom of
the Press network in Brazil.
Support for the elaboration of the
Gemas da Terra de Telecentros Rurais
Guide.
Pilot training and validation of the
manual on the use of Supportive
Technologies in Digital Inclusion for
instructors from info-centres in the
state of Bahia.
Promotion of dialogue among
community media professionals on
the promotion of a culture of peace
in areas subject to urban violence.
Publication of the series Tecnologia,
Informao e Incluso composed of
articles targeting journalists working
with community media, students and
the public at large, to foster the dis-
semination of information and debates
on the contribution of new informa-
tion and communication technologies
for Brazilian social development.
Planning the educational kit for
youngsters in government-run schools
addressing the issue of prejudice
against individuals living with HIV/AIDS.
Production of training contents for
qualifying teachers based on ICTs in
education TV Escola.
Negotiation of new projects with
state governments of Sergipe and
Mato Grosso.
Conclusion of the FNDEs Master
Plan on Information Technology.
2.5. COMMUNICATION AND INFORMATION
The activities developed by the CI sector in Brazil are strongly bound to the diagnoses and
recommendations ensuing from documents like the CCA, UNDAF and the Millennium Develop-
ment Goals considering their interface with the Brazilian reality, in addition to the general gui-
delines set out in Art. 19 of the Universal Declaration of Human Rights, Art. 19 of the International
Pact for Civil and Political Rights; Arts. 13 and 14 of the American Convention on Human Rights;
the recommendations set out in the C/4 and C/5 documents; the Declarations of Dakar, Colombo
40
41
UNESCO Country Programming Document (UCPD)
and Medellin; and, the Agendas of Geneva and Tunis on the Information Society, and including
the document UNESCO Strategic Framework for Brazil. The response of the CI sector to those
needs is based on an analysis of how the national regulatory framework, the work of different
stakeholders and ICTs can contribute to promote and protect human rights and foster human
development.
Box Project A voz do jovem na educao preventiva ao HIV/AIDS (The Voice of Youth in
Preventive Education against HIV/AIDS)
UNESCO places priority on the adoption of strategies to fight stigma and discrimination
against people living with HIV/AIDS, since they represent serious obstacles to the fight
against the epidemic and the efforts to reduce its social impact. In that direction, the
Project A Voz do Jovem na Educao Preventiva ao HIV/AIDS is being developed by CI in
partnership with the ED programme in Brasilia. The project is financed by resources
granted by HQ under the UBW (Unified Budget Workplan) of UNAIDS.
In Brazil, the Ministries of Health and Education support the project which aims at deve-
loping educational material (comics, interactive CD-Rom and Teachers Handbook). The
material deals with preventive education on HIV/AIDS directed at reducing stigma and
prejudice. It approaches the subject in an easygoing and dynamic way, employing the
language used by youngsters, and is expected to be delivered to government-school
teachers who will be trained to use it in the classroom. The project differential consists of
allying youth-friendly communication strategies like comics, to preventive actions to fight
HIV/AIDS, besides reducing stigma and prejudice.
Currently, the youthful segment of the population is the group most vulnerable to the HIV
epidemic and therefore, it must be involved in educational campaigns to address the issue.
Box Project with the Mato Grosso State Planning Secretariat
The 20-year strategic planning known as MT + 20, developed by UNESCO in partnership
with the Mato Grosso State Planning Secretariat is worthy of notice because of its inno-
vative nature. The project consists of a meticulous selection and organisation of informa-
tion that clearly portrays the States reality. It aims at yielding knowledge on the needs,
demands and opportunities in that state and to provide guidance for the adoption of
public policies based on concrete and reliable data.
Simultaneously, the project is working on the cartographic updating of the State, and on the
capacity-building of civil servants in the technical management of geo-processing data
in order to equip the State Planning Department with the tools needed to update its geo-
referenced database. The information is gathered in tables, charts and maps, and made
available to the public. Accordingly it provides more transparency to the decision-making
process concerning the allotment of resources for the adoption of public policies in the socio-
economic, cultural, political, scientific and technological spheres in the State of Mato Grosso.
Execution of the project has brought in tangible results in the form of statistical and geo-
graphic information on the state a key condition for improving managerial procedures.
Moreover, the State of Sergipe is now implementing a similar project in partnership
between UNESCO and the State Planning Secretariat. The implementation of this project
in another State is an indicator of success and indicates the possibility of having the
proposal replicated in other Brazilian states and municipalities.
CHAPTER III - UNESCO COOPERATION FRAMEWORK
3.1. PROGRAMMATIC FRAMEWORKS
The next section aims at summarizing the main programmatic action axes proposed by
UNESCO in Brazil. It sets out to establish achievable objectives and goals drawing on concrete
problems where UNESCO can contribute in some way to overcome these challenges.
A macro-objective or development goal was listed for each of the five UNESCO programmes
in Brazil and they will guide the actions to be developed during the coming biennium. Such
goals are followed by outcomes, activities, strategies and products that are expected to be
developed to achieve those objectives. In the same section, we introduce some actors with whom
we expect to share this work.
Such development objectives, in addition to UNESCO medium-term objectives for 2008-2013,
are briefly described in the charts below and complemented in the programmatic frameworks
that follow them.
UNESCO Country Programming Document (UCPD)
EDUCATION
Development objective:
All Brazilians have their fundamental right to life long quality education guaranteed by the
State.
Medium-term objectives (2008-2013):
National legislation and main international commitments in the field of education
implemented.
Brazilian civil society working as a protagonist in the enforcement of the right to
education.
Equal conditions of access to and outcomes of the Brazilian educational system.
Quality benchmarks implemented regarding learning development.
NATURAL SCIENCES
Development objective:
Promote the right to an ecologically balanced environment, essential to a healthy quality
of life, and promote the duty of preserving it for current and future generations.
Medium-term objectives (2008-2013):
Contribute to the use of scientific knowledge in favour of the environment and the
management of natural resources.
Scientific and technological knowledge oriented to a policy designed to foster the
development and promotion of peace in Brazil.
SOCIAL AND HUMAN SCIENCES
Development objective:
Social equity and respect for collective and individual human rights increased in Brazil.
Medium-term objectives (2008-2013):
Knowledge on social sciences and practical experiences in social transformation applied
to public policies on poverty reduction, inequalities and social exclusion, and youth.
Inter-personal conflicts and violations of human rights among the most vulnerable social
groups reduced.
Practices of prevention against violence and promotion of human safety implemented
in priority metropolitan areas.
Important ethical issues in sciences attributed due importance in public policy-making
processes.
School and academic communities aware about the contribution provided by philosophy
to the ethical and human development of the Brazilian society.
44
COMMUNICATION AND INFORMATION
Development objective:
All Brazilians have access to high quality information and knowledge in a pluralist environ-
ment, with freedom of speech and of the press.
Medium-term objectives (2008-2013):
Regulatory framework for communication in Brazil approved according to the principles
of freedom of speech and the press.
Institutional environment that guarantees access to information for all restructured.
Capacities and skills of media professionals enhanced to qualify information supply and
demand.
Information and communication policies implemented to support the creation of sup-
port info-structures to planning and public management.
Capacities and skills of education professionals in ICTs enhanced to qualify information
supply and demand.
Dissemination of information and democratisation of access, engaging the relevant
target audiences in the construction and validation of policies directed at this area.
CULTURE
Development objective:
Brazil adopts development strategies capable of respecting and promoting cultural diversity,
inter-cultural dialogue and a culture of peace.
Medium-term objectives (2008-2013):
Tools to understand and foster inter-cultural dialogue conceived and tested.
Tools and methods to insert culture and heritage in sustainable development conceived.
45
UNESCO Country Programming Document (UCPD)
4
6
Translate and disseminate
documents ensuing from
UNESCO conferences
held from 2008 to 2009.
Prepare the annual study
on the achievement of
the EFA goals in Brazil.
Prepare strategic plan to monitor the
National Education Plan, State Education
Plans and Municipal Education Plans.
Medium-term Objective
(2008-2013)
Challenges to
the Country
Expected Results
(Outcomes)
(2008-2009)
1. National legislation and main international commitments in the field of education implemented
Gaps found between the concepts and goals established in the national legislation, international commitments, and the national reality disclosed by the educational indicators.
Main strategies
(2008-2009)
Activities
(2008-2009)
Promote coordinated action among
the UN agencies in Brazil, mainly to
support the fulfilment of the EFA
goals and the MDG related to
education.
Develop strategies and tools to
monitor and support the
implementation of international
commitments in the field
of education.
UNESCO. UBO, OREALC,
UIS, UIL, IESALC.
UN System: UNDP, UNICEF,
UNFPA, PAHO, UNAIDS,
World Bank.
Developing countries:
Latin American countries,
Portuguese-speaking
countries (PALOPS).
Government: Ministry of
Education (MEC),
MEC-INEP, IPEA, ABC,
ITAIPU, CDES.
Partnerships Products (Outputs) / Services
(2008-2009)
Plan defining the methodology, strategies and tools to monitor and
support the implementation of international commitments.
Declarations of UNESCO international conferences translated into Portuguese and disseminated.
Editorial project to disseminate the declarations elaborated.
Publication of the reports by the five CONFINTEAs.
Document on the Durban Action Plan review disseminated in Portuguese.
EFA Brazil Monitoring Reports published and disseminated.
Strategic plan elaborated.
Plan for the UBO action in an attempt to promote articulated work in the
UN System to support education in Brazil.
Good practices in the achievement of MDGs disseminated, especially
those concerning education-oriented ac
Monitoring and support
for national efforts towards
implementing the international
commitments, particularly
the EFA goals.
Annual monitoring of the National
Education Plan goals within the
framework of commitments
agreed on in the EFA.
Promotion of articulation with UN
agencies in Brazil aimed at
integrating efforts to reach EFA
and the MDG goals in the light
of the Global Action Plan (GAP).
R.1. Public debate,
public policies
development and
social control receive
inputs of information
and knowledge
generated by
international
cooperation and
the monitoring of
national legislation
and international
commitments in the
field of education.
Support for the translation and
dissemination of the reviewed
Durban Action Plan document.
Development
Objective
All Brazilians have their fundamental right to life long quality education guaranteed by the State
3.1.1. EDUCATION: PROGRAMMATIC FRAMEWORK
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IESALC supported to organise the 2008 CRES.
Guinea Bissau and San Tom and Prncipe with national education plans on
HIV/AIDS developed, supported by the UBO.
Materials adopted by the UBO to train teachers and health
professionals in preventive education on HIV/AIDS.
Materials adopted by the UBO to train teachers and health
professionals in preventive education on HIV/AIDS.
Unila implemented.
Unilab implemented.
Promotion of cooperation
between Brazil and
other countries in the
field of education.
Support the interchange of
knowledge and experience
within the higher education scope;
Support the strengthening of
South-South cooperation in the
field of preventive education on
HIV/AIDS between Brazil, the
African Portuguese-speaking
Countries (PALOPS), countries
from Latin America and
the Caribbean.
Cooperate in the conception
and implementation of the
Latin American Integration
Federal University - UNILA
and the Portuguese
African-Brazilian University
UNILAB
Cooperate in the
conception and
implementation of the
World Forum on
Professional Education.
Foster cooperation in
the field of literacy
among Portuguese-
speaking countries.
Forum Programme defined.
Coordination of debates developed and exchange of experiences and
articulation among different actors of professional education.
Cooperation network established.
Event to train managers in the field of youth and adult literacy and education held.
Publication on the 2nd South-South Cooperation Workshop of
Portuguese-speaking countries in the field of Youth and Adult education disseminated.
R.1. Public debate,
public policies
development and
social control receive
input of information
and knowledge
generated by
international
cooperation and
the monitoring of
national legislation
and international
commitments in
the field of education.
UNESCO. UBO, OREALC,
UIS, UIL, IESALC.
UN System: UNDP, UNICEF,
UNFPA, PAHO, UNAIDS,
World Bank.
Developing countries:
Latin American countries,
Portuguese-speaking
countries (PALOPS).
Government: Ministry of
Education (MEC),
MEC-INEP, IPEA, ABC,
ITAIPU, CDES.
4
8
Mobilize the YAE forums and other civil
society entities to carry out the Adult
Learners' Week in Brazil.
Medium-term Objective
(2008-2013)
Challenges
to the Country
Expected Results
(Outcomes)
(2008-2009)
2. Brazilian civil society working as a protagonist in the enforcement of the right to education.
Limited participation of civil society in the advocacy for the right to education.
Main strategies
(2008-2009)
Atividades
(2008-2009)
Articulate with civil society
and the government in the
process of reviewing the PNE.
UNESCO: UBO, UIL.
NGOs:
Faa a Parte Institute;
Paulo Freire Institute,
Paulo Montenegro Institute;
Compromisso Todos pela
Educao; DhESCA Brazil
Platform; National Rapporteur
on Human Right to Education;
Educational Action; ANDI;
National Campaign on the
Right to Education; UNCME;
CNTE; Representation of the
Articulation of Movements
in Defence of Education
at the National Conference
on Education - 2009;
Social Civil Society
Organisations in areas
affected by armed conflicts.
Government: MEC, CNE,
CONSED, UNDIME, Standing
Committees on Education
of the House of Representatives
and the Senate, National Forum
of State Education Councils;
Rio de Janeiro State Government;
Municipal Government of
Rio de Janeiro; Ministry of Justice;
Ministry of Social Development.
UN System: UNDP; UNODC.
Partnerships
Products (Outputs) / Services
(2008-2009)
Preparatory documents to elaborate the new PNE
containing UNESCOs benchmark and the UBOs proposals.
Information on the PNE review process disseminated.
UBO integrating groups on the PNE analysis and assessment.
Supporting elements to review the PNE developed, under the UBO support.
Project with detailed planning to develop the ALW in 2010.
Schools, families and communities mobilized in at least 22 States,
through activities related to the Week of Global Action.
Declaration of Ethics and Responsibility in Education elaborated and disseminated.
Christian churches mobilisation plan elaborated and implemented;
Document Fundamentos de uma Lei de Responsabilidade Educacional published.
Good practices of schools developing projects that engage the community identified.
Project Nossa Escola Pesquisa sua Opinio developed in at least 20%
of the Schools Associated to UNESCO (ASPnet).
Organize the EFA
Global Action Week.
Support for and
promotion of civil
society initiatives
R.2. Increase civil
society participation
in the advocacy for
the right to
education, and
its incidence on
educational
policy
Promote civil society
mobilisation and
participation to improve
education quality.
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Support for and promotion
of civil society initiatives
UNESCO: UBO, UIL.
NGOs:
Faa a Parte Institute;
Paulo Freire Institute,
Paulo Montenegro Institute;
Compromisso Todos pela
Educao; DhESCA Brazil
Platform; National Rapporteur
on Human Right to Education;
Educational Action; ANDI;
National Campaign on the
Right to Education; UNCME;
CNTE; Representation of the
Articulation of Movements
in Defence of Education
at the National Conference
on Education - 2009;
Social Civil Society
Organisations in areas
affected by armed conflicts.
Government: MEC, CNE,
CONSED, UNDIME, Standing
Committees on Education
of the House of Representatives
and the Senate, National Forum
of State Education Councils;
Rio de Janeiro State Government;
Municipal Government of
Rio de Janeiro; Ministry of Justice;
Ministry of Social Development.
UN System: UNDP; UNODC.
R.2. Increase civil
society participation
in the advocacy
for the right to
education, and
its incidence on
educational policy.
Promote civil society
mobilisation and
participation to improve
education quality.
Civil Societys activities disseminated.
Studies on corruption in schools and universities
translated and published in Portuguese.
UBO integrating discussion and debate forums on education.
Reports of the DhESCA/RNDHE platform on violation of educational
rights translated into English and Spanish and disseminated to
other UNESCO bodies, UN agencies and the UBO partners.
Inputs provided to policy-making that ensure education
supply in contexts of armed conflict in Brazil, developed.
Report of the RNDHE mission to correctional institutions in the States
of Pernambuco and Sao Paulo elaborated and
disseminated, supported by UBO.
Publication Education Makes News translated into Portuguese, disseminated
among communicators, educators, civil society organisations and education policy managers.
A plan to use Education Makes News developed.
Pilot course for journalists addressing the EFA and right to education implemented and assessed.
Carry out the action of
training journalists to
quality the media
coverage in the field
of education.
Dissemination of
knowledge capable of
strengthening the
protagonist role
of civil society
5
0
Medium-term Objective
(2008-2013)
Challenges
to the Country
Expected Results
(Outcomes)
(2008-2009)
3. Equal conditions of access to and outcomes of the Brazilian educational system.
Inequalities in the conditions of access and educational performance of Brazilian children, youths and adults notably jeopardizing some ethnic-racial social layers; the poor and
rural populations, youngsters, and adults who have not concluded compulsory education at the right age.
Main strategies (2008-2009)
Atividades
(2008-2009)
Organize and hold the
CONFINTEA VI.
UNESCO: UBO, UIL.
NGOs: Alfasol,
Paulo Freire
Institute, Institute of
Access to Justice,
Ao Educativa.
OIs: OEI
Academia: NEABS.
Government: MEC,
MEC-Inep, CNE, MJ-CNPCP,
CNE, CONSED, UNDIME, SESI.
UN System ILANUD.
Parcerias
Products (Outputs) / Services
(2008-2009)
UBO participating in the preparatory Regional preparatory Meetings for the CONFINTEA VI
National Preparatory Meeting for the CONFINTEA VI held.
Report of the National Preparatory Meeting for CONFINTEA VI disseminated.
UBO participating in meetings of UNESCO Consultative Group
in charge of advising the UIL regarding the coordination, planning and programming of CONFINTEA VI.
CONFINTEA VI process assessment plan elaborated and executed.
Literary work Paixo pela Leitura aimed at raising interest on reading among new
readers, elaborated and launched during the CONFINTEA VI.
Seminar Alfabetizao e Educao de Jovens e Adultos na
Amrica Latina: Direito e Desafio held.
Interchange of experiences between LIFEs Portuguese-speaking Countries, Brazil and Guinea Bissau held.
UBO participating in the LIFE - Literacy Initiative for Empowerment Regional Meeting held in Maputo.
LIFELine (partnership between UIL and UBO) communication tool developed.
Qualification workshop for managers from member-countries of the LIFE strategy held
Qualification of Youth and Adult
Literacy and Education policies and
programmes, mainly based on the
results of the preparatory process
and inputs provided by the
CONFINTEA VI and within the
framework of the Literacy Initiative
for Empowerment (LIFE).
R.3. Teaching systems
and literacy and
YAE programme
managers serving
as benchmark to
build and review
policies, strategies
and actions to
expand, diversify
and qualify
the educational
opportunities.
Cooperate in the development
of literacy and YAE policies and
programmes, especially in
aspects related to the
training of managers and
teaching staff, curricular
guidelines and
educational materials.
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UNESCO: UBO, UIL.
NGOs: Alfasol,
Paulo Freire
Institute, Institute of
Access to Justice,
Ao Educativa.
OIs: OEI
Academia: NEABS.
Government: MEC,
MEC-Inep, CNE, MJ-CNPCP,
CNE, CONSED, UNDIME, SESI.
UN System ILANUD.
Organize and disseminate
good practices related
to literacy programmes.
Foster the development
of correctional
education policies.
Municipal managers of the policy on youth and adult literacy qualified.
Supporting elements (inputs) to mobilize and articulate managers and municipal education
councils to expand the response toward reducing illiteracy implemented in
at least one education network.
Alfabetizao de Jovens e Adultos no Brasil: lies da prtica
published and broadly disseminated.
Publication of the book Educacin en Prisiones en Latinoamrica: derechos, libertad y ciudadana;
Latin American Regional Meeting on Correctional Education held.
Inputs prepared by Brazilian institutions within the scope of the preparations
for the International Conference on Correctional Education CIEP.
Seminar Seminrio Educao em Prises: direito e desafio held in
partnership with the Antenna Office in Porto Alegre.
Public hearing at the House of Representatives to submit and
discuss the RNDHE report on correctional education.
Advocacy actions to pass the remission proposal (Criminal Execution Law 7219 of 1984)
and to implement the National Correctional Education Guidelines developed.
Inputs to qualify the correctional education policy in the State of Mato Grosso
consubstantiated in the project Educating for Freedom in Prisons in Mato Grosso
implemented in at least 1 education network.
Pilot projects on adult education integrated to professional training to
expand the supply of correctional education in at least two states.
Technical capacities of the team of managers of Mato Grosso state
correctional education developed in at least 1 education network.
Qualification of
correctional education
policies.
R.3. Teaching
systems and literacy
and YAE programme
managers serving as
benchmark to build
and review policies,
strategies and
actions to expand,
diversify and
qualify the
educational
opportunities.
5
2
UNESCO: UBO.
Government: MEC, PR-SEPPIR,
PR-SEDH, CNE, CONSED, UNDIME.
NGOs: Ministry of Education Civil
Servants for Racial Equality
Committee, ABPN,
Ao Educativa, CEERT,
SOWETO Organizao Negra,
Roberto Marinho Foundation,
Canal Futura.
Academic sphere: ABPN,
Anped, CEAP, Ceafro,
Fasubra, NEABS, UFSCar.
UN System: UNICEF.
Promotion of
enforcement of
education guidelines
regarding ethnic-racial
relationships.
R.4. Guidelines for
education on
ethnic-racial
relations
applied to the
education systems.
Workshop report on the implementation of LDB 9394/96, amended by Law 10.639/03 published.
UBO participating in the inter-ministerial WG and in the planning and execution of
Regional Dialogues and National Meeting to outline the proposal on the Implementation Plan.
Proposal for a National Plan on the Implementation and Monitoring of Law
10.639/03 elaborated and delivered to the Ministry of Education.
National Seminar on the Implementation of Laws 10.639/03 and 11645/08 held.
At least one State Seminar on the implementation of Laws 10.639 and 11.645/08 in the state of
Mato Grosso held, based on recommendations ensuing from the national seminar.
State plan to implement Law 10.639/03 elaborated for at least one state network in Bahia,
based on the Guidelines established in the National Plan.
Ethnic-racial diversity of Afro-descendants incorporated to the political-educational
projects of 10 schools in at least one municipal network, based on the
recommendations ensuing from the Law Implementation Plan.
Indigenous, Brazilian and foreign students specific needs met by
the education network in at least one frontier municipality.
Research work on educational practices involving ethnic-racial relations in schools carried out.
Publication of the content generated by the research work on educational
practices involving ethnic-racial relations in the school.
Documentary on experiences selected by the research.
Production of contents for the EAD (UAB) to train education professionals
in educational management of ethnic-racial diversity.
Database tracking actions in continuous training, successful experiences in
knowledge management and educational work-practices involving ethnic-racial relationships.
At least four volumes of the General History of Africa Collection published in Portuguese.
Promote the elaboration
and implementation
of the Plan for the
Implementation and
Follow-up of Law 10.639/03.
Promote actions
articulated with the public
authorities and civil
society actors to implement
Laws 10.639/03 and 11.645/08.
Produce knowledge to
provide inputs for
the implementation
process of Law 10639/03.
Medium-term Objective
(2008-2013)
Challenges
to the Country
Expected Results
(Outcomes)
(2008-2009)
3. Equal conditions of access to and outcomes of the Brazilian educational system.
Inequalities in the conditions of access and educational performance of Brazilian children, youths and adults notably jeopardizing some ethnic-racial
social layers; the poor and rural populations, youngsters, and adults who have not concluded compulsory education at the right age.
Main strategies
(2008-2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(2008-2009)
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Implement programmes
on training for managers in
the field of education,
planning and finances.
Medium-term Objective
(2008-2013)
Challenges
to the Country
Expected Results
(Outcomes)
(2008-2009)
4. Learning development quality benchmarks implemented.
Poor quality of the education supply; including management of systems and schools; curricula and educational proposals; and the valuing, and training of education professionals and their working conditions.
Main strategies
(2008-2009)
Activities
(2008-2009)
Promote family
participation in the
students school lives.
Promote the culture
of internal assessment
of schools.
Parcerias
Products (Outputs) / Services
(2008-2009)
School educational-political projects updated and/or reformulated according to
the education indicators in at lest two education networks.
School Management Reference Award held, with the participation
of at least 1,500 schools from the 27 states of Brazil.
System on educational information and socio-economic reality of the
school-age population formulated and implemented in at least two education networks.
Methodology for public resource management training developed and applied in at least on state.
Training Course on Educational Planning and Management (IIPE/Buenos
Aires and UBO) for 50 experts and managers of the Ministry of Educations
permanent staff implemented and assessed.
Proposal for a course in a virtual environment elaborated, including methodology,
contents, implementation management, monitoring and assessment,
to provide training in educational planning and management to experts and
managers of state and municipal education departments developed.
Inputs to formulate policies and programmes on initial and continuing
education to educational managers published and disseminated.
Benchmark produced to guide the implementation of policies for enhancing the
school-family link, focusing on municipal education managers and school agents.
Proposal on Early Childhood Schools as Family-School Learning Centres (Escolas
Infantis como Centros de Aprendizagens Famlia-Escola) elaborated and
implemented in at least one district in one municipality of Rio Grande do Sul state,
and based on the benchmarks produced.
Professional education management tools elaborated in technical
cooperation with the State Education Departments published at UNESCO website.
Benchmark on the integration of secondary school to Professional education published and disseminated.
Inputs to qualify the materials produced by the Ministry of Education / Setec,
and the use by the Federal Technical Schools network elaborated.
Inputs to the Virtual Centre for Teachers elaborated through the survey and systematisation
of activities performed within the scope of the Secondary School Cooperation Agreement.
Qualification of
educational management
in the efficient use of
planning, monitoring and
assessment tools.
R.5. Education
systems and school
units using managerial
tools to promote
improvements in the
quality of the
education supply.
UNESCO: UBO, IIPE,
redEtis, OREALC; UNEVOC; IBE.
NGOs: UNCME, CNTE;
Roberto Marinho Foundation;
ANFOP; Carlos Chagas
Foundation;MEIB; CONTEE.
Academia: ANPEd.
International Organizations:
OEI, British Council;
USA Embassy; French
Ministry of Education.
Media: Canal Futura;
UN System: Unicef.
MEC-Setec; MEC-Capes;
MEC-SEED;
Ministry of S&T,
Ministry of Culture.
Develop and
disseminate tools
aimed at Education
management.
5
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Outline and implement
policies and programmes
oriented to qualify
the supply of
professional education.
Inputs for the review of the diagnosis tools to assess the educational status
of municipalities; elaboration of the Articulated Actions Plan (PAR), as well as of
the methodology employed to apply those tools.
Guidance Handbook on agreements between the SMEDs and community-based
religious or philanthropic non profit institutions to provide early education published.
Study Servios e polticas de educao infantil no Brasil OCDE published and disseminated.
Benchmark documents ensuing from the Lecture on Public Policies of
Culture and Education to Early Childhood elaborated.
Work Skills Certification System for Health Professionals elaborated.
Journal for the SUS Technical Schools network published on a 2-monthly basis.
Survey of national and international teaching books for teachers and students in higher
secondary technical-professional education held and published on UNESCO website.
International Seminar for State Education Departments on secondary
school and Professional education held with UBO support.
Benchmarks and capacities developed to manage the Ministry of
Cultures educational assessment programmes.
Benchmarks to manage the National Policy on Special Education in the
Light of Inclusive Education developed and disseminated among the education systems.
Semi-annual UNEVOC newsletter translated and disseminated.
Plan for monitoring the implementation of plans for restructuring
and expanding federal universities elaborated.
Qualification of
educational management
in the efficient use of
planning, monitoring
and assessment tools.
R.5. Education
systems and school
units using managerial
tools to promote
improvements in
the quality of the
education supply.
UNESCO: UBO, IIPE, redEtis,
OREALC; UNEVOC; IBE;
Setor de Educao da Sede.
ONGs: UNCME, CNTE;
Fundao Roberto Marinho;
Anfop; Fundao Carlos
Chagas; Meib; Contee.
Academia: ANPEd.
OIs: OEI,
British Council;
American Embassy;
French Ministry
of Education.
Media: Canal Futura
UN System: Unicef.
Medium-term objective
(2008-2013)
Challenges
to the Country
4. Learning development quality benchmarks implemented
Lack of quality education supply; including management of systems and schools; curricula and educational proposals; and the valuing, and training of education professionals and their working conditions.
Expected Results
(Outcomes)
(2008-2009)
Main strategies
(2008-2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(2008-2009)
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Outline and implement
policies and programmes
oriented to qualify
the supply of
professional education.
Organise and disseminate
good practices related to
management or educational
systems and school
management.
Support the definition and
development of science
education policies
and programmes.
Develop Inputs for the
secondary education curriculum,
considering international
tendencies and experiences.
UN System: Unicef.
Plan for Monitoring the implementation of plans for expanding and qualifying
the supply of secondary education integrated to professional and technological education elaborated.
Monitoring the implementation of plans on articulated actions developed.
Guidelines and tools for policies on early childhood developed in at least three education networks.
Benchmarks for the development of a proposal on Educating City (Cidade Educadora)
in at least in one municipality.
Programme of professional qualification integrated to secondary education for
low-income youngsters, in the modality YAE PROEJA elaborated and implemented in seven municipalities.
Benchmarks for a professional education policy for Rio Grande do Sul elaborated in at least 1 state.
Institutional strategies toward social inclusion and insertion in the labour market
for those concluding technical courses in Brazil identified and systematized
to be part of the comparative work done by RedEtis/IIPE.
Benchmarks to integrate early childhood education to the general education system,
ensuing from the survey A integrao de educao e cuidados na primeira infncia:
um estudo internacional comparativo.
Successful experiences in school management, teaching practices and educational
environment identified through the SESI-UNESCO award, and disseminated.
Innovative policies, programmes and projects on educational management developed by
Municipal Education Departments all over the country identified and disseminated
through the Innovation in Educational Management Award.
National Policy on Scientific Education defined.
Programmes on science teaching implemented in, at least, two education networks.
Innovative and diversified educational projects for secondary education in night schools
identified based on the assessment of the awarded projects developed by schools.
Innovative and diversified educational projects for science education identified
based on the assessment of the awarded projects developed by schools.
Medium-term objective
(2008-2013)
Challenges
to the Country
Expected Results
(Outcomes)
(2008-2009)
4. Learning development quality benchmarks implemented
Lack of quality education supply; including management of systems and schools; curricula and educational proposals; and the valuing, and training of education professionals and their working conditions.
Main strategies
(2008-2009)
Activities
(2008-2009)
Partnerships
Produtos (Outputs)/ Servios
(2008-2009)

Implementation of
curricula adjusted to the
context of contemporary
challenges.
R.6. Educational
systems with
benchmarks
established to
review the curricular
proposals, considering
international
tendencies and
contemporary
challenges.
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Develop Inputs for the
secondary education
curriculum, considering
international
tendencies and experiences.
Implementation of
curricula adjusted to
the context of
contemporary challenges.
Government: MEC, CNE,
CONSED, UNDIME.
Inputs to enhance policies and strategies on continuing education and
services provided by the Educational Technology Centres (NTE) teams and
public secondary education teachers and managers defined.
Benchmarks defined and made available to implement the So Paulo
State Curricular Proposal in at least one education network.
R.7. Federal, state and
municipal governments
relying on benchmarks
to formulate policies
and programmes to
value teachers, including
Inputs to the initial and
continuing training
and the career
development plans.
Elaborate basic benchmarks
for the initial and continuous
training of teachers.
Valuing Teaching Staff.
UNESCO: UBO, OREALC, IBE.
Government: MEC, Capes, CNE,
Consed, Undime.
Academia: Universities.
Inputs to formulate policies on valuing teaching staff and initial and continuing
education for teaching staff systematized, discussed and disseminated.
Baselines elaborated to develop a National Programme of
Incentives for the Qualification of Basic Education Teachers.
Curricular benchmarks to include the HIV/AIDS issue in the initial training of
basic education teachers discussed with public universities.
Develop Inputs for educational systems
aimed at reviewing the career
development plans and the
remuneration of teaching staff.
R.8. Educational systems
and civil society engaged
and integrated in issues
related to preventive
education on HIV/AIDS
and health promotion
in schools.
Expansion of the Education
Sectors commitment
to preventing the HIV/AIDS
epidemics by implementing
the Educaids initiative.
UNESCO: UBO, IIPE.
Government: MEC, MEC-SEB,
MEC-Secad, MoH- National STD
and AIDS Programme, CONSED,
UNDIME, State and Municipal
Programmes on STD/AIDS.
State management groups for the HPS Project established in the 27 Brazilian states.
Workshop on stigma and discrimination held to qualify teachers within
the scope of the National Exhibition on Health and Prevention in Schools.
Technical support provided for the holding of the National
Exhibition on Health and Prevention in Schools.
Elaboration of a publication on the HPS and its implementation focusing
on municipal and state health and education managers and other civil society stakeholders.
Translation and edition of the collection Educational Planning and
management in a world with AIDS to be applied to the HPS.
School Award on HIV/AIDS Prevention implemented.
Monitoring and Assessment System for the National Stage of
the HPS elaborated and validated by the 27 Brazilian states.
Promote the expansion
of the Health and Prevention
in Schools Project to all regions
of Brazil, as well as studies
on monitoring and assessment,
to provide Inputs for
Project management.
UN System: UNAIDS.
NGOs: National Entrepreneur
Council on HIV/AIDS (CEN), State
Entrepreneur Councils on
HIV/AIDS, civil society.
Medium-term objective
(2008-2013)
Challenges
to the Country
4. Learning development quality benchmarks implemented
Lack of quality education supply; including management of systems and schools; curricula and educational proposals; and the valuing, and training of education professionals and their working conditions.
Expected Results
(Outcomes)
(2008-2009)
Main strategies
(2008-2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(2008-2009)
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R.8. Educational systems
and civil society engaged
and integrated in issues
related to preventive
education on HIV/AIDS
and health promotion
in schools.
Expansion of the
Education Sectors
commitment to
preventing the HIV/AIDS
epidemic by implementing
the Educaids initiative.
Elaboration of the distance learning course for HPS teachers (definition
of contents, materials and ICT platform and test).
Elaboration of a Specific Guide for HPS Teachers, addressing contents, and
classroom methodology to make use of the material of the HQ HPS project.
Studies on Education in Drug Harm Reduction elaborated.
Integrated plan for the states of Amazonas and Bahia elaborated and implemented.
National networks of partners to prevent HIV/AIDS established.
Systematisation and publication of preventive actions implemented by the Network
of Civil Society Partners within the scope of UNESCO cooperation agreements.
Promote the development of
policies and actions for training
education professionals in
HIV/AIDS prevention in
the school environment.
Promote the implementation
of policies on preventive education
associated to the development
of strategies focused on the
most vulnerable populations,
including the involvement
of non-formal education
in the strategies developed.
Multimedia material produced for basic and secondary education schools with the contents used in HPS.
Integrate the Ministry of Cultures Pontes de Cultura (Cultural Bridges)
Plan with preventive educational actions in STD/AIDS.
Educational material for the L`Oreal-UNESCO Project Hairdressers of the World against AIDS.
Promote inter-sector actions to enhance preventive education on HIV/AIDS, particularly in
the fields of culture, health, information technologies, communication and social sciences.
Promote inter-sector actions
to enhance preventive education
on HIV/AIDS, particularly in the
fields of culture, health,
information technologies,
communication and
social sciences.
Medium-term objective
(2008-2013)
Challenges
to the Country
Expected Results
(Outcomes)
(2008-2009)
4. Learning development quality benchmarks implemented
Lack of quality education supply; including management of systems and schools; curricula and educational proposals; and the valuing, and training of education professionals and their working conditions.
Main strategies
(2008-2009)
Atividades
(2008-2009)
Parcerias
Products (Outputs) / Services
(2008-2009)
Government: MEC, CNE,
CONSED, UNDIME.
UNESCO: UBO, OREALC, IBE.
Government: MEC, Capes, CNE,
Consed, Undime.
Academia: Universities.
UN System: UNAIDS.
UNESCO: UBO, IIPE.
Government: MEC, MEC-SEB,
MEC-Secad, MoH- National STD
and AIDS Programme, CONSED,
UNDIME, State and Municipal
Programmes on STD/AIDS.
UN System: UNAIDS.
NGOs: National Entrepreneur
Council on HIV/AIDS (CEN), State
Entrepreneur Councils on
HIV/AIDS, civil society.
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Ministry of Environment COBRAMAB
ICMBio Ibama Brazilian Network of
Biosphere Reserves
Ministry of Defence
Naval Command
Support the IOC work to improve
governance, management
and protection of oceans
and coastal regions.
R. 1. New management and
sustainability alternatives for the
National System of Conservation Sites.
R.2. Creation of Coastal-Marine
Biosphere Reserves.
R. 3. Coordination and organisation of
a Cruise for the maintenance and
organisation of eight Atlas buoys under
the aegis of the Pirata moored buoys
project; coordination of activities in the
vessel to launch up to 10 Argo buoys in the
South Atlantic Ocean, within the scope
of the Argo Project; IOC/UNESCO
representation in the region and
coordination of expected activities
within the framework of the Regional
GOOS Alliance Upper and Tropical
Western Atlantic (OCEATLAN).
Within the scope of the MaB and the
IOC Programmes, promote and
participate in the Colegiado Mar in
the Atlantic Forest Biosphere Reserve.
Promote the development of a sound
regional version of the Global Ocean
Observing System - GOOS in the
South and Tropical Atlantic Ocean
with an emphasis on South America.
__________
Development objective
Medium-term Objective
(2008-2013)
Expected Results
(Outcomes 2008 -2009)
Promote the right to an ecologically balanced environment, essential to a healthy quality of life, and promote the duty of preserving it for current and future generations.
1. Contribute to the use of scientific knowledge in favour of the environment and the management of natural resources.
Challenges
to the Country
Novelty of this modality of Biosphere Reserve in Brazil implies developing procedures and a specific management methodology. Financial and institutional support of partners are very limited.
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products / Services
(Outputs 2008-2009)
3.1.2. NATURAL SCIENCES PROGRAMMATIC FRAMEWORK
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UNB
Ministry of the Environment
SRH; Itaipu Binacional ;
House of Representatives;
Government of the state
of Minas Gerais;
Jaques Cousteau
Foundation
Improvement of water resource
management policies; building of
technical capacities and education at all
levels, pointing out ways to adjust to
the impacts ensuing from worldwide
changes in river basins and aquifers.
Enhancing capacity-building in water
resource management in the states and
municipalities, building the skills
required for the public and private
management of river basins.
R. 4 Development of water university
extension course within
an eco-educational framework.
R. 5. Consolidation of the
Category II Hydro-informatics Centre
Foz de Iguau.
R. 6. Consolidation of the
Category II Hydro-informatics Centre
Hidroex Frutal.
Extension course on Waters within
an eco-educational framework,.
Human resources capacity-building in
sustainable management of basins
and micro-basins.
Development of open software
platforms to manage micro-basins.
Development of a Studies and
Research Centre to conserve the
Latin American Water Heritage.

Medium-term Objective
(2008-2013)
Challenges
to the Country
Expected Results
(Outcomes 2008 -2009)
1. Contribute to the use of scientific knowledge in favour of the environment and the management of natural resources.
Lack of official priority for the issue and difficulty in constituting a technically competent and politically impartial forum.
Main strategies
(2008 -2009)
Atividades
(2008-2009)
Partnerships
Products (Outputs) / Services
(Outputs 2008-2009)
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WHC
Brazilian Network of Biosphere Reserves
Ministry of the Environment - Cobramab
Incentive and support for the
establishment of a specific forum
to handle the elaboration of Brazilian
indicative list of priority sites,
candidates for inclusion in the List of
World Natural Heritage Sites and
World Mixed Heritage Sites.
Reinforcement of the 1972
Convention on Protection of
World Cultural and Natural Heritage.
R. 7. Elaboration of the list
and submission to the WHC.
R.8. Reinforcement of actions in biodiversity
conservation; use of site network as
centres of training, communication,
environmental education and knowledge
generation; support for the development
of sites as centres of excellence in training
and capacity-building in biodiversity
conservation, management of protected
areas and development of sustainable
practices; reinforcement of economic
activities for the local community and
professional training for youngsters
and specific groups living in the vicinity
of Conservation Units thereby contributing
to the sites sustainability and the
sustainable development
of the communities.
Elaboration of the Brazilian
List of priority sites, candidate for
inclusion as World Natural Heritage
Sites and World Mixed Heritage Sites.
Technical-financial partnership
of UNESCO, the UN Foundation,
Ibama and the NGOs WWF-Brasil,
Conservation International and
The Nature Conservancy (Brazil)
to establish a Project on Biodiversity
Conservation of World Natural
Heritage Sites in Brazil.

Medium-term Objective
(2008-2013)
Challenges
to the Country
Expected Results
(Outcomes 2008 -2009)
1. Contribute to the use of scientific knowledge in favour of the environment and the management of natural resources.
Lack of official priority for the issue and difficulty in constituting a technically competent and politically impartial forum.
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products / Services
(Outputs 2008-2009)
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Brazilian Network of Biosphere Reserves
Ministry of the Environment - Cobramab
Government of the state of Minas Gerais.
Support to the studies required
to create sites of exceptional value.
As part of the regional strategy on
biodiversity conservation and the
measures to mitigate global
climate change; promotion and
dissemination of successful
experiences in
Environmental Compensation.
R. 9. Proposal elaborated to
create the Tumucumaque
Range Biosphere Reserve.
R.10. Elaboration of the terms
of reference to create the
Brazilian Coastal Marine
Biosphere Reserve.
R. 11. Participation in the
organisation of the course on
Biosphere Reserve Management.
R. 12. Organisation of seminars
and courses on Environmental
Compensation for Brazilian s
tates and municipalities
Promoting the creation and
support for the elaboration of the
proposal for creating the T
umucumaque Range Biosphere Reserve.
Promoting the creation and
selection of priority areas for
establishing a Brazilian
Coastal Marine Biosphere Reserve.
Support for the implementation of
the course to qualify Biosphere
Reserve Managers.
Seminars and courses on
Environmental Compensations

Medium-term Objective
(2008-2013)
Challenges
to the Country
Expected Results
(Outcomes 2008 -2009)
1. Contribute to the use of scientific knowledge in favour of the environment and the management of natural resources.
Official resistance to the creation of protected areas of international nature in sensitive areas (frontiers and the Amazon).
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(Outputs 2008-2009)
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RECyT, Ministries of Science
and Technology of Brazil, Argentina,
Uruguay and Paraguay,
Petrobras and
Movimento Brasil Competitivo MBC.
Participation in international forums to
discuss scientific and technological develop-
ment, as well as scientific education.
R. 13 Fostering international exchanges
of students, researchers and research
institutions from MERCOSUR
member-countries.
MERCOSUR Award on Science and Technology
Organisation of the World Day of
Science in the MERCOSUR member-countries
____________
Medium-term Objective
(2008-2013)
Challenges
to the Country
Expected Results
(Outcomes 2008 -2009)
2. Promote scientific and technological knowledge oriented towards a policy to foster the development and promotion of peace in Brazil.
Encourage joint work and sharing of knowledge among the MERCOSUR member-countries. The need for improving formal and non-formal scientific education in Brazil.
The need for building awareness on the importance of S&T policy as a prerequisite for the countrys development.
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(Outputs 2008-2009)
Ministry of Science and Technology,
Ministry of Education, State and
Municipal Education Departments,
British Council, European Union and
other entities working with
scientific education in Brazil.
Provision of assistance in building of
programmes to improve scientific
education in states and municipalities.
Promotion of activities on the
popularisation of science, enabling
general understanding of the part
played by science and technology
in peoples everyday lives.
Fostering the popularisation
of science and technology in
education within the framework
of the Decade of Education for
Sustainable Development (DESD)
R. 14 Formal and non-formal
activities defined and coordinated,
contributing to improve
scientific education in Brazil.
Agreements signed with state and municipal
education Departments to improve
scientific education.
Assistance provided in the implementation of
federal programmes for valuing
scientific education.
Dissemination of the principles of the
Decade of Education for Sustainable
Development DESD in Brazil.
Organisation and execution of activities
related to the World Day of Science for Peace
and Development focusing on education.
Assistance provided in the organisation
of the National Week on Science
and Technology in Brazil.
____________
National Congress, Ministry of
Science and Technology, Ministry of
Health and Science and T
echnology Departments.
Promotion of discussions between civil
society, the Legislative and Executive branches
on the relevance of promoting
investments in science and technology.
Emphasis on the relevance of S&T
as factor of social inclusion.
Incentives for the generation of scientific and
technological knowledge at universities
and other research institutions.
Reinforcement of the dissemination of
scientific and technological knowledge
not only at universities and other
research institutions, but also
among the public at large.
R. 15. S&T Policy being implemented
in at least S&T management,
social inclusion, health and education.
Brainstorming session in the Brazilian
Congress on the relevance of science and
technology as a structuring national investment.
National S&T planning document
under implementation.
Cooperation agreements in the priority sectors
analysed and decision made on implementation.
Organisation and execution of activities related
to the World Day of Science for Peace and
Development focusing on technical and
political articulation.
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3.1.3. SOCIAL AND HUMAN SCIENCES: PROGRAMMATIC FRAMEWORK
Ministry of Social Development and
Combat to Hunger; Ministry of Justice;
Ministry of Sports; Youth Department;
Criana Esperana Spaces;
Rede Globo / Criana Esperana;
Vale Foundation; London School
of Economics and Political Science (LSE);
Afroreggae Cultural Groups;
Central nica das Favelas (CUFA);
Ita Cultural Institute;
Ita Social Foundation; Brazilian
Institute on Geography and Statistics
(IBGE); Applied Economic Survey
Institution (IPEA); Inter-Union
Department of Statistics and
Socioeconomic Affairs (Dieese);
universities and research institutes.
Systematisation of domestic and
foreign knowledge and experiences that
correspond to UNESCOs added value in
technical cooperation in the formulation,
implementation, improvement,
assessment and replication of policies
and initiatives developed by the public
authorities and civil society on poverty
reduction, combating inequalities and
promotion of social inclusion,
attaching priority to youth.
R.1. Technical cooperation
improved by the systematisation of
knowledge applicable to poverty
reduction, combating social
inequalities, promotion of social
inclusion and formulation
of youth policies.
- Conceptual and methodological
framework of SHS/UBO focusing
on interventions oriented to
reduce poverty, combat social
inequalities, promote social inclusion
and policies and initiatives directed
at youth elaborated.
- Quantitative and qualitative
databases established with information
on poverty, inequalities, social
exclusion and youth.
- Define indicators and updated sources of
information to provide inputs for SHS actions.
- Disseminate the findings of national and
international surveys to provide inputs to
public policies on poverty reduction and
inequality, social exclusion
and support for youth.
- Foster assessment of programmes
and projects developed by the government
and civil society capable of ensuing
inputs to the Conceptual Framework.
Consolidation of partnership
networks (public sphere, with civil
society and international ones,
including South-South cooperation)
to enhance the outcomes achieved
by actions and projects within
the conceptual and methodological
framework of SHS/UBO.
- Assessment of the experiences
of different partners, mainly community-
based organisations.
- Partnership with the International
Poverty Centre aiming at exchanging
knowledge and inputs.
- Articles published on poverty,
inequalities, inclusion and youth.
- Develop studies, surveys and
assessment of experiences of different
partners, mainly community-based
organisations.
- Hold events with national and
international experts. - Establish
partnerships with centres of excellence.
- Prepare, produce and disseminate
books and other publications.
- Promote regular meetings with
institutions that possess information and pro-
duce analyses and studies on
tendencies/scenarios.
Development
Objective
Medium-Term Objective
(2008-2013)
Expected Results
(Outcomes 2008-2009)
Increased social equity in Brazil and respect for collective and individual human rights.
1. Knowledge on social sciences and practical experiences in social transformation applied to public policies on poverty reduction, inequalities and social exclusion, and youth.
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(Outputs 2008-2009)
Challenges
to the Country
Huge regional and national inequalities; social exclusion; a great part of the population living in poverty or extreme poverty; youth in situations of social vulnerability
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Special Department of Human Rights;
(SEDH); Special Department of Policies
for the Promotion of Racial Equality (SEPPIR);
Department of Policies on
Women (SPM), Human Rights
Special Department of Human Rights; (SEDH);
Special Department of Policies for
the Promotion of Racial Equality (SEPPIR);
Department of Policies on Women (SPM),
Human Rights NGOs, Afro-descendant and
Gender Movements; Youth Department;
UNESCO Human Rights Chairs; Universities;
National Committee on Education in Human
Rights; Inter-governmental Forum on the
Promotion of Racial Equality (Fipir),
Ministry of Education (MEC), State and
Municipal Education Department; ,
Palas Athena; Brazilian Association
of Judges and Public Attorneys on
Childhood, Adolescence and
Justice (ABMP).
Attorneys on Childhood,
Adolescence and Justice (ABMP).
- Strengthening and establishing
partnerships to provide training and
capacity-building to public agents and
community leaderships on concepts and
tools capable of contributing
to the culture of peace.
R.2 Public agents, NGOs and community
leaderships working in the dissemination
and application of concepts and
practices of the culture of peace.
- Document with the systematisation
of concepts and practices to mediate
conflicts and restorative justice.
- Events organized to disseminate and discuss
concepts and practices for the culture of peace.
- Disseminate and discuss concepts
based on the publications: Paz, Como se Faz?
E Vamos Ubuntar? (Collection Opening Spaces:
education and culture for peace).
- Encourage Brazilian schools to use
the aforementioned material.
- Systematize and disseminate concepts and
practices related to the mediation of
conflicts and restorative justice.
- Strengthening and establishing partnerships
with Latin America and the Caribbean countries,
as well as the Portuguese-speaking African
countries to discuss and exchange experiences
on concepts and tools capable of contributing
to the culture of peace.
R. 3. Platforms of dialogue and
exchange of experiences on the culture
of peace, fostering South-South cooperation.
- Publications translated.
- Portal on the culture of peace in
three languages.
- One event of articulation and
debate organized.
- Translation of the aforementioned
publications into Spanish and English
as part of South-South cooperation.
- Distribution of publications.
- Construction of the website
- Event organisation.
- Fundraising.
- Expansion, strengthening and innovation
of technical cooperation with the Federal
Government, states and municipalities, to
implement programmes to open schools
on weekends (Open School Programme).
- Dissemination of the model and results
of programmes to open schools on weekends.
R. 4. Set of schools with a new focus,
to promote social inclusion, reduce violence
and mobilize local communities.
- Seminar to disseminate and build
awareness in states and municipalities.
- New schools engaged in the
Open School Programme.
- Organize seminars and events to
promote the Open School Programme.
- Train school staff and workshop
instructors to work in the Open
School Programme.
- Follow-up and monitor the
programme to guide the promotion
of social inclusion, violence reduction
and local community mobilisation.
- Selection and dissemination of
national and international educational
experiences in human rights.
- Articulation to build partnerships
with formal and non-formal
education institutions.
R. 5. Conceptual and methodological
aspects of education on human rights
developed and disseminated in formal
and non-formal education institutions.
- Document systematizing experiences
of education in human rights.
- New partnerships built with formal
and non-formal education institutions.
- New proposals on actions jointly
developed with the partners.
- Organize and participate in campaigns
to build awareness in society.
- Prepare and publish articles on human
rights and education in human rights.
- Provide guidance and support to recom-
mended actions on human rights
and education in human rights.
- Expansion of knowledge on aspects
related to disabled individuals and the
development of working tools and
methodologies to work on the issue
of accessibility to disabled persons.
R. 6. Partnership established with
federal government to provide the
required tools to the government action
of support to people with disabilities.
- International technical
cooperation project document
- Conclude the document on
the international technical cooperation
project document with the Special
Department of Human Rights.
- Improvement of actions developed by
the Special Department on Policies to
Promote Racial Equality (SEPPIR) regarding
conceptual, methodological and
operational aspects of actions
directed at quilombola communities
and affirmative actions to
promote racial equality.
- Awareness and adhesion of
municipalities to UNESCOs programme
Coalition of Cities against Racism.
R. 7. Partnerships established with
the federal government and municipal
governments to promote ethnic-racial
fairness in Brazil.
- International technical
cooperation project document with SEPPIR.
- Municipalities mobilized and committed
by formally adhering to the world
UNESCO programme Coalition
of Cities against Racism.
- Conclude the document on the
international technical cooperation project
document with the Special Department of
Policies for the Promotion of Racial Equality.
- Disseminate information to the
selected Brazilian municipalities.
- Organize events to itemize the work
methodologies, within the scope of the
International Coalition of
Cities against Racism
Medium-term Objective
(2008-2013)
Expected Results
(Outcomes 2008 -2009)
2. Inter-personnel conflicts and violations of human rights reduced among the most vulnerable social groups.
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(Outputs 2008-2009)
Challenges to the Country Violations of human rights and inter-personnel conflicts that affect, above all, the youth, women, children and Afro-descendants, hindering the achievement of social justice.
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Ministry of Justice Executive Department
of the National Programme on Public Security
with Citizenship (PRONASCI), National Public
Security Department (Senasp) and National
Network of Higher Studies on Public Security
(Renaesp), International Institute on Human
Rights (IIDH), Universities, NGOs working
with youth; state and municipal
Public Security Departments.
- Prevention of violence through social,
educational and cultural actions.
R.8. Integrated management offices
bound to PRONASCI working in the
priority municipalities, in a inter-sector,
integrated way, relying on
community participation
- Capacity-building contents and
methodologies developed.
- Multipliers trained to disseminate
practices on violence prevention.
- Studies and surveys on the socio-
economic reality elaborated.
- Survey on institutional capacities
(physical and technical) elaborated
- Identify, mobilize and hire experts
to build contents and methodologies.
- Validate contents and methodologies.
- Hold events on capacity-building of multipliers.
- Hire institutions and researchers to
carry out research and surveys.
- Training and capacity-building for
public security operators, social agents in
human rights and community police.
Strengthening academic networks to
expand and disseminate knowledge
on public security for citizens.
- Training and capacity-building for public
security operators, social agents in human
rights and community police. Strengthening
academic networks to expand and
disseminate knowledge on public
security for citizens.
R. 9. Main public security operators and
social agents committed to the
implementation of contents and
strategies on public security for citizens.
- Capacity-building contents a
nd methodologies developed.
- Renaesp conceptual and methodological
framework organized and formalized.
- Renaesp academic production documented.
- New structure and project on the virtual library
of public security for citizens proposed.
- Identify, mobilize and hire experts to
build contents and methodologies.
- Promote participatory events to
elaborate and disseminate the contents.
- Carry out online surveys of the academic pro-
duction of the network and
consolidate the results.
- Analyse the current structure and
operation of the virtual library.
- Develop the new structure and
operation of the virtual library.
- Provision of experts and
institutions to promote technical
inputs to outline draft projects to
be submitted to the national fund.
R.10. Proposals on state and municipal
projects submitted to the National
Public Security Fund, aligned with the
guidelines of public security for citizens.
- Directory of experts and institutions.
- Good practices database.
- Reference guide on public security for citizens.
- National Public Security Fund Team trained in
public security for citizens.
- Track experts and institutions with
competence and technical capacity to render as-
sistance to the project formulation process.
- Organize seminars and workshops to discuss
good practices and the reference guide.
- Develop ICT tools to follow-up on
and exchange experiences.
- Train the national public security fund team.
________________
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Medium-term Objective
(2008-2013)
Expected Results
(Outcomes 2008 -2009)
3. Practices of prevention against violence and promotion of human safety implemented in priority metropolitan areas.
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(Outputs 2008-2009)
Challenges
to the Country
High violence indexes, notably among youngsters; public security practices based on repression.
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Ministry of Science and Technology;
Ministry of Health; State and Municipal
Health Departments; State Science and
Technology Departments; Brazilian
Society for the Advancement of Science
(SBPC); Universities; scientists; UNESCO
Bioethics and Human Rights Chair;
media institutions.
- Advocacy on the topic
of ethics in science.
- Provide inputs to the strategic
planning to align actions on the basis
of international ethics in science tools.
R.11. UBO acting as catalysing agent
of the debates among governmental
actors, scientists and the media to
develop strategies to address ethical
issues in science and technology.
- Joint planning by the government,
scientific community, media and UNESCO to
align knowledge on ethics in science.
- New partnership with the
Global Ethics Observatory.
- Semi-annual newsletter on the
COMEST activities.
- International technical cooperation Project
signed and partially implemented.
- Mobilize strategic institutions and scientists,
promoting articulation among them, in order to
foster debates and build the joint work plan.
- Collect and share international and national
documents on ethics in science to provide inputs
to the dialogue among strategic social actors.
- Articulate partnership with the Global Ethics
Observatory to contribute towards enhancing
and improving Brazils insertion in the debates
and production of documents.
- Monitor the results of COMEST
work to be disseminated in Brazil.
- Adjust and conclude the negotiations to sign
and partially execute the cooperation project.
Medium-term Objective
(2008-2013)
Expected Results
(Outcomes 2008 -2009)
4. Important ethical issues in sciences included in the process of public policy making.
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(Outputs 2008-2009)
Challenges to the Country Insufficient knowledge on contemporary ethical issues related to scientific and technological development.
Pallas Athena, UNIPAZ, universities,
Ministry of Education (MEC), State Education
Departments, National Council of Education
Secretaries (CONSED), State University
of Passo Fundo (RS).
Expansion of knowledge on the
importance of philosophy in the
qualification especially of
adolescents and young people.
R.12 Discuss philosophy as a tool
required to qualify citizens and
installed human capital.
- Event for International Philosophy
Day a UBO activity.
- Material on philosophy
produced and disseminated.
- Systematic reports on the situation and
progress regarding the inclusion of philosophy
as a mandatory study discipline in the higher
secondary education curriculum.
- Organize and hold seminars on the
philosophical aspect of human rights, in
partnership with the State University
of Passo Fundo (RS).
- Translate and publish materials on philosophy.
- Follow-up/monitor the routes to the
mandatory inclusion of philosophy
in secondary education.
Medium-term Objective
(2008-2013)
Expected Results
(Outcomes 2008 -2009)
5. School and academic communities aware about contributions provided by philosophy to the ethical and human development of Brazilian society.
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(Outputs 2008-2009)
Challenges to the Country Philosophy is little known and is not valued as an important part of human knowledge.
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3.1.4. CULTURE: PROGRAMMATIC FRAMEWORK
Development Objective Brazil adopts development strategies capable of respecting and promoting cultural diversity, inter-cultural dialogue and a culture of peace.
ISER
UBO/ED
Ministry of Culture
Ministry of Education
- Development of supporting materials for reli-
gious education in Brazil.
- Strengthening the Inter-religions
Dialogue Programme.
R. 1. Main government and civil
society actors articulating actions to
employ reference contents in religious
and the Afro-Brazilian
culture/history education.
Publication of benchmarks for
the use of teachers and editors,
disclosing standards to be applied
in religious education.
Editorial proposal on Afro-Brazilian
history and culture.
- Develop contents, supporting
material and proposals for the editorial line.
- Promote meetings with the major partners.
UNESCO National Commission in Brazil
HQ Section of Inter-cultural Dialogue
Brazilian Committee on the
Slave Route Programme
- Giving incentive to the Programme
for reactivating the Slave Route in Brazil
and its contribution to the
implementation of Law 10.639/03
R.2. Slave Route Programme
established in Brazil.
Proposal for a Cooperation
Committee to implement Law 10639/03
- Promover reunies para
restabelecimento do comit
- Lobbying
Expected Results
(Outcomes 2008 -2009)
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(Outputs 2008-2009)
Challenges to the Country
Brazil needs to conciliate development with overcoming socio-cultural
inequalitiesDevelopment objective
Five programmatic units of UBO
Government of the Federal
District
IPHAN
Ministry of Culture
- Valuing the role played by migrant
communities in the socio-cultural
construction of Brasilia.
- Expansion of the dialogue between
the Brasilia World Heritage Site
and its surroundings.
- Systematisation of studies
on the migration process.
R.3. Framework developed to articulate
actions to value the socio-cultural
diversity of migrant communities at
the Brasilia World Heritage
Site and vicinities.
Outlining the framework.
Establishment of a working group drawn from
the public and private sectors.
- Promote debates with leaders and society.
- Carry out surveys and studies
- Hold exhibitions and shows.
Medium-term Objective
(2008-2013)
1. Tools to understand and foster inter-cultural dialogue conceived and tested.
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Government of the State of Bahia
BNDES / IPHAN / IADB.
Government of the State of Rio de Janeiro,
Local Government of Rio de Janeiro;
Business Entities of Rio de Janeiro.
Government of the state of Maranho;
Local government of So Luis;
1972 and 2001 Conventions Contribution
to the outlining of public policies for the
integrated and sustainable conservation
of historical centres, focusing on the
recovery of the housing function and the
identification of new landscaping tools
that allow the participation of the private
sector (private agencies of public interest).
R4 New strategies on sustainable
management of cultural heritages
incorporated by public managers.
Institutional and financial models for restoring
urban areas of cultural-historical interest.
Management Plan and governance model for
the Historical Centre of Salvador.
Study on the model of a development
agency to restart the process of restoring
the Centre of Rio de Janeiro.
Comparative studies.
Identification and evaluation of
international experiences.
Promotion of debates among partners.
IPHAN
Getulio Vargas Foundation
WHC
Support provided to the studies required to
build the Training Centre on
World Heritage for Latin America.
Project: Training Centre in World Heritage.
Promote meetings to prepare
the feasibility study.
Expected Results
(Outcomes 2008 -2009)
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(Outputs 2008-2009)
SAB
MAE
Bahia Study Centre
IPHAN
Development of the strategy to enable
Brazil to ratify the Convention on the
Protection of the Sub-aquatic
Heritage, 2001.
Comparative studies of Brazilian
legislation and the Convention.
Dissemination of the UNESCO
Convention film on the protection of
the sub-aquatic cultural heritage.
Organize debates at the Commission of
Education and Culture of the Federal Chamber.
Subtitle the film on UNESCO Convention for the
protection of the sub-aquatic cultural heritage.
Identify and assess methodologies on
Safeguarding Plans.
DUO
IPHAN
Museums Sector of HQ UNESCO
Offices in the PLPs
Capacity-building in Museums and the 1970
Convention. Implementation of the distance
education programme for museum managers,
targeting the Brazilian states and municipalities,
and Portuguese-speaking African Countries.
Distance Learning Course on Museum
Management focusing on the Brazilian state
and municipal managers and managers from
the Portuguese-speaking African countries.
Organisation of contents and
format of the course.
Promote course and selection of participants.
Follow-up on the course.
FUNAI, IPHAN; HQ
Intangible Heritage Sector;
Ministry of Mines and Energy;
State Governments; Local
Governments of capital cities.
2003 Convention - Support provided
to the development of methodologies
of the Safeguard Plans set forth in the 2003
Convention, in order to conciliate
development prospects with
the safeguarding of cultural values of
traditional communities.
R5 New knowledge on intangible
heritage provided and incorporated
into management practices.
Four Safeguard Plans focusing
on Indigenous communities in diversified cul-
tural and social situations.
International seminar on
methodologies for Safeguarding Plans.
Dissemination of results of the Safeguarding
Plans methodologies to the Brazilian states.
Identification and evaluation
of the methodologies of the
Safeguarding Plans
Medium-term Objective
(2008-2013)
2. Tools and methods to insert culture and heritage in sustainable development conceived.
Challenges to the Country Brazil needs to conciliate cultural heritage preservation and the new development processes
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Medium-term Objective
(2008-2013)
2. Tools and methods to insert culture and heritage in sustainable development conceived.
R5 New knowledge on intangible
heritage provided and incorporated
into management practices.
IPHAN
State governments
Local government of capital cities
Enhancement of the processes of
capacity-building in the management
of Intangible Heritage in states and
municipalities started.
Courses on Safeguarding Plans.
Organisation of contents and
format of the course.
Promote course and select participants.
Follow-up on the course
Museum of the Indian
UFRJ
Goeldi Museum
Max Plank Institute
Banco do Brasil Foundation
Documentation of Indigenous cultures
and languages, pursuant to the linguistic
documentation methodologies set forth
by the DOBES programme.
Documental handling of the Indigenous
languages and cultures collections belonging to
Brazilian linguists and to the Museum
of the Indian.
Projects on linguistic documentation in 12
indigenous communities (40% elaborated).
__________________
Ministry of Culture
IPHAN
IADB
2005 Convention - Development of
Sector studies on a selected set of
culture-based economic activities,
addressing the productive dynamics of
different segments, in order to identify
lines of promotion and development that
would enable the constitution of
culture-based economy and the
promotion of cultural heritages.
R6 New inputs made available
to promote and protect
Brazilian cultural diversity.
Study on international exchange of
Brazilian cultural assets and services.
Sector diagnosis and planning for the fashion,
design and entertainment segments in Brazil.
Study on culture legislation and its impact on
the culture-based economy.
Diagnosis of the supply of capacity-building
and professional training to the
culture-based economy.
Gather and articulate partners.
Embratur
Docomomo Brasil
UNB
Goeldi Museum
Tourism trade companies
Development of contents to: support tourism
promotion of Brazilian cultural assets in
the light of cultural diversity; promote
those cultural assets; promote an ethical
approach to cultural values in projects in the
tourism sector and fighting against stereotyping.
Cadernos Roteiros da Cultura Brasileira
(Bossa Nova (elaborated), Popular Art, Modern
Architecture in Brazil, Traditional Knowledge
and Cuisine; Historical Sites; Brazil Afro).
Define Guidelines for
Content Production.
Embratur
Support for the development of
surveys on demands in the field
of cultural tourism.
Profile of tourism demand by
categories of itinerary.
Promote meetings to assess outcomes.
IBGE
IPEA.
Ministry of Culture
UNESCO Institute for Culture Statistics
Cultural statistics.
Support for the development of surveys
and cultural statistics in cooperation
with the IBGE and IPEA, in the light of
UNESCO Framework for
Cultural Statistics 2009.
Idecult Municipal Index of Cultural
Development (conclude and disseminate).
Launching of the IPEA-UNESCO Observatory
on Culture Statistics (outline and launch).
Development of methodologies, in the light of
FCS, for qualitative surveys directed at
understanding the link between intangible
heritage and development.
Outline research methodologies
relating Intangible Heritages to Idecult.
Promote debates with the major partners.
Carry out surveys and studies
Expected Results
(Outcomes 2008 -2009)
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(Outputs 2008-2009)
Challenges to the Country Brazil needs to conciliate cultural heritage preservation and the new development processes
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Ministry of Communications.
National Conference on
Communications
Intervozes.
University of Braslia
Federal University
of Rio de Janeiro.
Use of the consistent public
statements of the Brazilian government
on the need for restructuring the legal
framework and demands from stake
holders to contribute to the debate.
Enhance UNESCO position as a
mediating institution.
R. 1 UNESCO Indicators on Media
Development disseminated among
relevant actors and appropriated by
the process modelling the
new legal framework.
Dissemination of the translated
version (Portuguese) of the document
Media development indicators: a
framework for assessing media
development. Creation of
forums to discuss the topic:
Identify actors that could contribute
to disseminating the indicators.
Identify forums for debate. Produce
and survey the existing literature
in this field. Develop an assessment
model. Discuss the model.
EBC. Intervozes. Universities.
Based on the recent establishment
of the Brazilian Communication
Corporation, invigorate the
discussion on public television in Brazil.
Public television assessment
standard developed.
Provide inputs to the strategic
planning to align actions in light
of international instruments
of ethics in science.
Expected Results
(Outcomes 2008-2009)
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(Outputs 2008-2009)
Challenges
to the Country
Overcome the resistances to discussing the legal framework and formally introducing the topic on the public agenda
Medium-term Objective
(2008-2013)
1. Regulatory framework for communication in Brazil approved according to the principles of freedom of speech and the press.
Development Objective All Brazilians with access to high quality information and knowledge in a pluralist environment, with freedom of speech and of the press.
R.2. Public television model in
Brazil with higher sedimentation level.
3.1.5. COMMUNICATION AND INFORMATION: PROGRAMMATIC FRAMEWORK
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of the Presidency).
Use the window of opportunities
opened by the declarations of the Civil
Office of the Presidency stating
that it would submit a Draft Bill on
general access to public information
to the National Congress. Dissemination,
in Brazil, of the recommendations of
the Atlanta Declaration on the issue.
R. 3. Enhance the debate on
the new regulatory framework
governing access to public information
produced by the State.
Set of documents related to the
military period managed and made
available. Interface of the Brazilian
Archives Census developed. Portal of
the National Archive with increased
capacity to provide access to information.
Select, safeguard, handle and make
available to the Memrias Reveladas
(Revealed Memories) Project, documents
dating back to the period of
military government.
Develop the interface of the Brazilian
Archives Census.
Improve the National Archive Portal as a
tool for obtaining access to documents,
and for disseminating the results
of studies and surveys.
EBC. Intervozes. Universities.
Mobilisation of the National Archive
and other Brazilian public archives
to recover documentary information,
making it available to the public.
Public television assessment
standard developed
Produce and survey the existing
literature in this field.
Develop an assessment model.
Discuss the model.
Expected Results
(Outcomes 2008-2009)
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(Outputs 2008-2009)
Challenges
to the Country
Overcome the resistance to providing greater transparency of information produced by the state, especially historical information
R.4. Higher capacity of preservation,
management and provision of
information extracted from the
documental collection of the National
Archive, especially regarding the archives
corresponding to the period of Military
Government (1964-1985) which should
become part of the Reference
Centre on Political Struggles in Brazil.
IBICT.
Ministry of Science and Technology.
Gathering efforts around the
Brazilian governments decision
toward implementing the
National IFAP Committee in the country.
Dissemination of IFAP
relevance and
potentialities
Work jointly with the National Committee.
R. 5. Consolidation of the National
Committee of the Information
for all Programme (IFAP)
Medium-term Objective
(2008-2013)
2. Institutional environment that guarantees access to information for all restructured.
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Higher Education Department /
Ministry of Education
Employer Organizations
(Abert, ANJ, Aner).
Academic Forums (FNPJ, SBPjor, Intercom).
Class entities (Fenaj, Journalist Trade Unions)
Use of the window of opportunity
opened by the Ministry of Education
through the establishment of the
Working Group to review the curriculum
of journalism in Brazil. Drawing together
academic, employers and professional
spheres interested in the agenda .
Work as a mediator of existing
conflicts and tensions.
R. 6. Curricular standards in journalism
education disseminated among the
stakeholders and appropriated by
the spheres in charge of reviewing
journalism education in Brazil.
Translation into Portuguese of the
Curricular Standard for Journalism
Education developed by UNESCO.
Organisation of forums to discuss the
document. Papers reviewing the
document in the light of the
Brazilian challenges.
Identify the strategic forums for
discussing the document. Identify
key persons to discuss the document
in the light of the Brazilian scenario.
Disseminate the debates.
UBO/ED
UBO/BPI
NGOs working in education
(Educational Action).
Education-oriented campaigns.
Media professionals.
Recognize and take advantage
of the increasing interest of communication
companies in the education agenda to
offer and disseminate the tool
produced by UNESCO
(Education Makes News).
Translation and distribution of
the Education Makes News tool.
Organisation of discussion forums
with journalists interested in the matter.
Promote a meeting with journalists
that carry out good work in the area
to validate the material usage strategies.
Identify the best opportunities to
use the material in order to optimise
the results. Define how the
material should be distributed.
Expected Results
(Outcomes 2008-2009)
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(Outputs 2008-2009)
Medium-term Objective
(2008-2013)
3. Capacities and skills of media professionals enhanced to qualify information supply and demand.
R. 7. Journalists covering the
field of education using new
tools to improve coverage in that field.
Embassies of Canada and the
United States,
Methodist University (UNESCO
Communication Chair),
Sergipe State Social Communication
DepartmentUniversity of Braslia
Benefit from the window of opportunity
opened by the national debate around
the issue of violence and, especially
from the logistics to be implemented
with the PRONASCI to enhance the
supply of contents to
community media professionals.
Guidance handbook for community
media professionals on topics related
to human rights and violence.
Hold seminars on Media and
Urban Violence in Rio de Janeiro and
Sao Paulo; promote training for community
media professionals, notably those working
in areas of urban violence, on the
development of an Internet-based
network through blogs to denounce
cases of violence in the community.
R. 8. Community media journalists with
access to tools capable of qualifying and
facilitating their work on the coverage
of urban violence, including by
reducing the risk to which they are subject.
Challenges
to the Country
Improve the structure of training centers for journalists and also the tools to better qualify the media coverage
7
3
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Federal, state and municipal
governments (State and Municipal
Planning Department, Management
and Administration Departments)
Take advantage of the general demand for
higher quality in public management to
provide technical cooperation in that field.
Benefit from the experience accumulated
with the Mato Grosso State to expand
the partnership to other states.
R. 9. Incorporation, through a decision-making
process of the resources allotted for
adopting state and municipal public
policies on information and management
standards ensuing from the implementation
of info-structures.
Publications Anurio Estatstico do Estado,
O Estado em Nmeros with versions
in Spanish and English; geo-processing
data maps; training guide on
strategic planning and
public management.
Survey data and information on geographic,
demographic, social and political
characteristics of the state; systematisation,
analysis and aggregation of data and
information surveyed; submission of
survey with graphic illustrations;
capacity-building of experts in planning
at states and municipalities;
capacity-building of experts in the
use of infrastructure to summarize
and store data and information;
dissemination of data and information
all over the Brazilian states.
Ministry of Social Security
Make use of the ministerial decision
on changing the standards to
disseminate them among the
Ministrys bureaucratic services.
Development of capacity-building
courses and capacity-building software.
Develop studies to apply the
capacity-building model. Elaborate
and apply capacity-building techniques.
Expected Results
(Outcomes 2008 -2009)
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(Outputs 2008-2009)
Challenges
to the Country
Difficulties reported by public administration sectors in understanding the priority due to the improvement of management standards
R.10. Brazilian Social security system
management standards appropriated
by the systems staff.
Medium-term Objective
(2008-2013)
4. Information and communication policies implemented to support the creation of support info-structures to planning and public management.
7
4
SEED/MEC.
Increased articulation of technical cooperation
with different projects developed by
the Ministry of Education involving ICTs.
Better integration between the remaining
UNESCO sectors involved in the project
development and the SEED.
R. 11. New ICTs appropriated by
teachers of the government
education networks in Brazil.
Production of multimedia content
for the TV-Escola focusing on teacher training.
Production and dissemination of meta-data
at the teachers portal. Promote meetings
to define the assessment methodology. Survey
existing literature in the area. Develop
assessment tools. Use of assessment tools.
Analyse the outcomes. Translate the materials.
Hold seminars to validate and promote
training in the methodology.
OI/Futuro Institute
Microsoft
IBM
Use of concepts previously developed
by the CI sector in this area and taking
advantage of the concern of different
stakeholders about the identification
of standards of competence.
Methodological protocols disseminated.
Pilot projects assessed,
according to the protocols.
Meetings to define the evaluation
methodology. Research in the area.
Development of the evaluation instruments.
Implementation of the evaluation
instruments. Result analysis.
Expected Results
(Outcomes 2008-2009)
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Outcomes / Services
(Outputs 2008-2009)
Challenges
to the Country
Teachers capacity to use ICTs in education. Development of methodologies to assess the results of ICT use in education, and competence standards in the use of such technologies.
Medium-term Objective
(2008-2013)
5. ICT capacities and skills of education professionals enhanced to qualify the information supply and demand.
R. 12. Methodology of assessment of
innovative experiences in the
use of ICTs in schools developed.
Microsoft
Intel
Cisco
Ministries of Education and Culture
State Education Departments.
Use of concepts previously developed by the CI
sector in this area and taking advantage of the
concern of different stakeholders about the
identification of standards of competence.
Standards of Competence for Teachers
translated and distributed to relevant actors.
Translation of the materials. Seminars
to validate and train participants
in the methodology.
R.13. Standards of Competence in
the use of the ICTs in education developed.
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UBO/ED - HIV/AIDS and Preventive Education.
Ministry of Education/FNDE
Ministry of Health/ National
STD/AIDS Programme
UNICEF
UNFPA
UNAIDS
Use of the Project Health and Prevention in
Schools (HPS) as theoretical-methodological
and financial benchmark for the use of ICTs
in STD/AIDS prevention in Brazilian schools.
R. 14 Material on sexual health and
reproductive health, STD/AIDS prevention,
gender and drug abuse prepared
considering the peculiarities of
the target audiences.
Six comics addressing HIV/AIDS,
prejudice, discrimination, homosexuality,
teacher/student relations, the
protagonist role of youth, a culture of
peace. 1 CD-Rom with the comics and
interaction. Teachers Guide Book
on how to use the material.
Prepare and hire the script for the comics;
define strategies on awareness-building
among teachers; define the contents
and methodologies for the Teachers
Guide Book; follow-up on the printing;
and, strategy for distribution among partners.
Expected Results
(Outcomes 2008-2009)
Main strategies
(2008 -2009)
Activities
(2008-2009)
Partnerships
Products (Outputs) / Services
(Outputs 2008-2009)
Challenges
to the Country
Poor involvement of target audiences in the definition of policies directed at them; information in inadequate language and contents fail to reach the specific target
audiences (especially youngsters).Great challenges in the proper dissemination of the message on sensitive topics (like HIV/AIDS) among specific populations
Medium-term Objective
(2008-2013)
6. Dissemination of information and democratisation of access, engaging the relevant target audiences in the construction and validation of policies directed at this area.
76
3.2. INTERSECTORAL ACTIONS
3.2.1. Cross-cutting themes of the UNESCO Strategic Framework for Brazil
When concluding its 2006 Strategic Framework for Brazil, UNESCO identified national
challenges that required an interdisciplinary approach. Accordingly, in 2008-2009, in addition
to the regular activities of the five UNESCO programmes, we will continue to promote the deve-
lopment of new cross-cutting fields of action focusing on Brazilian reality:
CROSS-CUTTING THEME PREVENTION OF VIOLENCE AMONG YOUNGSTERS
Actions undertaken in 2008-2009:
Technical cooperation (conceptual, methodological and managerial) with governmental
organisations to formulate, implement, monitor and assess public policies on prevention
of violence, mainly among youth, of a social, educational and cultural nature.
Technical and organisational cooperation (conceptual, methodological and managerial)
with civil society organisations (corporations and NGOs) to outline and implement pro-
jects, raise funds, monitor and assess actions focused on vulnerable social groups.
Provision of advanced theoretical and empirical knowledge on specific issues comprising
this cross-cutting theme.
Empowerment of vulnerable social groups, especially youngsters, to foster their prota-
gonist participation in community actions and initiatives in violence prevention.
Mobilisation of experts, public managers and civil society organisations to discuss and
improve social, educational and cultural strategies focusing on violence prevention, espe-
cially among young people.
Correctional education.
CROSS-CUTTING THEME COMBATING RACIAL DISCRIMINATION
Actions undertaken in 2008-2009:
Technical cooperation (conceptual, methodological and managerial) with government
organisations to formulate, implement, monitor and assess public policies to combat
racism, particularly in relation to Afro-descendants and Indigenous peoples.
Provision of advanced theoretical and empiric knowledge to public and civil society
agents, addressing the topics of racism, racial discrimination and prejudice.
Mobilisation of experts, public managers and civil society organisations to discuss and
improve strategies to combat racism, racial and ethnic discrimination and prejudice.
Participation in the WG on Race and Gender assembled by the UNCT.
Outlining the Integrated Work Plan (UNESCO and Ministry of Education) to plan the
implementation of Law 10.639/2003 in the education systems.
Initial articulations to implement the UNESCO Coalition of Cities against Racism.
77
UNESCO Country Programming Document (UCPD)
CROSS-CUTTING THEME EDUCATION FOR SUSTAINABLE DEVELOPMENT
Actions undertaken in 2008-2009:
Dissemination of the DEDS recommendations on cooperation activities in all UNESCO
sectors, whenever applicable.
Joint publication with the MEC, of the book Vamos Cuidar do Brasil and respective guidance
material for schools to participate in the 3rd Children and Adolescents Conference on the
Environment which addressed the issue of Global Environmental Changes (67,000 issues).
Support given to the PNEA Managerial Body in the preparation of the mid-term DEDS
meeting for Latin America and the Caribbean.
Joint publication with the IBEEC USP, of the book Mudanas Climticas e Mudanas
Socioambientais Globais Reflexes sobre alternativas de futuro, as a contribution to one
of the most important topics of this Decade.
Joint elaboration with the General Coordination on Environmental Education CGEA, of
MEC, of a cooperation project to support the organisation of the 1st International Children
and Adolescent Conference on the Environment;
Joint investment with the Cuiab Antenna Office through BRAPATRIMNIO, of resources
for training youngsters for the eco-labour market at the World Natural Heritage Site
Pantanal Complex of Protected Areas, pursuant to the DESD recommendations.
3.2.2. UNESCO Intersectoral Platforms (IPs)
In addition to the actions entirely dedicated to the five UNESCO programmatic areas, the
Brasilia Office strives to maximize its programmatic work by promoting synergy among
its actions. Inter-sector integration can be found in many UNESCO programmes
and actions undertaken in Brazil, such as youth-oriented projects, the fight against
violence and HIV/AIDS prevention. Nevertheless, the Brasilia Office, supported by a new
Deputy-Director for Programme and Intersectorality, will be increasingly developing new
actions related to the intersectoral platforms (IPs) as described in the 34C/5 document:
Intersectoral Platform (IP) Actions scheduled for 2008-2009:
1. Science education
Implementation of a project with the municipality of Goinia,
focusing on the expansion and improvement of science and
technology education in municipal government schools.
2. HIV and AIDS
Promotion of a culturally adequate approach to programmes and
policies, pursuing universal access to prevention, care, treatment and
support in HIV/AIDS.
Use of current resources on ICTs in the prevention of HIV/AIDS.
Support for the UNAIDS Learning Strategy.
Promotion of human rights and reduction of the stigma and dis-
crimination against people living with HIV/AIDS.
Support for universities and research centres to carry out studies and
surveys on HIV/AIDS prevention, addressing the following topics:
HIV/AIDS and race/gender, behavioural studies; attitudes and practices
among youngsters; education and HIV/AIDS; prevention for vulnerable
populations.
78
Intersectoral Platform (IP) Actions scheduled for 2008-2009:
3. Education for sustainable
development
Dissemination of the DEDS recommendations on cooperation
activities in all UNESCO sectors, whenever applicable.
Joint publication with the MEC, of the book Vamos Cuidar do Brasil
and respective guidance material for schools to participate in the 3rd
Children and Adolescents Conference on the Environment which
addressed the issue of Global Environmental Changes (67,000 issues).
Support given to the PNEA Managerial Body in the preparation of
the mid-term DEDS meeting for Latin America and the Caribbean.
Joint elaboration with the General Coordination on Environmental
Education CGEA, of MEC, of a cooperation project to support the
organisation of the 1st International Children and Adolescent Con-
ference on the Environment.
Joint investment with the Cuiab Antenna Office through BRA-
PATRIMNIO, of resources for training youngsters for the eco-labour
market at the World Natural Heritage Site Pantanal Complex of
Protected Areas, pursuant to the DESD recommendations.
Contribution to the
implementation of the Mauritius
Strategy for the Sustainable
Development of Small Island
Developing States (SIDS)
_____________
5. Fostering ICT-enhanced learning
Capacity-building for teachers in the use of ICTs in education.
Assessment of private sector programmes on the use of ICTs in
education.
Development of methodology to evaluate the use of ICT in education,
particularly for innovative projects.
Engagement of Brazilian managers in the process of ICT-related
capacity-building in schools.
6. Strengthening national
research systems
_____________
7. Languages and multilingualism
Support for the actions undertaken by the Multi-lingualism Chair
and Production of Content on Portuguese Language in the Digital
World, in partnership with Unicamp.
Project Documentao de Lnguas e Culturas Indgenas Brasileiras,
in partnership with Funai, aimed at promoting the documentation of
about 20 endangered Indigenous languages and cultures, expanding
the possibilities of safeguarding them.
In partnership with the Museu da Pessoa, UNESCO developed the
campaign Cada pessoa uma histria, cada histria uma lngua. By
registering and disseminating life histories, UNESCO seeks to recognize
and value the role played by language as an elemental part of the
identity of each individual.
Publication of the article Plurilinguismo no Brasil in partnership with
the Investigation and Development in Linguistic Policy Institute (Ipol).
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UNESCO Country Programming Document (UCPD)
Intersectoral Platform (IP) Actions scheduled for 2008-2009:
8. Contributing to the dialogue
among civilizations and cultures
and a culture of peace
UBO, in partnership with the Ministry of Education, is concluding the
translation to Portuguese and further educational adjustment to
enable its use in the classroom of UNESCOs History of Africa collection.
In partnership with the Sao Paulo State Institutional Affairs De-
partment, UNESCO through the antenna Office in Sao Paulo will
be unfolding the project Fortalecimento da Cultura de Diversidade Hu-
mano Estado de So Paulo (Strengthening the Human Diversity Culture
in the State of Sao Paulo).
As part of its regular programme (CI), UBO will also carry out the
project Mdia comunitria: desenvolvendo o entendimento em reas
de violncia urbana no Brasil. The proposal aims at developing
community radio programmes focusing on youth and the school
environment.
9. Support to countries in post-
conflict and disaster situations
Inter-agency project of UNESCO, UNDP, UNICEF, ILO, UN-Habitat and
UNODC to implement the concept of citizen security in three Brazilian
municipalities marked by increasing urban violence. The three-year
project is financed by Spain (MDG Achievement Fund MDG-F) through
the thematic window Conflict Prevention & Peace-building.
10. Priority Africa: coordinating
and monitoring the plan of action
to benefit Africa
_____________
11. UNESCO action to
address climate change
The Brasilia Office is part of the recently-build UNCT work group on
climate change in Brazil. A work schedule has been concluded and
several initiatives should mark the work coordinated by UNEP.
Publication, jointly with the IBEEC USP, of the book Mudanas
Climticas e Mudanas Socioambientais Globais Reflexes sobre
alternativas de futuro.
12. Foresight and anticipation _____________
UNESCO Country Programming Document (UCPD)
In addition to its role as a UN specialized agency with a clear normative function in the in-
ternational sphere, UNESCO must also attune its actions to the priorities and needs of the
countries where it operates. Therefore the role played by UNESCO partners is of the outmost
relevance since they can reveal the possibilities for joint actions and strategies, besides assisting
in the fulfilment of the Organisations mission and the dissemination of its values throughout
the country.
The partnerships established by UNESCO allow for maximizing networking actions, fostering
the interchange of experiences and reinforcing the complementariness, legitimacy and visibility
of the Organisations actions in Brazil. That is why we have developed close links with government
actors (federal, state and municipal), with organized civil society and with the academic world.
We will give a brief description of some of the categories of key partners that make it possible
for UNESCO to fulfil its mission in the country:
Government partners: Since the early stages of its activities in Brazil, in 1966, UNESCO
has developed several (self-benefiting) cooperation agreements with federal, state and
municipal governments. Those partnerships not only make it feasible to implement
projects, but also influence the building of public policies in areas under the Organisations
mandate. It is worth mentioning that UNESCO also relies on the support of five strategically
located antenna offices in Brazil. In addition to their institutional and representative duties
on behalf of UNESCO, the antenna offices are important fosterers of new projects and
activities with governmental and non-governmental partners.
Legislative Branch: Brazil was the first country in Latin America to host a Group of
Parliamentarians Friends of UNESCO, in a similar way to some European countries,
Japan and Israel. The regular support of the Standing Committees of the House of
Representatives and the Senate, such as those on education and culture, not only
ensures the dissemination of the Organisations ideals, but is also a crucial element
in the elaboration of national policies on education, science and culture, not to mention
the support to the ratification of UNESCO international conventions.
UNESCO Chairs: In Brazil, the Chairs programme fosters training, surveys and other
activities related to the production of knowledge in such key areas as bioethics, distance
education and multilingualism. Currently, the programme comprises 26 Chairs at
renowned academic institutions in the country.
CHAPTER IV - COMMUNICATION AND PARTNERSHIPS
82
Non-Governmental Organisations: In Brazil, UNESCO develops permanent work with a
wide range of non-governmental organisations and foundations. For example, in its
partnership with the National AIDS Programme, UNESCO articulates several actions in
preventive education, involving over 600 NGOs in Brazil; evidence of the important
presence and capillarity of Brazilian civil society.
Libraries and book distributors: One of the main duties of UNESCO is to disseminate
knowledge at global level, and serve as an international centre for the exchange of ideas.
UNESCO complies with its mandate through the sound and permanent publication of
books, rules and international conventions that are now used as guidelines by many
national institutions, universities and research centres. In Brazil, the UNESCO Editorial
Unit has published about 400 titles since its creation in 1997. Typically, the documents and
publications are donated to accredited libraries and book distributors to disseminate
UNESCO principles and ideas in society at large.
Private sector: With the increasing emergence of Brazil in the international scenario, it
now has a sound and active private sector as regards the financing of actions directed at
education, culture and other areas coming under UNESCOs mandate. UBO has antenna-
offices offices in some of the main economic centres of the country that unfold a variety
of projects and eventual activities (events, seminars, etc), relying on partnerships or grants
(additional appropriations to the regular programme) proffered by important national
and international companies.
UNESCO Associated Schools: In Brazil, the UNESCO Programme of Associated Schools (ASP-
net) has been extended to about 300 schools. Besides disseminating UNESCO values to a
school-age public, ASPnet enables the development of school projects in human rights,
emerging social problems and other topics related to UNESCO programmatic priorities in
Brazil. In 2008, UNESCO strove to build new tools, including operational and legal tools to
enhance the dynamism and empower the network of associated schools in Brazil.
UN and development agencies: In the biennium 2008-2009, UBO actively participated
in all seven working groups established by the UNCT. Besides articulating partnerships
and thematic actions with other agencies, UNESCO coordinated UNCT communication
actions in 2007 and 2008 and is now leading the national UNDAF review (2007-2011).
Currently, UBO is developing two interagency projects financed by the United Nations
(UNTFHS
8
and MDG-F
9
) and is expected to shortly launch a joint UN Office (UNPD, UNICEF,
UNESCO, UNIFEM, UNFPA and ILO) in Salvador, where we already have an antenna-office.
In addition to actions developed at the interagency level, UNESCO frequently supports
partnerships with other international organisations, like JICA or International Develop-
ment Banks in the country.
In the following paragraphs we try to anticipate some trends and define some actors who, in
the forthcoming years, will play important roles in the co-implementation of activities and proj-
ects in each of our five programmatic areas in Brazil. Similarly, the recent changes oriented to a
new communication and information strategy for UNESCO actions in Brazil are briefly disclosed.
1. UNTFHS: United Nations Trust Fund for Human Security
2. MDG-F: Millennium Development Goals Fund
83
UNESCO Country Programming Document (UCPD)
4.1. EDUCATION
Our support for national education involves a wide range of institutional partnerships and is
intended to involve and foster increased participation of Brazilian society in the process of improving
education. In principle, UNESCO intends to mobilize all of its technical capacity and institutional
expertise. Here, the core partners will be the ED sector in Paris, its specialized institutes and the
UNESCO Regional Office for Education in Latin America and the Caribbean (OREALC). Equally
important are the UN agencies in the country and other development partners, in the light of
heightening the value placed on the contribution of international technical cooperation in the
field of education.
Other important partners are the education managers in the three spheres of government: the
Ministry of Education, and the State and Municipal Education Departments. Institutions repre-
sentative of teaching staff, school managers, education professionals and researchers are key
players in strengthening this programme and linking it to school reality.
Contributing to expand civil society participation in the advocacy for the Brazilians right to
quality education is one of the expected outcomes of this programme. UNESCO intends to co-
operate with a representative network of institutions belonging to the third sector, while counting
on the valuable collaboration of that network to implement the scheduled actions.
In brief, UNESCO in Brazil intends to promote the engagement of Brazilian society at large in a
national effort towards improving education in the country.
4.2. NATURAL SCIENCES
Due to the importance of the work in this area of UNESCOs mandate and the way it unfolds,
the sector has links with a variety of governmental and non-governmental social segments. That
makes it possible to establish joint actions of mutual interest; providing institutional and
material support, and partnerships on themes enabling the construction and development of
specific contents in the field of environmental sciences, technology and innovation with a focus
on sustainable development. The following areas of partnerships are the most outstanding:
Governmental organisations in the sectors of S&T, environment and water resources.
Legislative branch.
Non-governmental institutions.
State-owned and partly state-owned companies.
Private enterprise.
UN agencies.
Academic institutions.
Foundations.
4.3. SOCIAL AND HUMAN SCIENCES
The strategy employed by the SHS sector is anchored in multiple partnerships with the three
spheres of government, civil society, private enterprise, the academic sphere and the Legislative
branch. By means of those partnerships, the sector has expanded its working capacity, aggre-
84
gating institutional, financial and human resources to the actions undertaken. All that enables
SHS participation in the conception, implementation and evaluation of innovative actions and
public policies in the field of SHS.
The partnerships can be pooled into three major groups, all of them strategic to SHS:
1) The first group ensues from the nature and duties of the Organisation comprising the
technical cooperation links with the three spheres of government, and partnerships with
UNESCO Chairs, which are mainly installed in the universities..
2) The second group embraces partnerships to build and consolidate capacities whereby
the SHS Sector promotes the empowerment of vulnerable social groups, participates in
innovative actions and learns and disseminates lessons and experiences, in a two-way
process. This group includes a diversified group of NGOs like, the Central nicas das Favelas
(Cufa), AfroReggae, the Sou da Paz Institute, and the Palas Athena Association. Moreover,
there are partnerships with NGOs working on projects directed at youth, human develop-
ment, social inclusion and human rights, violence prevention among young people and
other topics. In this group the partnership with TV Globo in the Criana Esperana
Programme is outstanding.
3) The third group consists of partner institutions that contribute to social mobilisation
and to the dissemination of rights, comprising private enterprise, the Legislative branch
and institutions that promote social responsibility, like the Group of Institutions, Foun-
dations and Corporations (Gife), the Ethos Institute and the Brazilian Association of Non-
Governmental Organisations (Abong). We can also find here partners that grant financial
support to some initiatives in the Sector (Vale, Ita) and the Association of Entrepreneurs
Friends of UNESCO, created to strengthen corporate and business social responsibility,
linking it to the SHS sector and UNESCOs mandate.
4.4. CULTURE
The Federal Government remains the main partner in the CLT sector in regard to
undertaking projects involving financial resources. UNESCO is called on to participate in
projects dealing with topics that demand new methodological approaches, like cultural
heritage preservation in the light of development, as well as in projects on topics that
pose new challenges, like the culture-based economy, plans for safeguarding Indigenous
communities, linguistic documentation and the promotion of cultural diversity.
Experience has shown the need to strengthen the links between states and municipalities.
In this 2-year period, priority in new partnerships has been given to the states of Maranho,
Sergipe, Piau and Rio de Janeiro.
The partnership of UNESCO with the private sector in projects involving the transferral
of resources is inhibited by the existence of a federal law (Rouanet Law) that awards tax
reduction incentives to companies that invest resources in cultural projects. Since the
companies have practically conditioned any investment of resources to the existence of
fiscal advantages, partnerships with UNESCO in this area are very unlikely, because of the
difficulty of harmonising the enforcement of that law with our internal administrative
regulations. Nonetheless, we can expect eventual partnerships with state-owned and big
private companies in projects directed at minimising problems in some of the Brazilian
85
UNESCO Country Programming Document (UCPD)
states where they work. Here, the priority of private resources is attached to projects on
protection and valuing of cultural heritages in the aforementioned states, especially in
their capital cities.
4.5. COMMUNICATION AND INFORMATION
The ideal and priority partnerships of the CI sector in Brazil are found in the inter-govern-
mental sphere, in Ministries and Departments of Planning, Communication, Administration and
Management of the Federal Government and the Brazilian states and municipalities.
The private sector is also being incorporated through partnerships with corporations in the
technology, telecommunications and info-structure segments. The rich and strong social
movement devoted to the CI agenda must also be added to the list of partnerships established
by the sector, especially because they could become key elements to ensure greater capillarity
and sustainability of the actions developed by this area. Finally, the media professionals, their
education centres and professional institutions are natural partners for the sector.
Box A new strategy in communication and public information
In 2008-2009 a new communication strategy was implemented focusing on quality and
coherence of the institutional messages, ensuing from better coordination between the
communication and programmatic priorities of the Organisation. To that end, the Offices
public information sector was restructured. The Unit of Communication, Public Information
and Publications (UCIP) was established, encompassing the fields of Public Relations Office,
Virtual Library, Visual Communication, Events and Publications. The main purpose is to
increase the visibility of actions developed by UNESCO in Brazil.
New dynamics for articulating UCIP and programmatic areas have made it feasible to carry
out more cooperative work in regard to planning communication actions, setting priorities,
definition of information objectives, and identification of the required resources. Special
emphasis is placed on the management of knowledge produced by the Organisation, and
the dissemination of such knowledge through events, documents, publications, press
releases and eventual actions with the Brazilian media. There are innovative actions like
joint communication actions conducted by UN-system entities in Brazil by means of their
group of communicators.
Some of the outstanding communication initiatives are: (1) the establishment of thematic
and inter-Sector guidelines to be worked on during each year, focusing on the priority
thematic areas; (2) elaboration of the annual Visibility Report of the Office, since 2007,
systematizing all activities that enhance the visibility of UNESCO and produce impact in
Brazil; and (3) the development of initiatives on the monitoring and assessment of actions
developed in this field.
ANNEX
UNESCO Country Programming Document (UCPD)
Education (ED)..................................................................................................................................................... 88
Natural Sciences (SC)....................................................................................................................................... 97
Social and Human Sciences (SHS) ............................................................................................................101
Culture (CLT) .........................................................................................................................................................107
Communication and Information (CI) ...................................................................................................110
List of projects of the UNESCO Brasilia Office
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1. 570BRA1009 - Millennium Fund for Early Childhood Improve the quality of children's education offered by community, philanthropic or
public institutions (SP, SC, RS, MG).
04/03/2008 to
31/05/2009
GERDAU Institute
and the World Bank
2. 914BRA1124 - Monitoring and Evaluation of the
Better Early Childhood Programme (PIM)
Enhance the Better Early Childhood Programme monitoring processes and
qualified evaluation of its results and impacts on the development of children,
their family and participating communities by establishing process and
results indicators
04/2008 to
04/2012
Rio Grande do Sul
State Government
3. 914BRA1104 - Social Inclusion for Education Endeavouring to offer quality education to all, ensuring effective action in
successfully attracting and keeping children, adolescents, young people
and adults, in school
18/12/2003 to
18/12/2008
Ministry of Education
4. 914BRA1105 - Promoting and Expanding
Solidarity in Literacy
Aid in reducing illiteracy rates among young people and adults in Brazil.
11/12/2003 to
30/09/2008
Ministry of Education
5. 4BRA1095 - Education and Learning Contribute to long term policies for improving basic education, in all its
modes and forms, integrating actions from the Union, Federated Units
and Municipalities.
11/12/2003 to
31/12/2008
Ministry of Education
6. 914BRA1086 - Diversity at University Implementing Diversity at University Programme actions, with a view to promoting
equity and diversity in higher education by increasing access of socially
underprivileged groups, in particular, afrodescendent and indigenous groups,
in higher education.
10/07/2003 to
31/12/2008
Secretariat of
Continuing Education,
Literacy and Diversity
of the Ministry
of Education
Biennial sectoral priority 1 :
Leading education for all
(EFA) by ensuring global
coordination and providing
assistance to Member States
to achieve the EFA goals and
education-related Millennium
Development Goals (MDGs)
based on the Global
Action Plan (GAP)
Biennial sectoral priority 2:
Fostering literacy and quality
education for all at all levels
and through both formal and
non-formal lifelong learning,
with particular emphasis on
Africa, gender equality,
youth, LDCs, SIDS as well
as the most vulnerable
segments of society,
including indigenous
peoples, and education
for sustainable development
Extra- budgetary
Project Development Objective Duration Partners C/5 Classification Project category
*
EDUCATION (ED)
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7. 914BRA1065 - Support to Secondary Education
Improvement and Expansion (PROMED)
Support FNDE in its leading role in the reform process to be implemented by
Federated units and take part in the development of global policies, designing and
enhancing national strategies which foster, support, follow up, evaluate, systematise
and disseminate, among Federated Units, successful initiatives, experiences
and results reached by school units.
04/12/2000 to
31/09/2008
The National Education
Development Fund
(FNDE) of the
Ministry of Education
8. 914BRA1111 -FUNDESCOLA:
Equity and Quality in Primary and
Lower Secondary Education
Improve the quality of primary and lower secondary education schools in relation
to school planning and management, developing and implementing pedagogical
models and infrastructure, strengthening the institutional capacity of the Secretariats
of Education through organisational and managerial planning, processes and
methodologies, with a view to guaranteeing quality, equity and efficiency in such
schools in the North, North-East and Central-West regions.
18/12/2003 to
31/07/2009
The National
Education
Development Fund
(FNDE) of the
Ministry of Education
9. 914BRA1080 - reducing STDs and HIV/AIDS
in the city of So Paulo
Aid the Municipality of So Paulo in designing and implementing policies, strategies and
actions with a view to reducing the incidence of infection of HIV/AIDS and other STDs.
17/12/2002 to
31/12/2008
So Paulo Municipal
Health Secretariat
10. 914BRA3014 - Training, research and institutional
support at the level of the AIDS II programme
Implement policies, strategies and actions aimed at:
a) promoting, protecting and preventing from STDs/HIV/AIDS;
b) diagnosis, care and treatment to people with STDs, HIV and AIDS;
C) strengthening public and private institutions engaged in the prevention
and control of STDs and AIDS.
29/09/1998 to
31/12/2008
11. 914BRA1101 - Support project for the reduction of
the occurrence of HIV/AIDS and other STDs and
improvement in the quality of life of people with
HIV/AIDS in Brazil
Reduce the incidence of STD infections and HIV and improve the quality of life
of those living with HIV/AIDS by strengthening the capacity of the national
response and promoting equity, sustainability and universal actions.
31/03/2004 to
31/12/2008
Ministry of Health -
National STD/AIDS
Programme
12. 914BRA1093 - Plan of Actions and Strategies in
Public Health for the Control of STD and HIV/AIDS
in the state of Rio Grande do Sul
Implement impact policies, strategies and actions aimed at reducing the incidence
of infection of HIV/AIDS and other STDs, adapting and expanding diagnosis and
treatment activities for STDs, HIV and AIDS at the scope of a full care network,
hierarchically organised and adequate to the installed capacity, human resources,
characteristics and possibilities of each region in Rio Grande do Sul.
10/12/2003 to
30/06/2008
Secretariat of Health
of the State of
Rio Grande do Sul -
State STD/AIDS
Programme
13. 914BRA1062 - Technical Support to the Consolidation
of Training of Nurse Workers (PROFAE)
Improve the quality of outreach care in Brazil, providing conditions for the
sustainability of professional training mechanisms for nursing assistants.
01/09/2000 to
31/12/2009
Ministry of Health -
Secretariat of Work
Management and
Health Education
Ministry of Health -
National STD/AIDS
Programme
Extra- budgetary Biennial sectoral priority 2:
Fostering literacy and quality
education for all at all levels
and through both formal and
non-formal lifelong learning,
with particular emphasis on
Africa, gender equality,
youth, LDCs, SIDS as well
as the most vulnerable
segments of society,
including indigenous
peoples, and education
for sustainable development
* The Biennal Sectorial Priority 1 is led by HQ.
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Management and
Health Education
14. 202BRA1000 - Sustained improvement of human
security in the city of Sao Paulo through humanization
actions in public schools, health services and communities
Endeavouring to reduce violence and promote of a culture of peace in two
regions in the city of So Paulo, through actions in education, health, care and
social development, engaging various sectors of society, contributing to public
policies and developing skills and competences of individuals, families and
communities.
09/06/2008 to
31/07/2011
15. 247BRA1000 - Including HIV education in
the Brazilian Health and Prevention in Schools Project
Intensify, qualify and provide sustainability to the education sector's response in
fighting the HIV/AIDS epidemic, by implementing programmes and policies
for schools, strengthening integrated work between education, health and
civil society in all the country.
Biennium
2008/2009
Develop the Skills Evaluation System of the SESI Programme - Educating the Worker. 2002 to 2008 SESI - Industry
Social Service
17. 914BRA1120 - Gifted youngsters: a strategy
for inclusion
Promote care and the development of gifted students in public basic education
schools, allowing them to be effectively inserted into regular education and
disseminating knowledge on the issue in educational systems, school communities
and families in the states and the Federal District.
16/03/2006 to
16/05/2009
Secretariat of Special
Education of the
Ministry of Education
18. Umbrella Agreement Brazil/UNESCO: 914BRA1123 -
Optimisation of the Educational Development Plans PDE
- communication and information actions
Streamline interfaces from the Ministry of Education so they may have a closer
bond with Brazilian society, informing it of political principles, theoretical foundation,
methods and programmes implemented by the Ministry to offer quality education,
increasing its participation in implementing public education policies, making
the most of the platform to enhance its knowledge and enjoy local culture.
01/04/2008 to
31/03/2009
Municipal Secretariat
of Work and
Employment
19. Umbrella Agreement Brazil/UNESCO: 914BRA1123 -
Support international cooperation at the level of the
Education Development Plan (PDE)
Identify and support the transfer of foreign educational experience and technologies
which may benefit the execution and enhancement of the Education
Development Plan (PDE), as well as transferring successful experiences from
the Ministry of Education to developing countries, in particular those from
the Programme.
01/04/2008 to
31/03/2009
International Office
(AI) of the Ministry
of Education
20. Umbrella Agreement Brazil/UNESCO: 914BRA1123 -
The challenges of post-graduation in the 21st
Century under the perspective of its evaluation
Promote conceptual reflection of the new challenges presented by Capes new
evaluation system with a view to developing theoretical and research base
which allow for the qualitative advance of evaluation actions at the
postgraduate level, having the Brazilian academic and scientific community
as the target audience and also, society as a whole.
01/04/2008 to
31/03/2009
Coordination for
the Enhancement
of Higher Level
Graduates (CAPES)
of the Ministry
of Education
UNESCO, UNICEF,
UNFPA, Secretariat of
Health of the Municipality
of So Paulo and
Secretariat of Health of
the State of So Paulo,
Municipal Secretariat of
Social Care and
Development, The United
Nations Trust Fund
for Human Security.
16. 570BRA1003 - Evaluation of SESIs Workers
Education Programme
Partners of Health and
Prevention in Schools
Project ( MEC, Ministry
of Health, UNICEF, UNFPA)
Extra- budgetary Biennial sectoral priority 2:
Fostering literacy and quality
education for all at all levels
and through both formal and
non-formal lifelong learning,
with particular emphasis on
Africa, gender equality,
youth, LDCs, SIDS as well
as the most vulnerable
segments of society,
including indigenous
peoples, and education
for sustainable development
Project Development Objective Duration Partners C/5 Classification Project category
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21. Umbrella Agreement Brazil/UNESCO: 914BRA1123 -
Subsidy to the formulation and evaluation of Brazilian
educational policies.
Support the National Education Council (CNE) in meeting its legal responsibilities
fully and expanding its analysis, interpreting and levelling capacity of educational
problems in the country, offering ever more relevant services to Brazilian society.
01/04/2008 to
31/03/2009
National Education
Council (CNE)
22. Umbrella Agreement Brazil/UNESCO: 914BRA1123 -
Support the implementation of the Target Plan,
Commitment of All for Education Phase II
Develop technical assistance actions for states and municipalities by designing
the Coordinated Actions Plan (PAR) and following up its implementation
with a view to improving the quality of basic education. In Phase II, 1,242
municipalities will be assisted in implementing actions from their PAR,
1.794 small municipalities, with low Basic Education Development Index (IDEB),
will be aided in designing their PAR, as well as another 109 municipalities,
among states and municipalities with over 200 thousand inhabitants.
01/04/2008 to
31/03/2009
National Education
Development Fund
(FNDE) of the Ministry
of Education
23. Umbrella Agreement Brazil/UNESCO: 914BRA1123 -
Expand evaluation policies developed by INEP, with
focus on the evaluation of results of primary and lower
secondary education students, from the sector of
Young People and Adults and Higher Education.
Improve performance evaluation models for competences and skills by
enhancing instruments, systems and methodologies used by INEP.
01/04/2008 to National Institute of
Educational Studies
and Research Ansio
Teixeira (INEP) of the
Ministry of Education.
24. Umbrella Agreement Brazil/UNESCO: 914BRA1123 -
Expand evaluation policies developed by INEP, with
focus on the evaluation of results of primary and lower
secondary education students, from the sector of
Young People and Adults and Higher Education.

Improve performance evaluation models for competences and skills by
enhancing instruments, systems and methodologies used by INEP
01/04/2008 to
31/03/2009
National Institute of
Educational Studies
and Research Ansio
Teixeira (INEP) of the
Ministry of Education.
25. Umbrella Agreement Brazil/UNESCO: 914BRA1123 -
Commitment: So Paulo, analfabetismo zero (Contribute
to the reduction of illiteracy among Young people and Adults
Contribute to reducing illiteracy among young people and adults over 15 years
of age, who live in the State of So Paulo and did not have access or possibility
of staying in school.
01/04/2008 to
31/03/2009
Representation of the
Ministry of Education
in So Paulo
Extra- budgetary Biennial sectoral priority 2:
Fostering literacy and quality
education for all at all levels
and through both formal and
non-formal lifelong learning,
with particular emphasis on
Africa, gender equality,
youth, LDCs, SIDS as well
as the most vulnerable
segments of society,
including indigenous
peoples, and education
for sustainable development
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26. Umbrella Agreement Brazil/UNESCO:
914BRA1123 - Support the Education
Development Plan - PDE
Contribute to designing and implementing, at the three levels of government,
policies for educational improvement coordinated with the Education
Development Plan PDE.
01/04/2008 to
31/03/2009
Executive Secretariat
of the Ministry of Education
27. Support to Umbrella Agreement
Brazil/UNESCO: 914BRA1123 - Support to
literacy and Education of Young People and
Adults in priority municipalities
Improve education indicators related to literacy and level of schooling of young,
adult and elderly population through local public policies aimed at ensuring
an increase in offer and quality of Education for Young People and Adults.
01/04/2008 to
31/03/2009
Secretariat of Continuing Education
and Diversity (SECAD) of the
Ministry of Education
28. Umbrella Agreement Brazil/UNESCO:
914BRA1123 - Benchmarks for Primary and
Lower Secondary Education of Indigenous
Young People and Adults, in rural areas
Build theoretical and pedagogical benchmarks that contribute to designing public
policies and pedagogical-didactic organisation for the secondary education of
young and adult indigenous people in rural areas, based on qualitative analyses
that correspond to this specific demand.
01/04/2008 to
31/03/2009
Secretariat of Continuing Education,
Literacy and Diversity (SECAD) of
the Ministry of Education
29. Umbrella Agreement Brazil/UNESCO:
914BRA1123 Developing Special Needs
Education: Committed to inclusion
Develop support actions for teaching systems for implementing the National
Special Needs Education Policy at the level of Inclusive Education, aimed at
teacher training, dissemination of pedagogical materials and exchange of
specific pedagogical benchmarks of the area.
01/04/2008 to
31/03/2009
Secretariat of Special Needs
Education (SSEP) of the
Ministry of Education
30. Umbrella Agreement Brazil/UNESCO:
914BRA1123 - New Higher Education
management models: studies of developing
programmes and actions and dissemination
of their results
Support the implementation of new processes for macro-management of higher
education through studies of development policies and programmes.
01/04/2008 to
31/03/2009
Secretariat of Higher Education
(SESU) of the Ministry of Education
31. Umbrella Agreement Brazil/UNESCO:
914BRA1123 - Support publication and
dissemination of innovative educational
research and actions in the area of
technological and vocational education
Improve the quality of vocational and technological education in public and private
networks, furthering the relation between teaching, research and innovations, by
systematically disseminating pedagogical, scientific and technological work. 2008/2009
Secretariat of Vocational
and Technological Education (Setec)
of the Ministry of Education
32. Additional appropriation: 41-23500017
BRZ - VI International Conference on Adult
Education (CONFINTEA) and Regional
Meeting on Education in Prisons
VI UNESCO International Conference on Adult education (CONFINTEA VI): Prepare a
series of publications aimed at supporting the Brazilian Government in promoting
universal literacy and to be used as sources of good practices for other countries
that face similar challenges. Also organise meetings with stakeholders in Young
People and Adult Education, in order to prepare for CONFINTEA.
Regional Education in Prisons Meetings (CIEP): Organise Regional Latin American
Meeting of Education in Prisons which consists of a preparatory meeting for the
Education in Prisons International Conference - CIEP, which will be held by UNESCO
in Brussels in 2010.
2008/2009
Ministry of Education/
Ministry of Justice
Biennial sectoral priority 2:
Fostering literacy and quality
education for all at all levels
andthrough both formal and
non-formal lifelong learning,
with particular emphasis on
Africa,gender equality,
youth, LDCs, SIDS as well
as the most vulnerable
segments of society,
including indigenous
peoples, and education
for sustainable development
Extra- budgetary
Regular Programme
(including additional
appropriation)
Project Development Objective Duration Partners C/5 Classification Project category
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33. 41-24500042 - National
commitment with literacy
Develop training materials for managers, which also subsidise the decision making
process of those in office and technical-pedagogical teams, in order to address the
challenge of structuring or redirecting literacy policies and programmes aimed at
young people and adults. This material will also aid in the exchange of experience
between Portuguese speaking countries, Latin American counties and other
countries in UNESCO's LIFE strategy.
2008/2009
UNESCO, member states and the
Brazilian government
34. 41-23500013 BRZ - Knowledge,
information, norms and standards to
improve quality in education at all levels
Monitoring and advocacy of EFA goals. 2008/2009
Ministry of Education, National
Union of Municipal Education
Managers UNDIME, National
Council of Education Secretaries
CONSED, National Education Council
CNE and other government levels.
National Campaign for the Right to
Education and other NGOs.
35. 41-23502014 BRZ - Identifying,
strengthening and disseminating good
practices at all levels
Develop publication for disseminating the experience of the Health
and Prevention in schools project 2008/2009
Ministry of Health, Ministry
of Education, UNICEF UNFPA.
36. 41-23503015 BRZ - Quality education
and sciences at the service of secondary
education, TVE and sustainable
development
Building subsidies and guidelines for developing upper secondary and vocational
education programmes and policies.
2008/2009
Ministry of Education, National
Union of Municipal Education
Managers UNDIME, National
Council of Education Secretaries
CONSED, National Education
Council CNE, State and Municipal
Education Secretariats, HQ, IIPE,
OREALC and NGOs.
37. 41-24500043 BRZ - Strengthening na-
tional skills towards quality education
Support the Education Development Plan with the aim of contributing to
actions to improve the quality of basic and higher education.
Six months
Ministry of Education, National
Union of Municipal Education
Managers UNDIME, National
Council of Education Secretaries
CONSED, National Education
Council CNE, State and Municipal
Education Secretariats, HQ, IIPE,
OREALC and NGOs.
38. UNEVOC Bulletin UNESCO-UNEVOC
Translation and publication of UNESCO UNEVOC Bulletin (Vocational
and Technical Training and Education Centre UNEVOC)
2008/2009 UNEVOC
39. Additional appropriation: 41-24500045
BRZ - Development of a study and plan to
contribute to the implementation of the
teaching of African history and culture in
the basic education curriculum
(law 10.639/2003)
Develop a good practices studies in implementing the National Curricular Education
Guidelines in Ethnic-Racial Relations and the Teaching of History and Brazilian
African Culture, as well as contribute to an implementation plan for the law.
2008/2009 Ministry of Education
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40. Additional appropriation: 41-24500046
BRZ - Implementation of a pilot project
aimed at the interaction of school
and family
Strengthen school-family interaction, widening the horizon of parents' participation
in the school life of students, offering teachers more knowledge about their
students and their families.
2008/2009 Ministry of Education
41. Additional appropriation: 41-24500047
BRZ - Strengthening national skills towards
quality education
Building subsidies and guidelines for developing upper secondary and vocational
education programmes and policies.
2008/2009 Ministry of Education
42. Additional appropriation: 41-24500044
BRZ - Adding value to teachers: supporting
public debates aimed at initial and
continuous teacher training and career plan
Support the Education Development Plan with the aim of contributing to actions to
improve the quality of basic and higher education.
2008/2009 Ministry of Education
43.Additional appropriation: 41-2450003
BRZ - Training courses for education policy
managers
Strengthen management capacity of technical teams involved in different
government levels (federal, state and municipal) through training courses.
Biennium 2008/2009 Ministry of Education
44. Expansion and Improvement of
Science and Technology Education in
Goianias Municipal Schools
Develop institutional, curricular and technical-pedagogical conditions aimed
at expanding and enhancing scientific and technological processes in municipal
schools in Goinia.
36 months
Goinia Municipal
Secretariat of Education
45. Expansion and Improvement of Science
and Technology Education in Luzianias
Municipal Schools
Develop institutional, curricular and technical-pedagogical conditions aimed
at expanding and enhancing scientific and technological processes in
municipal schools in Luzinia.
36 months
Municipal Administration
of Luzinia
46. Support to the training of municipal
servants for the development of projects,
management and control of public re-
sources in Mato Grosso
Support SEPLAN MT in training and qualifying of civil servants of Municipalities
involved in project development, management, execution of and rendering of
accounts of public resources in education and design of methodology for
future capacity building projects in public resources management.
36 months
State Secretariat of Planning and
General Coordination of Mato
Grosso (SEPLAN-MT)
47. Educating for Freedom
in Mato Grossos Prisons
Support SEJUSP-MT in developing public educational policy for young people and
adults in penitenciary.
36 months
Secretaria de Estado de Justia e
Segurana Pblica do Mato Grosso
(SEJUSP-MT)
48. Sorocaba: Educating City
Strengthen municipal planning to transform Sorocaba in an educating city, by
building capacity of collaborators and the programme's team, as well as
promoting integration among programmes and evaluation of their results.
24 months Sorocaba City Hall
49. New School Challenges - Support to the
implementation of the Curricular Proposal
of the State of So Paulo
Raise the value of public education, improving teaching and learning processes
and increasing the possibility of success and continuity of education for students
in state public schools by implementing the new curricular proposal for the
State of So Paulo.
36 months
Secretariat of Education of the State
of So Paulo
Regular Programme
(including additional
appropriation)
Areas to be developed
(including the
additional programme)
Biennial sectoral priority 2:
Fostering literacy and quality
education for all at all levels
andthrough both formal and
non-formal lifelong learning,
with particular emphasis on
Africa,gender equality,
youth, LDCs, SIDS as well
as the most vulnerable
segments of society,
including indigenous
peoples, and education
for sustainable development
Project Development Objective Duration Partners C/5 Classification Project category
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50. Programme Partners that are worth
it Young People Education and Learning
Evaluate alternatives and subsidies for upper secondary vocational education for
young people and adults, coordinated with vocational qualification or sequential
vocational qualification in upper secondary education, having efficacious social and
professional inclusion of low income young people as reference.
November/2008 to
June/2011
Vale
51.Strengthening of Institutional Capacity
of the Municipal Secretariat of Education of
So Jos dos Campos
Develop and implement methodological, instrumental and operational processes
for the diagnosis and evaluation of institutional and educational performance in
schools from the public municipal network.
48 months
So Jos dos Campos Municipal
Secretariat of Education
52. Strengthening of Institutional Capacity
in the Introduction of the Education
Development Plan in the State of Sergipe
Develop and update management and planning processes and instruments, at the
level of the Secretariat of Education, to enhance its action in the implementation of
programmatic strategies of the Education Development Plan of Sergipe.
36 months
Secretariat of Education of
the State of Sergipe
53. Introduction and implementation of the
National Technology and Vocational Educa-
tion Portal and its modules, elements part
of the Technology and Vocational Education
Information System
Strengthen and enhance vocational and technological education in countries
partners of the project, based on the international exchange of knowledge, liaison
with different training networks and levels, research and administration, and the
shared management of policies and actions evaluation contents and instruments.
24 months
Secretariat of Vocational and
Technological Education (SETEC)
of the Ministry of Education (MEC)
54. Incentive to International Cooperation
in Higher Education
Strengthen international cooperation in education research and institutional
backstopping to international offices of Higher Education Institutions in Brazil.
24 months
Secretariat of Education
Superior (SESU) of the Ministry
of Education (MEC)
55. Support to the All United for
Literacy Programme (TOPA) of the Bahia
State Secretariat of Education
Develop and implement, through technical cooperation with the State Government,
systematic follow up of TOPA's execution in the different regions of the state, compre-
hending incoming and outgoing results and the capacity building of those involved.
24 months
Secretariat of Education of the State
of Bahia SEC
56. Fostering a teaching policy for
sciences education in upper secondary
schools in the State of Rio de Janeiro
Contribute to improving the quality of science teaching in the public school
network in the state of Rio de Janeiro, structuring a consistent incentive policy
for learning scientific knowledge.
4 years
Secretariat of Education
of the State of Rio de Janeiro
57. Definition of Strategic Actions for the
development of the National Incentive
Programme for the Qualification of
Basic Education Teachers
Contribute to improving the quality of education in Brazil, by building a national
programme for encouraging teacher training in basic education.
45 months
Coordination for the Enhancement
of Higher Level Graduates (CAPES)
and Ministry of Education (MEC)
58. Incorporation of Technologies to
Interdisciplinary Pedagogical Projects
Support the Education Technology Nuclei (Ncleos de Tecnologia Educacional -
NTE) in the State of Piau to engage in further pedagogical projects for the
secondary education of that federal state.
2 years
Secretariat of Education and Culture
of the State of Piau
59. Guidelines and Strategies for the
Reduction of STD and HIV/AIDS Vulnerabilities
in the State of Rio de Janeiro
Develop and implement methodologies for preventive education in STDs/HIV and
AIDS in the education system of most vulnerable populations, through Civil Society
of the State of Rio de Janeiro.
1/1/2009 to 31/12/2011
Secretariat of Health
of the State of Rio de Janeiro
60. Integrality in Intersectoral Actions to
Overcome Violence in the Municipality of
So Paulo
Organise the intersectoral networks for violence prevention through the
improvement of integral care to victims of violence in the State of So Paulo.
1/1/2009 to 30/6/2011
So Paulo Municipal Secretariat of
Health/Mental Violence and Health
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61. Development of education for health
methodology in the context of Cultural
Diversity and Sustainable development
Develop and implement health education methodologies for indigenous peoples,
communities remaining from quilombos, from extractivism reserves, taking into
consideration their cultural diversity and sustainable development.
2009 to 31/12/2010
National Health Foundation -
FUNASA
62. Widening the response to the HIV/AIDS
epidemic using formal & non-formal educa-
tion as efficient means of prevention
Implement new preventive education methodologies and strategies in STDs/AIDS
aimed at the general and vulnerable population.
2 and a half years Government of So Paulo
63. Participation in the UNAIDS working
group
Regular meetings with UNAIDS sponsors for defining action and information
sharing priorities.
Annual
( 6 meetings per year)
UNAIDS cosponsors
64. School Prize for Encouraging
Prevention Against STDs/AIDS and drug use
Prize awarded to posters made by public primary and secondary schools
and YAE schools.
Annual
UNICEF, UNFPA, UNODC,
UNAIDS, Ministry of Health,
Ministry of Education.
65. Participation in the Gender and Racial
Relations working group
Regular meetings with UN agencies to discuss themes related to racial
and colour profile.
________ UN Agencies in Brazil (UNCT)
66.Memorandum of Understanding
UNESCO/CONSED
Develop joint actions in the basic education area which conform to CONSED and
UNESCO priorities.
________
National Council of
Education Secretaries (CONSED)
67. National Award for Benchmark in
School Management
Indentify and recognise as a national benchmark, education establishments which
are developing efficacious management practices.
Annual
Consed, Undime,
Roberto Marinho Foundation
68. Solidarity School Seal 2009
Acknowledging actions carried out by schools in the community. The focus for the
seal to be awarded is the effect of activities on students' learning.
________
CONSED, UNDIME and
All for Education Commitment
69. Partnership with Faber Castell
The 4 Pillars of Education
Promote the 4 pillars of education - from the 'Delors Report' - developing
joint educational actions with society and evaluating their impact.
________ Faber Castell
Biennial sectoral priority 2:
Fostering literacy and quality
education for all at all levels
andthrough both formal and
non-formal lifelong learning,
with particular emphasis on
Africa,gender equality,
youth, LDCs, SIDS as well
as the most vulnerable
segments of society,
including indigenous
peoples, and education
for sustainable development
Non-financial
partnerships
Project Development Objective Duration Partners C/5 Classification Project category
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Project Development Objective Duration Partners
1. 243BRA4000 -Conservation of Biodiversity in World Natural
Heritage Sites in Brazil
Consolidate the World Natural Sites Network in Brazil and promote conservation of bio-
diversity in these places.
01/03/2003 to
30/03/2011
MMA, Chico Mendes
Biodiversity Conservation
Institute - ICMBio,
United Nations Founda-
tion - UNF, WWF, Con-
servation International,
The Nature Conservancy
2. 914BRA2008 -Consolidation of World Natural Heritage Sites in
Brazil
Strengthen and establish a shared management system in World Natural Heritage
Sites, contributing to conservation actions at the Sites.
22/12/2003 to
22/12/2008
Ministry of the
Environment - MMA
3. 914BRA2014 - Aquabio Project: Integrated Management of
Aquatic Biodiversity and Water Resources in the Amazon
Promote strategic actions for implementing an integrated management approach of
aquatic biodiversity and water resources with the relevant actors, internalising the prin-
ciples of conservation ant the sustainable use of aquatic eco-systems in policies and
programmes aimed at the Amazon Basin.
01/12/2006 to
01/02/2010
Ministry of the
Environment- MMA
4. 914BRA2047 - PNEA Project: National Environmental
Education Programme
Promote sensitising, mobilising, awareness raising and capacity building of different
segments of society to face environmental problems with a view to building a sustain-
able future.
01/08/2000 to
30/03/2009
Ministry of the
Environment- MMA
5. 704BRA2041 - ANA Project: Sustainable Development of Water
Resources in Brazil
Contribute to the sustainable use of water resources in Brazil
25/03/2002 to
21/12/2009
ANA, MMA
6. 914BRA2006 - Project Environmental Compensations in Minas
Gerais
Contribute to enhancing the management of Environmental Compensations, ensuring
the protection of its natural heritage and increasing social benefits for the population.
22/10/2004 to
22/10/2010
State Forest Institute
IEF of the State of
Minas Gerais
7. 4211100318 Capacity-building in water resources
management
Facilitate and support the exchange of knowledge, methodologies and results of
research among experts and decision makers in managing water resources.
2008-2009
ANA, MMA and local
authorities in water
resources management
8. 4211203216 BRZ- Strengthening of the Brazilian biosphere
reserve and support new biosphere reserve proposals in geoparks
Support the developing of new biosphere reserve (RB) proposals and support the
Brazilian RBs.
2008-2009
CNRBMA, MMA,
ICMBio
C/5 Classification Project category
Biennial sectoral priority 1:
Promoting research and
technical capacity-building
for the sound management
of natural resources and for
disaster preparedness
and mitigation.
Extra-budgetary
Regular Programme
(including additional
appropriation)
Natural Sciences (SC)
9
8
9. ADASA Develop studies and the institutional organisation for
ADASA - DF
Establish cooperation to support the technical and managerial structuring process of
ADASA and the implementation of the Water Resources and Basic Sanitation Policy in
the Federal District, in consonance with Environmental and Water Resources Policies of
the Federal District and its surroundings.
under analysis
Water and Sanitation
Regulatory Agency of
the Federal District -
ADASA
10. Project Water: Educating for Life - Sustainability of Micro Water
Basins in Brazil - ANA
Promote the participation of Brazilian society in the preservation, conservation and
rational use of water through diagnosis, capacity building in sustainable management,
communication and dissemination of information actions in micro water basins in
Brazil.
under analysis
National Water Agency -
ANA
11. Technical Cooperation for actions to revitalise water basins in
Brazil
Cooperate to strengthen revitalisation actions of public bodies with activities in basins
undergoing revitalisation; propose the establishment of an integrated system, implement
development actions and new technologies and research in priority areas; implement new
monitoring and evaluation systems and processes for revitalising actions of water basins,
establishing development strategies and capacity of governmental and non-governmental
actors.
under analysis
Secretariat of Water
Resources and Urban
Environment of the
Ministry of the
Environment
SRHU/MMA
12. Centre Category II of Water Technology
The Centre's mission is provide services and support to water technologies solutions for
UNESCO International Hydrological Programme, promoting development and innovation,
developing capacities to be used and disseminated. With this mission, the Centre commits
itself to publicise, through its crossed programmes with PHI-UNESCO, such as HELP,
FRIEND, ISI and ISARM, successful practices of the Itaipu Binational Power Plant and the
Brazilian and Paraguayan Government.
under analysis ITAIPU binational
13. Water as a pedagogical matrix: Education and Sustainable
Management of Water in the Cerrado
The goal is to produce and try out pedagogical strategies inspired on an eco based
pedagogy, having water as its symbolic and socio-environmental matrix, capable of
changing the meaning of daily and sustainable management of water in the cerrado
biome. The university extension course is offered by the University of Brasilia during both
academic semesters in 2008. The course is directed environmental experts from EMATER,
IBRAM, State Secretariat of Education and others.
2008
University of Brasilia
(Extension course
Department), National
Water Agency (ANA),
EMATER, IBRAM,
Brasilia Environmental
Institute, APA Planalto
Central, Cerrado
Biosphere biome, State
Secretariat of Education
and Calliandra Institute
Areas to be developed
(including the additional
programme)
Non-financial
partnerships
Biennial sectoral priority 1:
Promoting research and
technical capacity-building
for the sound management
of natural resources and for
disaster preparedness
and mitigation.
Project Development Objective Duration Partners C/5 Classification Project category
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14. Cooperation Protocol width the Brazilian Sustainable
Development Entrepreneurial Council (CEBDS)
Cooperation to consolidate and implement projects; organise events: seminars, works-
hops and lectures; capacity building courses on issues aimed at education for
sustainability; editing and publishing technical-scientific and institutional material
of mutual interest.
CEBDS
15. Environmental Excellence Centre Petrobrs
16. 914BRA5065 MCT - Guidelines and Strategies for Science,
Technology and Innovation in Brazil
The focus of this revised project remains directed at results such as: MCT's institutional
development in management and planning for the sector; intensification of the
dissemination, publicising and mainstreaming processes and instruments for Science,
Information and Technology in all of the country and increasing cognitive and
socio-technical capacities of actors responsible for management and implementation
of public policies related to science, technology and innovation.
29/10/2001 to
31/07/2010
Ministry of Science and
Technology (MCT)
17. 914BRA2009 - Implementing health surveillance capacity
VIGISUS II
The project aims at cooperating with the Brazilian Government, in particular with the
Secretariat of Health Surveillance - SVS for enhancing the necessary manageria
capacity of programme and players' work actions designed for implementing the
Health Surveillance System in 27 Federated Units and Municipalities, participating
in the VIGISUS II Project.
30/12/2004 to
30/12/2009
Ministry of Health -
Secretariat of Health
Surveillance
18. 914BRA2012 -Strengthening Health Actions for
Indigenous People (Vigisus II - Funasa)
Project 914BRA2012 aims to cooperate, in particular with the Brazilian Government
with the National Health Foundation - FUNASA, to develop organisational, managerial,
care and administrative capacity in the Indigenous Health Subsystem.
21/12/2004 to
21/12/2009
National Health
Foundation FUNASA
19. 914BRA2015 - Updating Information Management and Dis-
semination in S&T at IBICT
The project aims at consolidating a new organisation structure at IBICT, by updating
its operational and instrumental infrastructure in generating and managing S&T
information. Both these actions, at the level of the Institute, are related to enhancing
the body's institutional performance as an agency of the Ministry of Science and
Technology - MCT and the implementation/dissemination of the S&IT sector in Brazil.
02/08/2007 to
02/08/2011
Ministry of Science and
Technology through its
research unit, the
Brazilian Institute of
Information in Science
and Technology - IBICT
20. 914BRA2005 - Institutional support for the Semi-Arid
National Institute
This project's main objective is to structure institutional and operational conditions for
creating the Semi-Arid National Institute, with the aim of accelerating scientific and
technological development in the region and producing knowledge applicable to
improving local/regional living conditions.
29/10/2001 to
31/07/2010
Ministry of Science and
Technology (MCT)

Biennial sectoral priority 2:
Strengthening national and
regional research and
innovation systems,
capacity-building, the
use of technologies,
and scientic networking,
and encouraging the
development and imple-
mentation of science,
technology and innovation
policies for sustainable
development and poverty
eradication
Extra-budgetary
Regular Programme
(including additional
appropriation)
1
0
0
21. World Science Day for Peace and Development
(November 10th) and Competition of Written Work and Designs
Promote the involvement of different sectors in society in the discussion of themes
related to scientific and technological development and its influence on people's daily
lives.
01/04/2008 to
31/03/2009
ABC, ABDI, AEB, ABIPTI,
British Council, Federal
Senate, FAP/DF, IBICT,
Sangari Institute, Inter-
legis, Itaipu Binational,
MCT, MEC, MS, SE-
CIRM, SE/GDF, SENAC,
SBPC, European Union
and Universty of Brasilia
22. MERCOSUR Science and Technology Award
Acknowledge and award the best work from students, young university students,
researchers and research teams, who represent potential contribution to scientific and
technological development of member and associated countries of MERCORSUR;
encourage scientific and technological research aimed at the MERCOSUR; contribute to
the regional integration process among MERCORSUS member and associated countries,
by increasing disseminating the advances and achievements in the scientific and
technological development field in MERCORSUR.
Annual
RECyT of MERCOSUL,
MCT, Petrobras, CNPq
and MBC
23. Social Technology Award
The award is an instrument for identifying, selecting, certifying and fostering technolo-
gies which present effective responses to different social demands and may integrate
the Social Technologies Database. The Award if held every two years to allow alternate
periods between disseminating and gathering solutions.
Biannual
FBB, Petrobras and
KPMG Independent
Auditors.
24. FICA International Environmental Cinema Festival
01/04/2008 to
31/03/2009
Agepel, SESC/RJ and
Crisantempo (SP)
25. Competition Scientists of Tomorrow
Acknowledge and award the best work from Primary and Secondary Education
Students (from the 6th grade) addressing any subject related to exact, natural, human
and social sciences; and encourage scientific and technological research.
01/04/2008 to
31/03/2009
IBECC/UNESCO, SBPC,
CNPq and CenDoTec
Biennial sectoral priority 2:
Strengthening national and
regional research and
innovation systems,
capacity-building, the
use of technologies,
and scientic networking,
and encouraging the
development and
implementation of science,
technology and innovation
policies for sustainable
development and
poverty eradication
Non-financial
partnerships
Project Development Objective Duration Partners C/5 Classification Project category
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Extra-budgetary
Project Development Objective Duration Partners


1. Ethics in Science, Human Rights and Public Health
Turn ESP into an innovative and benchmark institution in teaching, research and
extension, consolidating, enhancing and incorporating the new paradigm founded on
ethics in science and human rights, with particular emphasis in life and health sciences,
able to train and prequalify human resources in the public health area in the State of Rio
Grande do Sul, also playing a relevant role in other regions in Brazil and MERCORSUR.
Prodoc
undergoing
adjustments
Secretariat of Health of
the State of Rio Grande
do Sul (SES/RS) / Public
Health School of the
State of Rio Grande do
Sul (ESP/RS)
2. MSc Degree and PhD in Bioethics
Postgraduate courses developed as a result of the efforts of UNESCO Bioethics Chair,
created in 2005. Focusing on public health, the programme presents three research
lines: Foundations of Bioethics and Public Health; Emerging Situations on Bioethics and
Public Health; Persistent Situations on Bioethics and Public Health.
From August
2008.
University of Brasilia
(UnB).
3. 465BRA3000 Criana Esperana
Promote social inclusion, improving the quality of education and exercising human
rights of children, adolescents and young people in vulnerable and socially risky
situations, thus, participating in the promotion of human and social development
in Brazil.
Beginning 2004.
Partnership
agreement in
force until 2014.
Rede Globo, Viva Rio,
Sou da Paz, Catholic
University of
Pernambuco
(UNICAPE) and
Catholic University
of Minas Gerais
(PUC/MG).
4. 914BRA1092 Institutional Strengthening and Technical
Potential Raising of the Public Health School /SES/RS.
Capacity building and qualify assistance network for strengthening of the National
Health System guidelines in the state of Rio Grande do Sul, focusing on a more
comprehensive approach to basic family health care, ensuring the strengthening of the
Public Health School (ESP/RS) and the Murialdo Health School Centre (CESM),
guaranteeing sustainability to this approach.
10/12/2003 to
10/12/2009.
Secretariat of Health of
the State of Rio Grande
do Sul (SES/RS) / Public
Health School of the
State of Rio Grande do
Sul (ESP/RS)
5. 914BRA3026 - Food Security Policy Management, Local
Development and Fight Against Hunger
Contribute to eliminating food and nutritional insecurity of Brazilian population and
facing structural causes of poverty.
28/05/2003 to
28/12/2009.
Ministry of Social
Development (MDS)
6. 914BRA3033 Project for Overcoming Poverty in the State
of Sergipe
Strengthen communities of the state of Sergipe to improve the quality of life by
encouraging emergency practices to fight against extreme poverty and promoting
policies to overcome poverty.
10/12/2003 to
10/12/09.
Secretariat of Social
Inclusion, Assistance
and Development of the
State of Sergipe
(SEIDES/SE).
C5 Classification Project category
Biennial sectoral priority 1:
Promoting principles,
practices and ethical norms
relevant for scientific,
technological and social
development.
Biennial sectoral priority 2:
Strengthening national and
regional research systems
in order to provide policy-
oriented research on
social and ethical issues
Regular Programme
(including additional
appropriation)
Areas to be developed
(including the additional
programme)
Non-financial
partnerships
Extra-budgetary
Social and Human Sciences (SHS)
1
0
2
7. 914BRA3038 Solidarity Governance in Porto Alegre.
Implement monitoring and evaluation systems of Local Solidarity Governance Actions
and of the Social Inclusion Integrated Programme (childhood, adolescence, health,
women, security and fight against poverty) in the 16 regions of the city.
28/09/2005 to
28/02/2009.
Porto Alegre City Hall.

8. Socio-environmental and urban policies shared among local
communities and Harbour authorities for the urban expansion of
the Rio Grande Harbour.
Build and consolidate conceptual bases, subsidising management structures with
knowledge and practical application in order to operate a social, environmental,
educational and cultural responsibility policy for SUPRG, which includes prevention,
mitigation and compensation actions, for the impacts from the port expansion plan, as
well as optimising positive external factors for the social, environmental, educational
and cultural development of its influence area.
Start expected for
March 2009.
Duration of 36
months.
Secretariat of Infrastruc-
ture and Logistics
(SEINFRA/RS) Harbour
Superintendence of Rio
Grande (SUPRG).
9. Youth Agenda Brazil: an agenda for development
Promote the consolidation of the National Youth Policy, providing conditions for
designing, planning, coordinating, integrating and executing actions at the level of
federal, state and municipal governments, with the aim of promoting rights which
ensure opportunities for young people's full development.
Start expected for
2009. Duration
for 27 months.
National
Youth
Secretariat
10. Social Inclusion for Promoting Human Rights in
the State of Sergipe
Develop social inclusion actions which promote the human rights of the population
that lives in vulnerable or personally risky situation, providing conditions for designing,
planning, coordinating, integrating and executing actions at the level of federal, state
and municipal governments and civil society, aiming at ensuring the right to social
assistance, productive inclusion and human development in the state of Sergipe.
Start expected for
January 2009.
Duration of 36
months.
State Secretariat of
Social Inclusion,
Assistance and
Development SEIDES.
11. Social Development of Mesoregions - Integra Brasil.
Contribute to consolidating the National Regional Development Policy (PNDR), aimed at
reducing regional inequalities and activate developing potentials of Brazilian regions,
exploring diversity (social, economic, environmental, cultural) in the country.
Prodoc being
written
Ministry of National
Integration (MIN).
Regular Programme
(including additional
appropriation)
Areas to be developed
(including the additional
programme)
Biennial sectoral priority 2:
Strengthening national and
regional research systems
in order to provide policy-
oriented research on
social and ethical issues
Extra-budgetary
Project Development Objective Duration Partners C5 Classification Project category
U
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12. Project "Underground Sociabilities"
Study different forms of sociability which are invisible and underground at the level of
conventional societies, alternative integration and socialisation means, developed by
communities living in conditions of extreme exclusion and poverty; and study and
disseminate the work methodology developed by the AfroReggae and CUFA groups.
Start expected
for January 2009.
Duration of 12
months.
London School of
Economics and Political
Science (LSE), Ita
Cultural Institute, Ita
Social Foundation,
Central nica das Favelas
(CUFA) and AfroReggae
Cultural Group.
13. Capacity-building course for young leaders
Build capacity of 40 young leaders in designing, implementing and monitoring integrated
violence prevention and reduction policies.
June 2008.
Security and Citizenship
Study Centre (CESEC) of
the Cndido Mendes
university and AfroReggae
Cultural Group
14. Support the organisation and participation in the World
Conference on the Development of Cities (ADG/SHS initiative)
Discuss the diversity of democratic innovation and social transformation initiatives
which emerged in recent years and the promotion of an environment for collective
reflection and discussion.
Event held in
02/2008.
Porto Alegre City Hall,
Ministry of Cities, Rome
City Hall (Italy), State
Government of Rio
Grande do Sul, National
Confederation of
Municipalities (CNM),
UN Habitat, UNDESA,
World Bank and Inter-
American Development
Bank (IADB).
15. 914BRA1109 Escola Aberta: education, culture, sports and
employment for young people.
Offer upper secondary education students from public schools and their communities,
alternative spaces on the weekends to engage in extra-curricular cultural, sports,
leisure and income generating activities, aimed at turning the quality of interactions
between the school and community into the construction of a culture of peace,
reducing unemployment and violence rates among young people, above all, those
in socially vulnerable situation.
14/10/04
to 31/07/09.
Secretariat of Basic
Education (SEB);
Secretariat of Continuing
Education, Literacy and
Diversity (SECAD),
Ministry of Education
(MEC); Ministry of
Labour and Employment
(MTE); Ministry of
Culture (MinC); and
Ministry of Sports (ME).
16. 914BRA3031 Support the Promotion of Racial Equality.
Support the Special Secretariat of Racial Equality - SEPPIR in promoting racial equality,
strengthening and providing a cross-cutting reach of the racial equality issue, as a
present element in social and economic policies of the Brazilian Government.
18/11/04 to
17/09/08.
Special Secretariat of
Racial Equality (SEPPIR).
Biennial sectoral priority 3:
Contributing to the dialogue
among civilizations and
cultures and to a culture of
peace through philosophy,
the human sciences, good
governance, the promotion
of human rights, and the
fight against discrimination.
Extra-budgetary
Non-financial
partnerships
Biennial sectoral priority 2:
Strengthening national and
regional research systems
in order to provide policy-
oriented research on
social and ethical issues
1
0
4
17. 914BRA3034 - Human Rights Education Project -
Building a Culture of Respect towards Democracy and Justice
Implement the National Human Rights Education Plan (PNEDH), in aspects referring
to areas of direct responsibilities of SEDH.
14/11/04 to
14/11/10.
Special Secretariat of
Human Rights/
Presidency of the
Republic (SEDH/PR).
18. 914BRA3037 Open School in the State of Sergipe.
Develop a culture of peace in the education public network in the state of Sergipe,
benefitting young people, communities and schools, by adopting a participation and
solidarity policy, opening schools on the weekends and offering socio-cultural, sports
and leisure activities which encourage the young people protagonism and the
integration between school and community.
27/07/2005 to
27/07/2009.
State Secretariat of
Social Inclusion,
Assistance and
Development (SEIDES).
19. 914BRA3039 - Open School in the State of Mato Grosso.
Support SEDUC/MT in developing and implementing, in public schools of the State of
Mato Grosso, extra-curricular activities, offering socio-cultural and sports activities on
the weekends, bound to the school's political-pedagogical project, contributing to
strengthening the culture of peace.
10/06/06 to
10/06/09.
State Secretariat of
Education of Mato
Grosso (SEDUC/MT).
20. 914BRA3040 - Family School Project (Cuiab).
Support SMEDEL in developing and implementing, in public schools of the State of Mato
Grosso, extra-curricular activities, offering socio-cultural and sports activities on the
weekends, bound to the school's political-pedagogical project, contributing to
strengthening the culture of peace.
8/11/2006 to
8/11/2009.
Municipal Secretariat of
Education, Sports and
Leisure of Cuiab
(SMEDEL).
21. 914BRA3041 Drafting, implementing, consolidating and
disseminating accessibility policies: conceptual frameworks for
protecting and promoting the Human Rights of Special Needs
People.
Develop technical, managerial and instrumental capacity of SEDH to subsidise and
implement the National Accessibility Programme, by structuring a data base and
developing a system to establish the value and classify accessibility, updating and
development in assisting technology, capacity-building of technicians involved in
accessibility issues for consolidating human rights protection and promotion policies
for special needs people.
21/12/2007 to
31/03/2009.
Special Secretariat of
Human Rights/
Presidency of the
Republic (SEDH/PR).
22. 914BRA3042 - Violence Prevention amongst Young People:
social and educational actions which comply with PRONASCI.
Consolidate the public security policy with citizenship through conceptual, methodological
and operational subsidies for implementing preventive actions against violence and
promote young people protagonism in the National Public Security Programme with
Citizenship (PRONASCI), in particular with Projects such as Mulheres da Paz, Reservista
Cidado, Protejo, Brasil Alfabetizado, Yound People and Adult Education Programme
(PROEJA) and Preparatory Courses for the National Upper Secondary Education
Examination (ENEM) - PR-ENEM, building a participatory culture of peace which
contributes to rescuing citizenship and reverts the insecure situation, initially in the
11 most violent metropolitan regions in Brazil.
11/12/2008 to
11/12/12.
Ministry of Justice (MJ)/
PRONASCI Executive
Secretariat.
Biennial sectoral priority 3:
Contributing to the dialogue
among civilizations and
cultures and to a culture of
peace through philosophy,
the human sciences, good
governance, the promotion
of human rights, and the
fight against discrimination.
Extra-budgetary
Project Development Objective Duration Partners C5 Classification Project category
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23. 914BRA3043 - Violence Prevention in the State of
Rio Grande do Sul (PPV).
Build a social network that identifies, integrates, coordinates and promotes
governmental and non-governmental programmes and actions, which make the most
of social capital in the prevention and reduction of lost life years due to different
forms of violence, with a view to reducing death rates due to violent causes in
Rio Grande do Sul.
22/12/2008 to
22/12/12.
State Secretariat of
Health of Rio Grande
do Sul.
24. 570BRA3001 School in Action for a Culture of Peace
Build new opportunities focused on local potential and demand, through the mobilisation
of communities, particularly young people, contributing to reducing tension and
conflict in the school space and the community around it; promoting a feeling of
belonging to the municipality, the community and the school; also contributing to
academic performance, particularly reducing drop-out rates and academic
performance.
21/5/2007 to
28/2/2009
(preparatory
assistance)
Norberto Odebrecht Inc.
25. 4333600007BRZ "Every school has a story to tell"
Mobilise secretariats of education of municipalities participating in the Open School
Programme to develop, together with young volunteers, projects to record the school
and community history.
01/08/2008 to
31/12/2009.
Museu da Pessoa, State
and Municipal
Secretariats of
Education.
26. Integral Care for Students and the Community with a
View to a Culture of Peace in the Federal District
Promote the development of integrated public policies to improve education in the
Federal District. It seeks to consolidate integral care for primary and lower secondary
school students, favouring integration among pupils, schools, families and the community
by offering alternative spaces for culture, sports and leisure activities. The Project will
also contribute towards improving the school attendance rate, increasing the education
development index and promoting a culture of peace in schools.
Start expected for
01/2009.
Duration of
36 months.
Secretariat of Education
of the Federal District
(SEDF).
27. Fostering Racial Equality Promotion Actions.
Subsidise SEPPIR coordinated actions aimed at integrating and consolidating the
National Racial Equality Promotion Policy and its cross-cutting implementation strategy.
Enhance and strengthen the development of programmes and core activities at SEPPIR,
optimising them in knowledge, promotion and follow up of the execution of
different cooperation programmes with public and private, national and international
organisations.
Start expected
for 02/2009
Duration
of 24 months.
Special Secretariat of
Racial Equality (SEPPIR).
Regular Programme
(including additional
appropriation)
Areas to be developed
(including the addi-
tional programme)
1
0
6
28. Education in Public Security and Violence Prevention
as Instruments for Citizenship
Develop and subsidise the strengthening, consolidation, innovative construction and
dissemination of preventive and educational concepts and practices in public security
guided by human rights and raising the value of citizenship, considering its scientific
foundations, initial and continuing training of public security managers and
professionals democratically.
Publicised
10/12/2008
Ministry of Justice (MJ)/
National Public Security
Secretariat (SENASP).
29. World Campaign to celebrate the 60th anniversary of the
Universal Declaration of Human Rights (UDHR).
The campaign is led by Brazilian writer and United Nations Messenger of Peace,
Paulo Coelho and is made up of film and printed materials, it was publicised in over a
hundred countries, with the aim of making people thing about what has been done
in the last 60 years to promote human rights.
Being written
ABC Group, Association
of Entrepreneurs Friends
of UNESCO, media
companies such as
Globo (Brazil), BBC
(United Kingdom) and
CNN, FOX, MTV and
ESPN (USA).
30. UNCT working group on Gender and Race. Integrating UN agencies to address the gender and race theme. 2008-2009 Brazilian UNCT
31. Seminar 'World Philosophy Day'.
The event had the objective of disseminating philosophy, bringing home the current is-
sues studied by this group and their straight connection with cultural values necessary
for building a more ethical and equal society.
19/11/2008
Institute of Social
Philosophy and Sciences
of the Federal University
of Rio de Janeiro
(IFCS/UFRJ).
32. Film O Veneno e o Antdoto: uma viso da violncia
colombiana + debate.
Contribute to the debate about the prevention and fight against violence based on the
Colombian experience.
07/07/2008
Ministry of Justice, Ita
Cultural and Pindorama
Filmes.
33. VIII Orilax Award.
The Orilax Award is an event which acknowledges the importance of different people
and organisations from diverse segments of society, which contribute to the development,
protection and empowerment of young people, helping to reduce violence. In 2008, the
event also celebrated the 60th Anniversary of the Universal Declaration of Human Rights.
25/06/2008
Afroreggae Cultural
Group and Ministry of
Justice (MJ).
Non-financial
partnerships
Areas to be
developed (including
the additional
programme)
Biennial sectoral priority 3:
Contributing to the dialogue
among civilizations and
cultures and to a culture of
peace through philosophy,
the human sciences, good
governance, the promotion
of human rights, and the
fight against discrimination.
Project Development Objective Duration Partners C5 Classification Project category
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Project Development Objective Duration Partners
1. 914BRA4003 - Support components of institutional training,
education, strengthening and development of the MONUMENTA
Programme
Increase economic, cultural and social use of urban historical and cultural heritage under
federal protection, in order to insert social participation and decentralisation of sustained
management and conservation of sites inscribed in the World Heritage List.
15/09/2004 to
04/03/2009
Ministry of
Culture /IPHAN
2. 914BRA4080 Technical assistance to the MONUMENTA
programme
Implement sustainable preservation mechanisms for urban nuclei inscribed in the
historical heritage list by the Union, committing local communities, through its public
and private agents, in order to increase the social return of preservation to
significantly reduce the maintenance and recovery costs of these sites for the Union.
28/02/2000 to
31/03/2009
Ministry of
Culture /IPHAN
3. 914BRA4007 - Cultural Tourism
Contribute with technical knowledge to introduce Cultural Tourism practices at
EMBRATUR aimed at promoting diversity and strengthening intercultural dialogue
in Brazil and abroad.
11/10/2007 to
11/07/2009
EMBRATUR
4. 914BRA4008 - Development impacts and safeguarding plans
for indigenous communities
Consolidate knowledge and establish benchmark methodologies and standards
for safeguarding actions for cultural and environmental heritage of indigenous
communities.
21/12/2007 to
21/12/2009
FUNAI
5. 914BRA4009 - Sustainable Recovery of Salvador Old Town Centre
Develop a sustainability strategy, based on the relation between Culture and
Development for the recovery, preservation and value raising of Salvador's Old Town
Centre, including the Pelourinho area inscribed in the UNESCO World Heritage List
and its surroundings.
22/04/2008 to
22/04/2010
Bahia State Secretariat
of Culture
6. 406BRA4001 - Congonhas Museum
Create a musem for studying and preserving baroque heritage, as well as popular
religious events and a contemporary scultping centre in the World Heritage Site
of Congonhas
19/07/2004 to
31/12/2009
CSN, Real Bank,
Congonhas City Hall,
IPHAN, Diocese of
Mariana
7. 914BRA4010 - Documentation of Brazilian Indigenous
Languages and Cultures
Documenting of around 20 threatened indigenous languages and cultures, increasing
their possibility of being safeguarded and creating conditions for consolidating the
linguistic documentation area in Brazil.
10/12/2008 to
09/12/2010
Museu do ndio/FUNAI
8. 914BRZ4011 - Preservation of Historical Urban Development
Sites
Support the implementation of a preservation policy for urban heritage sites based on
integrated urban and regional development.
22/12/2008 to
22/12/2010
IPHAN/Ministry of
Culture
C/5 Classification Project Category
Biennial sectoral priority 1:
Promoting cultural diversity
through the safeguarding
of the heritage in its
various dimensions and
the enhancement of
cultural expressions.
Extra-budgetary
Culture (CLT)
1
0
8
9. 914BRA4010 - Protection of World Heritage Sites in Brazil Implementing the World Heritage Convention in Brazil. 2008/2009
IPHAN and the Associa-
tion of Entrepreneurs
Friends of UNESCO
10. 10. 4412200015 - Local training for the implementation of
the Intangible Heritage Convention
Capacity building of state and municipal managers for implementing the Intangible
Heritage Convention in Brazil and publicise the importance of Brazilian linguistic
diversity.
2008/2009
IPOL e Museu
da Pessoa
11. 4413100058 - Training for state and city museums on fighting
illicit traffic of cultural property
Capacity-building of small and fragile museums in Brazil in order to fulfil the mission of
preserving cultural heritage in conformity with ICOM guidelines.
2008/2009
12. 441400044 - Development of tools to connect creative enter-
prises and local communities
Establish statistical parameters and indicators for cultural development and design of
policies for cultural diversity.
2008/2009 IPEA
13. So Paulo Documentation and Memory Centre
Support the creation of a Memory Centre in So Paulo to disclose historical
documentation to the public in the State of So Paulo.
2009/2011
State Secretariat of
Culture of So Paulo
14. Capacity-building for the safeguard of traditional communities
and indigenous groups under the impact of electrification
Promote the use of energy as a vector for developing and safeguarding cultures of
ethnic minorities affected by the rural electricity programme.
2009/2011
Ministry of Mining
and Energy,
Ministry of Culture
Regular Programme
(including additional
appropriation)
Areas to be developed
(including the additional
programme)
Biennial sectoral priority 1:
Promoting cultural diversity
through the safeguarding
of the heritage in its
various dimensions and
the enhancement of
cultural expressions.
Project Development Objective Duration Partners C/5 Classification Project Category
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15. Young entrepreneurship in the productive chain of culture
Promote entrepreneurship amongst low income young people in culture productive
chain with a view to promoting culture and generating income and social inclusion.
2009-2012 Dialog Institute
16. Strengthening of diversity in the State of So Paulo
Promoting democratic, peaceful, cultural and equal co-inhabiting amongst different
segments of human diversity in the state of So Paulo.
2009/2011
State Secretariat of
Institutional Relations
of the Government of
So Paulo


17. 442500014 - Interreligious dialogue in Brazil
Develop and consolidate studies against cultural prejudice and, above all, religious
prejudice, in order to favour intercultural dialogue in Brazil.
2008/2009 ISER
18. Decentralisation of cultural policies for development
Reinforce the capacity of Brazilian States and Municipalities to implement cultural
policies for promoting access to cultural activities, assets and services.
2009-2011
Ministry of Culture,
Brazilian States and
Municipal Governments
19. Cooperation between Brazil, MERCOSUR and Portuguese-
speaking countries in Africa for an integrated implementation of
UNESCO Conventions
Design and carry out activities for the shared and enhanced implementation of the
UNESCO International Conventions of 1970, 1972, 2001, 2003 and 2005.
2009-2011 Ministry of Culture

Biennial sectoral priority 2:
Promoting social cohesion
by fostering pluralism,
intercultural dialogue, and
a culture of peace, as well
as the central role of culture
in sustainable development.
Non-financial
partnerships
Extra-budgetary
Regular Programme
(including additional
appropriation)
Areas to be developed
(including the additional
programme)
Non-financial
partnerships
Biennial sectoral priority 1:
Promoting cultural diversity
through the safeguarding
of the heritage in its
various dimensions and
the enhancement of
cultural expressions.
Areas to be developed
(including the
additional programme)
1
1
0
Project Development Objective Duration Partners
1. 914BRA5000 - National Archive
Incentive to historical research and cultural development, such as publicising information
for citizens seeking their rights.
20/12/2001
20/12/2008
Presidency of the
Republic
2. 914BRA5007 - Develop and support state and municipal man-
agement of the State of Mato Grosso
Support SEPLAN-MT in information planning and management, intergrating regional
and urban environments at the state and municipal level in Mato Grosso, as well as
employing management control and evaluation instruments.
08/09/2005
08/05/2009
State of Mato Grosso
(SEPLAN)
3. 4511400005BRZ - Quality information for Brazilians
broadcasted by public radio
Promote a favourable environment for freedom of press and information.
01/01/2008
31/12/2009
Intervozes
4. 4514308012BRZ - Communal media promoting understanding
in areas of urban violence in Brazil.
Strengthening the role of communication and information for promoting mutual un-
derstanding, peace and reconciliation, particularly in conflict areas.
01/01/2008
31/12/2009
Canadian Embassy
5. 4513103037BRZ - Enhancing media training for sustainable
development in Brazil
Promote the development of free, independent and pluralist media and community
participation in sustainable development through communal media.
01/01/2008
31/12/2009
UnB/DF Mackenzie/SP
UniCamp/SP
6. Communication for the development of Sergipe
Support SECOM/SE in consolidating its communication policy, focusing on social
inclusion, democratising communication and information access, strengthening public
and communal systems of information content production.
01/2009
01/2011
State of Sergipe
(SECOM)
7. Planning streamlining in Sergipe
Support SEPLAN/SE in information and territorial planning management in order to
subsidise planning of public policies in the State of Sergipe
Apr-2009
Apr-2011
State of Sergipe
(SEPLAN)
8. Quality Public Information for All
Promote the dissemination of social and citizenship focused actions and encourage the
debate in Brazilian society about public radio broadcast and its role in strengthening a
democratic media.
15/10/2007
31/12/2009
Radiobrs
C/5 Classification Project Category
Biennial sectoral priority 1:
Fostering free, independent
and pluralistic communication
and universal access to
information
Extra-budgetary
Regular Programme
(including additional
appropriation)
Non-financial
partnerships
Areas to be developed
Communication and Information (CI)
U
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9. 914BRA5002 - TV Escola
Promote open distance learning capacity building of basic education school teachers,
integrating audio, video and data educational contents through Interactive Digital TV
and offer opportunities for continuing and open distance education for the community
17/11/2003
16/11/2009
Ministry of Education
10. 570BRA5000 - Monitoring and Evaluation System of the OI
Generation Programme
Consolidation of new pedagogical practices in the use of Communication and Informa-
tion Technologies to enhance Upper Secondary Education public policies in Brazil.
24/03/2008
30/06/2009
Telemar Institute
11. 914BRA5008 - People and Knowledge management in Social
Security
Define and implement a new information, memory and relationship model with the
beneficiary with a view to improving social support offered to the Social Security System.
21/12/2007
21/10/2010
Ministry of Social
Security
12. 4512400019BRZ - Best Practices in CITs for creating
knowledge
Promote universal access to information and development of info-structures.
01/01/2008
31/12/2009

13. 247RLA5001 The voice of young Latin Americans in


preventive education for HIV/AIDS
Promote universal access to information and development of info-structures.
01/01/2008
31/12/2009
UBO/ED/AIDS and the
Ministries of Health and
Education through the
Prevention in Schools
Project (SPE)
14. 4512400022BRZ - Evaluation of Microsoft Innovative
Schools Programme
Evaluate the Lumiar School, Brazil's representative in the Microsoft Innovative Schools
Programme.
01/03/2008
31/12/2009
Microsoft
15. Evaluation of IBM Kidsmart Programme
Evaluate the Kidsmart programme in schools in different Brazilian States
and Municipalities.
12/2008
12/2009
IBM
16. Competence standards for teachers in the use of ICTs
Publicise, discuss and implement competence standards for the use of ICTs
by teachers.
12/2008
12/2009
Microsoft
17. Streamline IT management at the Ministry of Education Support the streamlining of IT management at the Ministry of Education
Jan-2009
Jan-2011
Ministry of Education
_____ _____ _____ _____
Biennial sectoral priority 2:
Promoting innovative
applications of ICTs for
sustainable development
Extra-budgetary
Regular Programme
(including additional
appropriation)
Areas to be developed
(including the additional
programme)
Non-financial
partnerships

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