Madza Ednir

Do Brazilian authorities have an interest in school improvement? Is the connection between school improvement (process) and school effectiveness (status) widely understood? What are the benefits and risks of a partnership between Brazilian governmental and non-governmental organizations in implementing educational projects? This article reports on a major improvement project, and seeks to learn from its collapse.

This paper presents a project developed by NGOs and schools from five different countries – Brazil being one of them – aimed at contributing towards raising global/planetary awareness in children and youngsters. The authors show how it was designed and is being implemented collaboratively, governed by the principle of diversity, with dialogue and cooperation among the participants. They also point out the main challenges it must face until its conclusion in 2012.

This paper presents a project developed by NGOs and schools from five different countries – Brazil being one of them – aimed at contributing towards raising global/planetary awareness in children and youngsters. The authors show how it was designed and is being implemented collaboratively, governed by the principle of diversity, with dialogue and cooperation among the participants. They also point out the main challenges it must face until its conclusion in 2012.

This article is an improved and expanded version of apresentation made at the Journee Educasol “L’Education a la Citoyennete et a la Solidarite Internationale: Une necessite sociale” – January 29th 2015, in Paris. It starts by presenting the global citizenship’s features that in our view are more aligned with Brazilian society’s present needs; then it shows some examples of howBrazil builds local and global citizenship through formal and non-formal education processes. It shares some practices in Global Citizenship Education developed by Brazilian NGO CECIP and concludes with reflections on the challenges to be faced in order to disseminate Global Citizenship Education in Brazil.

portuguesA partir de suas aprendizagens como participante do II Forum sobre Educacao para a Cidadania Global, realizado pela Unesco em Paris , logo apos os atentados de janeiro de 2015, a autora mostra que melhor antidoto a violencia e ao medo- que paralisa e gera ainda mais violencia- e educar as pessoas para que se percebam como parte de uma unica humanidade. O texto convida a construir uma educacao de qualidade, integral, dialogica, democratica, ao longo de toda a vida, capaz de promover sinergias entre espacos educativos formais e nao formais. Uma educacao com o poder de transformar criancas , jovens e adultos que, por sua vez transformam os territorios em que atuam, rumo a sustentabilidade economica, social e ambiental local e global. EnglishHaving as departure point her learning as a participant of the Second Forum on Education for Global Citizenship , held by UNESCO in Paris, shortly after the January 2015 attacks , the author shows that the best antidote to violence and fear...

The need to educate towards new forms of interaction among humans, the other living beings, and their natural environment started to be more strongly felt after the Second World War (1939–1945), when the dimension of the negative impact of human activity on the Earth system became evident. Scientist’s warnings, that the natural and energetic resources of the planet could not continue to be carelessly exploited as if they were unlimited, became more audible and globally disseminated. In the decade of the 1970s, a World Commission on Environment and Development was created by the United Nations (UN).

This paper presents a project developed by NGOs and schools from five different countries – Brazil being one of them – aimed at contributing towards raising global/planetary awareness in children and youngsters. The authors show how it was designed and is being implemented ...

This is an article about the Campaign for a  Global Curriculum of Social Solidarity Economy, which is connecting formal, non-formal and informal educators all over the world who are teaching some of the skills needed for Deep Positive Adaptation, especially cooperation and community building.

A partir de uma reflexão sobre  como se tornou uma cidadã global, a autora , baseando-se no  Relatório Final da Unesco sobre o II Fórum "Educação para a Cidadania Global- Construindo sociedades pacíficas e sustentáveis"  discute a importância da convergência entre  processos educativos formais e não formais  para a realização de uma pedagogia transformadora, freireana, orientada por valores que contrariam o sistema socioeconômico dominante.