EN Projeto-educacao-indigena-Amazonia-Legal-14072014

UNICEF Municipal Seal of Approval

and the Learning Rights of indigenous children

and teenagers

July, 2014

UNICEF Brazil

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UNICEF in Brazil

The United Nations Children’s Fund – UNICEF – is part of the United Nations (UN) System in Brazil since

1950. UNICEF works in partnership with the Brazilian Government by the means of a Country Program

which current priorities are to contribute so that Brazil assures that each child and each teenager enjoy

their rights with equity: the right of learning, surviving and evolving, protecting oneself and others from

HIV/AIDS, and growing away from violence, mobilizing and creating partnerships with the civil society,

universities, private initiative and governments (federal, state and municipal) so that boys and girls are

public policies’ absolute priority.

Pact with Governors

UNICEF proposed that all nine Brazilian Legal Amazon governors renew their political commitment to

the promotion of the rights of children and teenagers by the Amazon Child’s Agenda (ACA). All nine

governors signed the deal. The Amazon Child’s Agenda is implemented in each State mainly by the

means of the UNICEF Municipal Seal of Approval.

Pact with Mayors

Through the UNICEF Municipal Seal of Approval, UNICEF recognizes municipalities that are moving

forward in promoting and in ensuring the rights of their children and teenagers. During the 2009-2012

UNICEF Municipal Seal of Approval edition, 70% of the Legal Amazon’s municipalities took part, and

almost all UNICEF monitored indicators recorded improvements between the first and final years.

The current 2013-2016 UNICEF Municipal Seal of Approval edition was joined by more than 80% of the

region’s municipalities. The commitment aims at contributing to achieve the Millennium Development

Goals focused on the 7.5 million children and teenagers in the 610 participating municipalities in the

Region.

This general goal is being monitored based on indicators related to the completion rates, boys’ and girls’

retention and learning rates in Basic Education, age-grade distortion on the final years (5th to 9th grade),

in school BCP (Benefit of Continued Provision) benefited children, IDEB’s goals; infant mortality, basic

care for pregnant women and teenagers, malnutrition, access to clean water; external-cause-related

violence reduction, child labor and civil registry.

A municipality’s enrollment formalizes the City Hall and the City Council of the Rights of Children and

Adolescents (CCRCA) commitment to take concrete steps to 2016 for significant improvement in

aforementioned social indicators and in public policies and social participation indicators.

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49%

of national’s indigenous

population live in the Brazilian

Legal Amazon. They are 230

ethnicities that speak more

than 180 languages.

Indigenous children and teenager grand total: 347.000

(equals 42% of the Brazilian indigenous population, the national average is 29%)

0-4 years old: 101.000

5-9 years old: 100.000

10-14 years old: 95.000

15-17 years old: 51.000

Brazilian indigenous population: 896.917 people In indigenous lands: 517.383 people Outside indigenous lands: 379.534 people

Learning Rights of indigenous boys and girls

Within the UNICEF Municipal Seal of Approval framework, the Learning Rights of children and teenagers

is a challenge that deserves a closer look at more vulnerable populations. According to the IBGE’s 2010

census, there are almost 4 million children and teenagers outside school, and another 9 million at risk of

exclusion. And within this vulnerable universe is the indigenous population that always shows above-

the-national-average indicators, as shown below.

The Brazilian Legal Amazon houses the biggest concentration of indigenous peoples (almost half of all

the country’s indigenous population). They face a number of challenges and among them, to ensure that

boys and girls have a differentiated, contextualized, individualized and quality Education.

To promote and to ensure this right for indigenous boys and girls are UNICEF’s priorities, and we invite

you, partner, to ally with this mission. This Project aims at contributing to the full development and to

the school education of Brazilian Legal Amazon’s indigenous children and teenagers.

UNICEF believes that learning rights will only be assured when each and every indigenous child and

teenager are enjoying a differentiated, contextualized, individualized and quality Education.

IBGE, 2010 census

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Indigenous Population In Schools

Stages of education Total Students

Early Childhood Education / Childcare 1,725

Early Childhood Education / Preschool 17,361

Total Early Childhood Education 19,086

Elementary School / first years 102,060

Elementary School / last years 46,881

EJA/Primary 18,648

Total Elementary School 167,589

Regular High School 11,291

EJA/High School 1,695

Professional Education 508

Total High School 13,494

Total Basic Education 200,169

College Education 6,336

Grand Total 206,505

Situation of Indigenous Schools

Indigenous

Schools 2012 %

Total Indigenous Schools

2,833 100%

Schools without IT Labs

2,559 90,7%

Schools without internet

2,245 79,6%

Schools with no electricity

1,307 46,3%

Schools with no drinking water

1,419 50,3%

Schools with no sanitary sewer

1,382 49%

Schools with no own building

764 27,1%

Schools with UEX (Performing Unit)

811 28,76%

Sources:School census INEP/2012; SESu 2010; ANDIFES and PROUNI 2011/2012

According to the 2012 School census, only 107 of the 2,954 indigenous education establishments were in urban areas.

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Outside School

The country’s indigenous population grew 205% since 1991, and more than a half of them (63.8%) live in rural areas, according to IBGE’s 2010 census. In the indigenous population aged 0 to 14 years old, the same reality is noted in terms of geographic concentration: almost 60% live in indigenous lands.

In terms of school attendance, primary school is the stage with the largest enrollment in indigenous lands: more than 70% of the total basic education. But the stage of secondary education in indigenous lands shows a drop in enrollment between 2011 and 2012 (-8.4%).

The right to education is still far from being universal amongst the indigenous population. IBGE’s 2010 census shows an important number of children and teenagers far from school: 17% (about 29,000) of the indigenous population between the ages of 6 and 14 years old were not in school.

Indigenous Civil Registry

The number of indigenous children and teenagers outside school may be even greater than that the

census shows, once that the indigenous civil sub-registry is yet another challenge to overcome in Brazil.

According to IBGE’s 2010 census, only 63% of children up to 10 years old that lived in indigenous lands

had a birth registry, while the percentage of those that live outside indigenous lands was 87.5%.

Children residing in indigenous lands without any record is yet another worrying reality. In the Northern

region, the percentage was of 12.9% (IBGE’s 2010 census). In some States, the proportion was twice as

much that value. That was Roraima’s case, where 28.2% of indigenous children residing in indigenous

lands didn’t have any sort of birth record.

Indigenous child age without birth record

Quantity

From 0 to 1 year old, inside and outside indigenous lands

3,053

From 1 to 5 years old 6,761

From 6 to 10 years old 4,629

Grand Total from 0 to 10 years old 14,443

IBGE’s 2010 census

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Number of not yet literate children and teenagers

The indigenous population still has lower educational level than the non-indigenous population, especially in rural areas.

Data are from IBGE’s 2010 census, and show that Brazil has 13,895 (7.38%) indigenous aged between

18 and 24 not yet literate.

Quality of Indigenous Education

Ideb (Índice de Desenvolvimento da Educação Básica or Basic Education Development Index) is the

reference indicator that measures Brazilian students’ learning by the means of a knowledge evaluation

tool called Prova Brasil (in a free translation, Brazil Assessment), and the approval rate. Many indigenous

schools, however, refuse to attend to this test because they believe it is not appropriate to the

indigenous education reality, firstly because the only language used in the test is Portuguese, and also

because they criticize the subjects. Indigenous schools that join the test usually show low performance.

To cite Just one example, from the Ideb’s 10 worst performance Amazon State’s schools 6 are

indigenous. For UNICEF, these are exactly contexts in which challenges are larger and more complex that

is necessary to join forces and make social transformations that promote integral development of

children and teenagers and, consequently, local development.

Pact with you, partner

Before the aforementioned context, ensuring the universal right to education for indigenous boys and

girls requires the involvement of the whole Brazilian community (governments, civil society, companies,

universities, and indigenous villages), valuing the socio-cultural and linguistic diversity, the

independency and leading role of those peoples, as requires the Federal Constitution and the Rights of

Indigenous and Tribal Peoples, Convention #169, ratified by Brazil in 2002.

From this assumption, UNICEF proposes a pact with you, partner, by the Escola: Aldeia Brasil (School:

Village Brazil). The understanding is that the school is not limited to classroom space. There are multiple

learning spots in the communities (rivers, forest, community meetings, in associations and indigenous

organization, in spaces of common use in communities, etc…), cities, where an important indigenous

% of illiterate indigenous children by age

Brazilian average (%)

5-9 years old: 50 32

10-14 years old : 18 4

15-17 years old : 12 2

Grand Total from 5 to 17 years old: 15

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population already live (parks, streets, social organizations, plazas, cultural centers, etc…) and at home,

interacting with their families. So, the whole Country is one big School.

That is, by the way, a school originally inhabited by indigenous peoples, and that received many other

peoples from different races and origins, and consists of a rich socio-cultural diversity. Therefore Brazil is

a huge plural village. To understand this ethnic-racial wealth is also crucial to fight prejudices, a cruel

form of rights violation.

The striking Brazilian inequities and inequalities are other obstacles to overcome, and that impact

especially the lives of indigenous boys and girls. Ensuring differentiated, contextualized, individualized

and quality Education for indigenous children and teenagers is therefore a collective responsibility:

indigenous and non-indigenous.

Important steps been taken by the Federal Government. Among them, we highlight the creation of

ethno-educational territories that aim at organizing the indigenous school education with the

participation of indigenous peoples, respecting their territories, needs and specificities.

The development of ethno-educational territories, however, needs to be reinforced, and UNICEF invites

you, partner, to join this commitment for the learning rights of indigenous children and teenagers.

Although this project’s foci are the ethno-educational territories with initial actions in two of them, it

encompasses strategic proposes and nationwide actions, and therefore the adoption of Escola: Aldeia

Brasil (School: Village Brazil) as a name.

There are for main axes for the School: Village Brazil:

1. Advocacy and Mobilization

2. Alto Solimões and Vale do Javari ethno-educational territories strengthening

3. Supporting indigenous movement and strengthening of social-indigenous control

4. Knowledge and mobilization management


Bringing the challenge of universalizing a differentiated, contextualized, individualized and quality

Education to the public agenda requires continuous negotiations with various government spheres and

with other indigenous and non-indigenous social actors. To this end, it is necessary to create dialogue

spaces and advocacy, and discuss the theme in events and in strategic environments, and support the

participation of indigenous actors at appropriate times for reflections and building up of public policies

to education with the effective participation of these peoples.

Proposed Actions:

Networking meetings with the Federal Government (Education Ministry, Health Ministry, Social-

Development Ministry, Funai, among others), State and Municipal Governments, indigenous

organizations, universities among other social actors in order to turn the learning rights of

indigenous boys and girls a priority.

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Perform at least one strategic national event: the Brazilian Ethno-Educational Territories

national Meeting

Perform state and municipal events, with the population and specialists, to discuss the

ethno-educational territories.

2. Strengthening the Alto Solimões and Vale do Javari ethno-educational territories

Proposed Actions:

To develop a model project with the Ethno-Educational Territories: Alto Solimões and Vale do

Javari

Encompasses the municipalities of: Amaturá, Benjamin Constant, Santo Antônio do Içá, São

Paulo de Olivença, Tabatinga and Tonantins (Alto Solimões) and Atalaia do Norte (Vale do

Javari), in the Amazon State.

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Proposed actions for Alto Rio Solimões and Vale do Javari territories:

Develop participatory diagnosis of the indigenous education in both territories; develop,

monitor and evaluate and Action Plan.

Make the Indigenous Learning Rights Day, priority on indigenous communities and on the

municipalities’ urban areas of the two ethno-educational territories.

Support the participation and the leading role of indigenous children and teenagers in

discussions, buildings and promoted actions within the ethno-educational territories.

3. Support to the Indigenous Movement and to the Indigenous Social Control

States which are achieving greater progress towards universalizing of the indigenous education rights

attributed the achievements largely to the indigenous movement strengthening and its participation in

discussions and to the social control of the public policies aimed at education. Based on this premise,

education professionals have recently created the Amazon State Indigenous Education Forum, and have

started negotiations with other States to set up a National Forum.

Proposed actions:

Generate strategic meetings and gatherings of forums and indigenous movements to monitor

and contribute with discussions and proposals.

Municipality IDH-M Education

IDH

Total Population

Indigenous Population

% Indigenous Population relative to total population

Atalaia do Norte

0.450 Amazon’s lowest

0.259 15,153 6,347 41.8

Santo Antônio do Içá

0.490 0.353 24,481 7,300 29.8

São Paulo de Olivença

0.521 0.386 31,422 16,811 53.5

Tonantins 0.548 0.416 17,079 3,863 22.6

Amaturá 0.560 0.455 9,467 3,172 33.5

Benjamin Constant

0.574 0.471 33,411 10,791 32.2

Tabatinga 0.616 0.505 52,272 15,504 29.6

Vale do Javari

Alto Solimões


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Support indigenous movement representatives’ participation in strategic situations and

environments, as the Education National Council, the Education National Forum, etc…

Support net, organizations, and indigenous youngster movement strengthening in order to

discuss and define the education they want and need.

4. Knowledge and Mobilization Management

Prepare pedagogic-educational materials focusing the record and appreciation of communities’

traditional knowledge, in local indigenous languages, of curricular and pedagogic support.

Prepare publications: systematization of experience within ethno-educational territories of Alto

Solimões and Vale do Javari; an Edition with education-references indigenous life stories and an

Edition with tips and participation stories of young people, groups, nets, and indigenous

youngster’s movements.

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Main Expected Results


2. Strengthening the Alto Solimões and Vale

do Javari ethno-educational territories

3. Support to the Indigenous Movement and to the Indigenous

Social Control


Brazilian society mobilized to the Learning Rights of indigenous children and teenagers, with actions reaching at least 70% of Federation Units. The fulfillment of ethno-educational territories national meeting, with a territory participation of at least 70%.

Alto Solimões e Vale do Javari ethno-educational territories action plan in operation, being monitored and evaluated, with the participation of at least 80% of the two selected territories’ municipalities. The Learning Right Day carried out in at least 50% of indigenous communities and Alto Solimões e Vale do Javari territories’ cities. Indigenous children and teenagers participating in at least 70% of the discussions, buildings and actions promoted within the Alto Solimões e Vale do Javari ethno-educational territories’ context.

Legal Amazons’ indigenous movement strengthened and counting on greater participation of young people to the theme of education.

Educational-pedagogic material prepared by the school community from both Alto Solimões e Vale do Javari ethno-educational territories, - at least 1 material per indigenous people – aiming at communities’ traditional knowledge record and appreciation, in local indigenous languages. An elaborated and widespread publication: systematization of experience with Alto Solimões e Vale do Javari ethno-educational territories; Edition with education-references indigenous life stories and an Edition with tips and participation stories of young people, groups, nets, and indigenous youngster’s movements. Publications online access and dissemination to all the Country’s ethno-educational territories

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Necessary Financial Resources

General goal: Contribute to ensure the Brazilian Legal Amazon indigenous and teenagers’ Learning Rights and to appreciate the Brazilian ethnic diversity, in order to fight prejudice against indigenous peoples.

Strategy Resources (U$)

1ST

YEAR Resources (U$)

2ND

YEAR Resources (U$)

3RD

YEAR

1. Advocacy and Mobilization 10,000 20,000 20,000


70,000 50,000 50,000


15,000 20,000 20,000


20,000 40,000 40,000

Total Resources / Year (U$) 115,000 130,000 130,000

Grand Total (U$) 375,000

CALENDAR

ACTIONS 1ST YEAR 2ND YEAR 3RD YEAR

1. Advocacy and Mobilization X X X


X X X


X X X


X X

EN Projeto-educacao-indigena-Amazonia-Legal-14072014

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