Education in the Neighborhood

Finalist 2013

Centro Integrado de Estudos e Programas de Desenvolvimento Sustentável
Avenida Gal. Justo, 275 - Bloco B - Sala 905 - Castelo
(21) 2544-4516
Responsible for technology
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Bruno Silva Lopes(21)
Vandré Brilhante(21)
Fabio Antonio Muller Mariano(21)
Marcia Florencio de Souza(21)
Technology Summary

Actions performed in 196 schools, according to the concept of holistic education, to broaden moments, spaces, actors and knowledge. Education in the Neighborhood integrates families to schools, promotes the right to citizenship and stimulates the permanence of students in school, aligning the school curriculum to local knowledge.

Main Theme


Problem Solved

Rio de Janeiro, like Brazil, is going through a process of economic development that is not in balance with social development. The city, in spite of its nickname of “Wonderful City” (from the refrain of a well-known song), presents high levels of violence and an urban environment characterized by social chaos. The only way to positively change this scenario is through investments in the public education of children and teenagers. This will create a city that is both just and prosperous for all. Some of the challenges identified in the schools where Education in the Neighborhod operates are: high rates of school drop out; low involvement of families with schools; an educational system limited to the classrooms; lack of partnerships for educational purposes; high levels of grade repetition; low learning levels; and low self-esteem among students and teachers, in violent and poor environments. To solve these problems, Education in the Neighborhood proposes: broader educational repertoires; integration between schools; integration of local partners to schools; incorporation of cultural and leisure activities to the school curriculum; educational appropriation of the city; and political support to the creation of educational plans that will face the challenges presented above.

Solution Adopted

The methodology of this project comprises four interconnected component parts: a) community projects of holistic education; b) school-family interaction; c) democratic management; and d) the appropriation of the neighborhood and city. The project promotes the expansion of environments that are favorable to learning, where all learn and teach, thus facing two main challenges: a) to break old paradigms of traditional teaching and make the school more attractive to students, who then become motivated and interested in remaining there; b) to contribute to the construction of an innovative model of public education that focuses no only on cognitive skills and competencies, but also human, ethical and citizenship skills preparing the students for life. In this context, the project operates with Educational Trails, pedagogical ways that extrapolate the classroom and spread to the communities, including actors and spaces of the territory, identified by means of a previous mapping. Students begin to appropriate their neighborhood and the city, developing their educational potentials. It must be stressed that the Educational Trails are conceived with the participation of several groups of students, teachers, school managers and members of the community, in a way that strengthens the sense of belonging and the appropriation of the methods by all those involved. With the help of Education in the Neighborhood: 1) the school and the neighborhood act in synergy to build an educational project in which local partners, NGOs, private companies and public institutions participate in educational actions, according to the Political-Educational Project of School Units; 2) students become young protagonists in actions to prepare and motivate school councils; 3) families are empowered and made aware of the importance of their participation in the school life of their children; 4) the neighborhood and the city become extensions of the classroom, motivating students to appropriate these spaces, protecting their rights and broadening their educational and cultural repertoire. The project stimulates an equality of conditions between these students and provides better access to educational and cultural opportunities, putting them on equal footing with students from other schools, public or private and inserted in areas with more favorable socioeconomic conditions. In the long term, this means better conditions for access to education in colleges and universities, and to better jobs. The project’s actions are connected with the Political-Pedagogical Plan of each school and its methodological basis is adapted to the reality of each one of the 196 schools of the municipal educational system. The project’s beneficiaries are 130.000 students, in addition to staff, families, partners, etc. Participation is open to all, with no distinction between students. These are from different races, creeds, ages, genders, and about 5% belong to classes with special needs or dedicated to the education of teenagers and adults. A significant strategy, always adopted, is the articulation of the school curriculum to the local knowledge, which ensures the connection between the demand and supply of the schools and communities where they are located and builds great synergy among all stakeholders. This project mobilized a total of 492 partners ready to work with schools at no cost and created a special motivation for education in the city. There is also a high degree of participation of the community in the making of the Working Plans of each school unit. The individual character of this instrument ensures respect to the local context of each school and takes into consideration the history of communities, their values, traditions and customs.

Technology Attachments
Relatório Executivo referente aos 30 primeiros meses do projetoBaixar
Práticas e Aprendizagens a partir da atuação do Bairro EducadorBaixar
Artigo sobre o Elemento Constituindo do BE - Apropriação do Bairro e da CidadeBaixar
Traçado Metodológico do Bairro EducadorBaixar
Artigo de Adriano Araujo, Gestor de Núcleo do Bairro EducadorBaixar
Guia para formação e desenvolvimento de ações com os Grêmios Estudantis no Ensino FundamentalBaixar
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Last modified date: 9/16/16 11:50 AM