Inter-Religious Dialog to Improve Brazilian Education

1. Inter-Religious Dialog to Improve Brazilian Educationchool involvement CONFERENCE ON INTERNATIONAL PROTECTION OF RELIGION FREEDOM: NATIONAL IMPLEMENTATION October 2008 Brigham Young University Provo – Utah – USA Linda Taranto Goulart Ministry of Education Linda.goulart@mec.gov.br Familiaeducadora.blogspot.com

2. The Brazilian Basic EducationalEnvironment There are 55,9 million students enrolled, of which 48,5 million are studying in 168,400 public schools. The majority face a big challenge progressing in a normal academic sequence from early childhood education until university. Tests applied every two years in students in the final grades of primary, elementary and high school show that a number of students are not able to deal with the contents required in their academic levels. It can be attributed to a set of factors such as teacher training and qualification, school management, school infrastructure, low competence of educational systems, student’s social and economic backgrounds and family-school involvement.

3. Basic Education l Environment • Promotion rates - 73% • Repetition rates - 20/% • Evasion rates - 6,9% • 3 main problems to solve: access, academic achievement and attainment

4. Gross and Net Attendance Rates Brasil 2006 Early childhood education (4-6 years old) Gross Attendence – 70.2 Net attendence - 64.8 Elementary School (7-14 years old Gross Attendence – 116,2 Net attendence - 94.8 High School (15-17 years old Gross Attendence – 82.2 Net attendence - 47.1 Higher Education (18-24 years old) Gross Attendence – 22.6 Net attendence - 12.6

5. PDE - Plan for the Development of Education • Containing more than 40 programs covering all levels of education – from early childhood to graduate education – it aims to change the quality of Brazilian education by 2022: • PDE aims through education to: • A free and just society, based on solidarity, democracy, inclusion and respect for diversity: reducing social and regional inequality by giving the opportunity to gain access to quality education. • To ensure national development of education as a structural axis of State action (social and economic development)

6. Questions to set up a social mobilization program • How a plan or program could be understood and supported by society? • How to mobilize and commit leaders to the goals proposed by the plan? • How to articulate public administration concerns needs with society concerns?

7. Families as the main public to mobilize In Brazil, especially among the poorest, families do not see their child’s education as a right but as a privilege. They do not discuss the quality of academic achievement their child is receiving. The Minister of Education considers as a duty of public administration and civil society leaders to transmit to these families the message that the Government (Federal, State and Municipality) has to provide high quality education for all Brazilians. And that everybody has a claim to this right. looking for the support of society in a national social mobilization program to raise the quality of education.

8. The role of Christian Churches • A segment invited to participate were the Christian Churches, recognizing the important role they can perform in this project. • Human rights defense such as rights to shelter, health, education, information, and leisure is strong in the Christian churches’ social message tradition • They have a strong commitment to justice and equality. • They have a recognized authority and acceptance among the people.

9. The Brazilian religious field • 70% of the population declare themselves catholic. • 8% declare themselves non religious. • 11% declare themselves evangelicals, divided between pentecostals and neo-pentecostals. • 4% declare themselves evangelicals of traditional protestant groups. • 7% declare themselves other religious denominations.

10. The Christian Churches Mobilization Plan • CONIC – National Christian Churches Council, which encompasses the Catholic Church and the traditional protestant groups, • CLAI - Latin America Churches Council, whose members are the tradicional protestant groups and Pentecostal entities. • They recognize that it is possible to deepen the dialogue among the different Christian denominations, throughout actions capable of breaking barriers and frontiers in order to promote dignity, human rights and duties. • In this context education is a principal issue stated by the churches to embrace together in a common project to mobilize families and communities.

11. The Christian Churches Mobilization Plan • To talk and reflect with the people of their churches about the main issues that promote improving quality education; • To emphasize the role of each one in their community, mobilizing friends, neighbors, social leaders, and community organizations, among others. • To use the moments with the community to speak about the importance of the family in education. They need to show how a good education can influence the possibilities for a better future. • To distribute pamphlets, folders etc. disseminating ways and examples of how families can be involved in their child’s education. • To propose to school principals, teachers and educational authorities measures and solutions to improve educational performance in the schools. • To promote in their field of action, activities of strengthening education, such as campaigns of awareness, and voluntary work in community and schools.

12. Instruments of the Plan of Mobilization • Pamphlets for the families containing hints about their responsibilities at home and with the school, instructing them about the importance of being involved in their child’s education. • A manual for mobilization agents with information about the Brazilian educational environment and education performance data, as well as strategies to orient their work among the families and the communities. • Other documents, such as posters for outdoor signs, bus door, train door, videos, broadsides, displays, plastic bags etc., with messages reinforcing the importance of the society and the families involvement in the national effort to improve the quality of education.

13. Conclusion • This plan is an example of the real possibility of establishing a permanent public campaign as an exercise of dialogue, tolerance and a way to overcome differences among Christian churches. • The leaders of the mobilization project highlight that such colaboration involving government, churches and civil society working together is a unique and successful example.