The Literacy Trails, developed in partnership with Fundação Getulio Vargas (FGV/DPGE) based on the experience of the project in the 24 municipalities of Maranhão of Estrada de Ferro Carajás; the Health Social Protection Cycle, implemented by the Health Promotion Center (CEDAPS) with a history of operation in several municipalities; and the Networked Territories, carried out with Cidade Escola Aprendiz and two experiences already consolidated in Marabá, Pará and Serra, in Espírito Santo.  

Education: Literacy and combating school exclusion 

Among the actions of the project are the strengthening of municipal management, the training of educators, managers and technicians of the municipal departments of education, the production of complementary didactic material and monitoring and evaluation of learning. 

José Henrique Paim Fernandes – professor at FGV/EBAPE and Education Consultant at the Inter-American Development Bank (IDB), emphasizes the importance of the project and the intersectoral view of the Education and Health Program: “A fundamental aspect of the project is to work in a multidimensional way. Considering that we are experiencing a resumption of classes in the post-pandemic period, I would say that this health and education relationship is very important so that we can recompose learning with a health security that also allows the articulation of policies at the end, involving the social areas of the municipality”. 

Today the project is already agreed with 7 municipalities in Pará and goes to the stages of preparation of the diagnosis and planning, in addition to already having a team in the field for the mapping of cultural manifestations and subsidies for the development of complementary didactic material. 

The Networked Territories project has a specific look at the public of greater social vulnerability, especially in the peripheries and poorer regions of the cities, carrying out social mobilization actions, raising awareness of local institutions and home visits, in order to combat school exclusion. The focus of the project is to ensure that children and adolescents have access to the right to study, which requires an understanding of the social context of these children and their families, as well as field teams prepared to identify the problems that lead to school exclusion and propose solutions. 

 

In Pará, the project identified, in the first half of 2022, 1,684 children and adolescents out of school or at risk of school dropout, and helped reinsert 1,501 into the educational system.  

Natacha Costa, director of Cidade Escola Aprendiz, emphasizes the importance of active search and intersectoral management: “In a country like Brazil, it is important to think of the right to education as an inseparable right from other social rights. This means that for a child to be in school, it is sometimes necessary to constitute a set of conditions for them and their family to survive. Hence, active search work and intersectoral management are fundamental strategies. The active search ensures that children, adolescents and young people are identified, as well as the risk factors to which they are exposed. Intersectoral management ensures that measures to address these risks are implemented.” 

Health and Social Protection: allies in guaranteeing rights 

Brazil has the Unified Health System (SUS) and the Unified Social Assistance System (SUAS), which organize their services at basic levels of care. These services are present in Brazilian municipalities and directly reach the population. The Health and Social Protection Cycle aims to strengthen disease prevention and health promotion actions with a transversal policy of SUAS, with managers and professionals in the areas of Health and Social Assistance more qualified and with better technical and material conditions for a performance that makes a difference in the territories.  

• Situational analysis, including the survey of the need for equipment for UBS and CRAS (with deliveries scheduled for 2023);

• Agendas for approaching the secretariats and institutions of permanent education and geoplanning working groups for SUS and SUAS;

• Improvement of program services, customized for each municipality, based on the needs identified by the situational analysis;

• Conducting basic and thematic workshops: Each municipality will have a customized strategy, which is called Shared construction of local solutions by the program methodology.