Vera Melis & Caius Brandão May, 2005 BRAZIL

BRAZIL IN THE WORLD Brazil in South America Brazil and its regions Northeast Southeast South Center-west North Source: National Geographic, 2004 FEDERATIVE REPUBLIC OF BRAZIL Capital Brasília Religion Roman Catholic Language Portuguese

Children mortality rate (1-5 range) To each born: % of Brazilian families with children between 0-6 years of age have monthly incomes equal to or less than one minimum salary (less than US$100), defined as the poverty line in Brazil. In Northeast Brazil that number rises to 53.6% of children ages 0-6 living in poor families. Poverty: Brazil’s Main Concern Source: Brazilian Institute of Geography and Statistics (IBGE)

RegionPopulationAge Bracket 0 to 6 Percentage North12,900,7042,306,48518% Northeast47,747,7717,156,17415% Southeast72,412,4118,889,07612% South25,107,6163,160,30213% Center West11,636,7281,619,37614% Total169,799,17023,141,41314% Resident Population and Population from 0 to 6 years of age, According to Regions – 2001 Source: IBGE – Demographic Census 2001

Region Enrollment (2001) Daycare Centers Pre- schools Total North57,843363,086420,929 Northeast288,1891,471,6151,759,804 Southeast473,1892,127,2652,600,454 South210,047587,897797,944 Center West64,079268,940333,019 Total1,093,3474,818,8035,912,150 Access to Early Childhood Education, According to Regions – 2001 Source: Ministry of Education –Census 2001 Only 5,9 out of 23 million children have access to Early Childhood Education in Brazil!

Early Childhood Education Total Number of Teachers Level of Education ElementarySecondaryCollege CompleteIncomplete Brazil352,7063,26,869,220,8 % Urban1002,04,468,924,7 % Rural1008,417,170,54,0 North26,5684,211,181,03,7 Northeast120,0415,111,276,57,1 Southeast137,0851,42,663,032,9 South49,2173,36,363,127,5 Center West19,7952,14,866,726,4 Percentage of teachers working in early childhood education, according to level of education – Brazil and Regions – 2001 Source: ME/ INEP/ SEEC

1) Fragmentation of early childhood development services, policies and programs; 2) Lack of public resources; 3) The impact of violence on young children in urban settings in Brazil requires greater attention; 4) The issue of race and ethnicity requires greater attention in the issue of child development; 5) The lack of consistent training for teachers and early childhood education workers; 6) The lack of management and public administration skills in the area of early childhood education; 7) The challenge of identifying and supporting informal crèches and informal child-care arrangements. Issues that Require Greater Attention in Terms of Early Childhood Development in Brazil

CHILD What ? When ? Why ? Who? How ? Where? Space Learning experiences / curriculum Plan, Evaluate and keep records Goals Management, monitoring and evaluation Family Partnership and the connection with the community Opportunity Equality Relations and interactions Organizing the technical staff Teaching and learning strategies

Brazilian Educational Structure Basic Education 1) Early Childhood Education (0-6) a) Daycare Centers (créche) = 0 to 3 years-old b) Pre-school = 4 to 6 years-old 2) Primary and Secundary Education = 7 to 14 years-old 3) High School = 15 to 18 years-old Higher Education Adult Education Special Resources Education

ECD Efforts in Brazil By Government (federal, states and municipalities) Teachers Training Programs (basic education); Federal to State to Cities Support System for the Implementation ECD Services; “Better Early Childhood” - Primeira Infância Melhor (PIM); National Fund for Basic Education ( FUNDEF); Guide on ECD for Mayors. By Civil Society Advocacy and Social Moviments; Midia: television, newspaper and radio; Families Support Programs (Unicef, Promundo); Teachers Training Program (Unesco, OMEP, Orsa, etc.); Building of Day-care Centers and Production of Manufactured Toys; Research, books and free materials for teachers, social workers, and others.

Vera Melis Caius Brandão Pictures by João Ripper