1. Thereza Marcílio Gustavo Amora Brazil

2. Premises  Talking/listening  Playing  Nurturing/Care  Safe/interesting spaces

3. Evaluation  We should focus less on people inside the network and try to reach people outside the network;  We made a political/institutional evaluation of the brazilian scenery trying to find opportunities, strengths, challenges.  As a result we saw the Ministry of Culture as an opportunity and the Council of Rights of the Childhood as a challenge.

4. Strategies  Focus on partnerships: ABMP, MS, MEC,SAE (Brazil 2022),  State Networks: Ceará and Pernambuco  Advocacy  Comunication with focus on Internet  Working Groups: - 9 years basic education - Educational cities - Violence against children

5. Advocacy  Monitoring Congress and Advocacy actions  Monitoring and influencing Media: Boletim Primeira Infância em Primeiro Lugar  Monitoring Social Networks and building partnerships on the Internet  Strengthening international alliances and building regional alliances

6. Case: PLS 414/09  It is a project of a bill to obligate children five years of age to enter elementary school;  Context: the basic education system of 9 years and a semantic misunderstanding;  The interest of parents on learning how to read and write instead of playing and development

7. Wide Range of partners = Strong Social Mobilization  The alliance produced technical documents, organized meetings with representatives in the Congress and within the Ministry of Education  Online petition with thousands of signatures (change.org)  Public hearings in the National Congress (both houses)  Releases and demanding on traditional media  Self organized events on States  Great mobilizations in Brasília during the public hearings

8. Result  The Senator Flávio Arns invited us for a meeting in his office obvioulsy trying to persuade us to support his bill.  After the political scenery created by the first public hearing on Senate, he offered a proposal of agreement in which he retrieved a few points compared to the initial one.  It was late, there was a consensus against his bill and the deputies decided to create a new project in partnership with the Alliance to solve the semantic problem.

9. Global Leaders Project: Advocacy for Early Childhood - Experiences and Strategies  Purpose: To help building narratives and reflections in order to articulate and disseminate successful practices of Advocacy.  Strategy: - Authors: people with inspiring experiences of advocacy inside and outside Brazil - Publishing in three languages, Portuguese, English and Spanish  Target readers - The book can be used by anyone for capacity building in advocacy and to raise awareness of government on the issue of early childhood.

10. The Book  9 articles. 2000 copies.  Distribution: NGO, Governmental Agencies, Private Foundations and Institutes, and Global Leaders.  Authors: - Isabella Henriques and Ana Neca - Alana InsituteSubject: The Experience of the Project Children and Consuming - Ana Luiza Buratto e José Carlos Meireles: Mapping public policy and municipal services on early childhood and their families. - Iracema Nascimento: The right to education starts in the crib and it is for the whole life. - Maria Thereza Marcílio e Mônica Sâmia: Quality indicators for Early Childhood Education: Of which quality are we talking about

11.  Maria de Jesus Ribeiro: Early Childhood Education: An Interinstitutional action in the State of Ceará.  Gustavo Amora: What is the impact of Internet Social Networks for Advocacy  Vital Didonet: Social Participation in achieving, defending and promoting children’s rights  Alison Maher and Ellen Hall: The Tensions Between Children’s Right to Participation and Children’s Right to Protection: Questions Considered at Boulder Journey School  Judith Evans and Youssef Hajjar: Creating Lasting Changes for Young Children: The Global Leader program of the World Forum Foundation

12. Advocacy in the Congress

13. Meetings

14. Conference

15. Public Hearing

17. Press