{"id":46,"date":"2023-01-24T15:39:48","date_gmt":"2023-01-24T15:39:48","guid":{"rendered":"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/?page_id=46"},"modified":"2023-09-14T13:01:49","modified_gmt":"2023-09-14T12:01:49","slug":"rio-de-janeiro","status":"publish","type":"page","link":"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/rio-de-janeiro\/","title":{"rendered":"Rio de Janeiro"},"content":{"rendered":"\n<p class=\"has-text-color\" style=\"color:#0c2572\">  <strong><a href=\"https:\/\/linktr.ee\/UNIperiferias\">UNIPeriferias<\/a> (The University of the Peripheries), Mar\u00e9, Rio de Janeiro, Brazil<\/strong> <\/p>\n\n\n\n<hr class=\"wp-block-separator has-text-color has-background is-style-wide\" style=\"background-color:#e56f71;color:#e56f71\" \/>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Rio de Janeiro: How Education Can Help Make the City a Fairer Place. The Kite Flyers of the Mar\u00e9\" width=\"584\" height=\"329\" src=\"\/\/www.youtube.com\/embed\/v3we-oQoWSg?list=PLwGMOjnteVjmFXBIH84S5Xle4gLVZBn60\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><figcaption><strong>Rio de Janeiro Young People\u2019s Project: The Kite Flyers of the&nbsp;Mar\u00e9<\/strong><\/figcaption><\/figure>\n\n\n\n<hr class=\"wp-block-separator has-text-color has-background is-style-wide\" style=\"background-color:#e56f71;color:#e56f71\" \/>\n\n\n\n<h2 class=\"has-text-color wp-block-heading\" style=\"color:#0c2572\"><strong>Case study&nbsp;<\/strong>&#8211; <strong><a href=\"https:\/\/linktr.ee\/UNIperiferias\">UNIPeriferias<\/a> (The University of the Peripheries), Mar\u00e9, Rio de Janeiro, Brazil<\/strong><\/h2>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\"><strong>Run by: <a href=\"https:\/\/imja.org.br\/pt-br\/\">Instituto Maria e Jo\u00e3o Aleixo (IMJA)<\/a>, Mar\u00e9, Rio de Janeiro, Brazil<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><a href=\"https:\/\/www.youtube.com\/watch?v=v3we-oQoWSg&amp;list=PLwGMOjnteVjmFXBIH84S5Xle4gLVZBn60\"><img loading=\"lazy\" decoding=\"async\" width=\"888\" height=\"525\" src=\"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/files\/2023\/05\/rio-boys.png\" alt=\"\" class=\"wp-image-160\" srcset=\"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/files\/2023\/05\/rio-boys.png 888w, https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/files\/2023\/05\/rio-boys-300x177.png 300w, https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/files\/2023\/05\/rio-boys-768x454.png 768w, https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/files\/2023\/05\/rio-boys-500x296.png 500w\" sizes=\"auto, (max-width: 888px) 100vw, 888px\" \/><\/a><\/figure>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\"><a href=\"http:\/\/imja.org.br\/index.html\">IMJA\u2019s<\/a> <a href=\"https:\/\/linktr.ee\/UNIperiferias\"><strong>UNIperiferias (University of the Peripheries)<\/strong> <\/a>challenges a city\u2019s traditional way of structuring knowledge and knowledge production. The aim is to co-produce training, research and social action that values and helps to develop the expertise of community members as city change agents for social justice.<\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\">The case study was chosen because:&nbsp;<\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\">&nbsp;i) It deliberately <strong>shifts knowledge production<\/strong> around issues of urban socio-economic disadvantage away from city centre academics in universities to sites of learning situated in the areas themselves. <strong>UNIPeriferias sees learning opportunities as situated in and arising from urban communities<\/strong>, rather than prioritising professional knowledge from town or city centre institutions.<\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\">&nbsp;ii) <a href=\"http:\/\/revistaperiferias.org\/wp-content\/uploads\/2019\/07\/periferias-manifesto-2-ingles.pdf\"><strong>UNIPeriferias rejects simplistic de<\/strong>f<strong>icit discourses of urban peripheries and their communities<\/strong>.<\/a> The organisation\u2019s manifesto states that we need to <strong>recognise and value peripheries<\/strong> for the ways in which their everyday practices create and enrich the social fabric of the city and their powerful potential for the development of key policies and practices for more inclusive cities and economies.&nbsp;<\/p>\n\n\n\n<hr class=\"wp-block-separator has-text-color has-background is-style-wide\" style=\"background-color:#e56f71;color:#e56f71\" \/>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\"><strong>What is UNIPeriferias?&nbsp;<\/strong><\/p>\n\n\n\n<p class=\"has-blue-color has-light-gray-background-color has-text-color has-background\"><strong><a href=\"https:\/\/imja-org-br.translate.goog\/pt-br\/?_x_tr_sl=pt&amp;_x_tr_tl=en&amp;_x_tr_hl=en&amp;_x_tr_pto=sc\">IMJA deliberately established UNIPeriferias as a new type of institution of training, research, and social interventions <\/a>that go beyond the traditional ways in which knowledge is structured &#8211; and valued. <\/strong><\/p>\n\n\n\n<p class=\"has-blue-color has-light-gray-background-color has-text-color has-background\"><strong>Traditional knowledge production institutions, notably universities, are dominated by formal bureaucratic and administrative structures; by a certain hierarchy of knowledge and the rarity of studies and interventions that deal with issues that affect everyday life, in particular that of peripheral social groups such as the communities living in favelas such as the Mar\u00e9.&nbsp;<\/strong><\/p>\n\n\n\n<p class=\"has-blue-color has-light-gray-background-color has-text-color has-background\"><strong>UNIPeriferias is founded on <a href=\"https:\/\/revistaperiferias.org\/en\/materia\/the-paradigm-of-power-and-the-pedagogy-of-coexistence\/\"><em>a pedagogy of coexistence<\/em><\/a><em>,<\/em> meaning that it is essential for the inhabitants of a town or city to learn from one another in order to gain a greater understanding of, and respect for, all the diverse communities that make up a place. It is only by doing so that people can work collaboratively to build more inclusive places and economies.&nbsp;&nbsp;&nbsp;<\/strong><\/p>\n\n\n\n<p class=\"has-blue-color has-light-gray-background-color has-text-color has-background\"><strong><br><a href=\"https:\/\/imja-org-br.translate.goog\/pt-br\/?_x_tr_sl=pt&amp;_x_tr_tl=en&amp;_x_tr_hl=en&amp;_x_tr_pto=sc\">UNIPeriferias recognises that there is a plurality of knowledge and education practices in the world<\/a>. Their students are people who are not necessarily recognized by traditional academic organisations in terms of degrees, but who are responsible for producing vitally important and innovative concepts, methodologies and social technologies that contribute to improving the quality of life and expanding the range of rights of the residents of the Mar\u00e9.<\/strong><\/p>\n\n\n\n<hr class=\"wp-block-separator has-text-color has-background is-style-wide\" style=\"background-color:#e56f71;color:#e56f71\" \/>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\"><strong>Rio de Janeiro Young People\u2019s Project: The Kite Flyers of the <\/strong><strong>Mar\u00e9<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><a href=\"https:\/\/www.youtube.com\/watch?v=v3we-oQoWSg&amp;list=PLwGMOjnteVjmFXBIH84S5Xle4gLVZBn60\"><img loading=\"lazy\" decoding=\"async\" width=\"641\" height=\"457\" src=\"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/files\/2023\/05\/rio-class.png\" alt=\"\" class=\"wp-image-161\" srcset=\"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/files\/2023\/05\/rio-class.png 641w, https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/files\/2023\/05\/rio-class-300x214.png 300w, https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/files\/2023\/05\/rio-class-421x300.png 421w\" sizes=\"auto, (max-width: 641px) 100vw, 641px\" \/><\/a><\/figure>\n\n\n\n<p class=\"has-text-align-center has-blue-color has-light-gray-background-color has-text-color has-background\"><strong>Have you ever thought about the importance of kites for education for a fairer place?<\/strong><\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\">In partnership with Dr. Deborah Ralls, from Newcastle University (UK), UNIperiferias carried out a kite making project that <strong>emphasises the potency of pipeiros (kite flyers)&nbsp;for peripheral regions. <\/strong><\/p>\n\n\n\n<p class=\"has-blue-color has-light-gray-background-color has-text-color has-background\"><strong>The project encourages critical thinking on how recognising and celebrating the knowledge and skills of children and young people from the peripheries as valid and valuable is essential for their human rights and in the development of&nbsp;fairer cities.&nbsp;<\/strong><\/p>\n\n\n\n<p class=\"has-blue-color has-light-gray-background-color has-text-color has-background\"><strong>The project recognises the cultural practice of children and young people flying kites, a traditional form of play, as an illustration of the power and potential of children and young people\u2019s inventiveness on the outskirts of places in Brazil. Kite flyers are receiving and transmitting, at different levels, a complex culture that involves knowledge and practices from the peripheries.<\/strong><\/p>\n\n\n\n<p class=\"has-blue-color has-light-gray-background-color has-text-color has-background\"><strong>UNIperiferias recognises the strengths and benefits of the culture of these (mainly urban) peripheral groups, groups often marked by social inequality and stigmatised by violence, as a way of highlighting the \u201c<a href=\"https:\/\/revistaperiferias.org\/en\/ed\/the-paradigm-of-potency\/\" data-type=\"URL\" data-id=\"https:\/\/revistaperiferias.org\/en\/ed\/the-paradigm-of-potency\/\">paradigm of potency<\/a>\u201d. <\/strong><\/p>\n\n\n\n<p class=\"has-blue-color has-light-gray-background-color has-text-color has-background\"><strong>In this way, this project recognises the <em>lifestyle<\/em> of the young kite flyers (as opposed to their<em> living conditions<\/em>) in the children and young people\u2019s own terms, rather than comparing them with the standards of the traditionally dominant groups who tend to have the most power in the city.&nbsp;<\/strong><\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\">Taking advantage of this traditional practice of kite flying in the favelas and outskirts of the country, the project uses kite flying as an instrument for children and young&nbsp; people to show their cognitive skills and critical thinking. I<strong>n this way, a connection is built between diverse&nbsp; forms of knowledge, expanding the possibilities of a holistic education for adolescents and young people in Mar\u00e9.&nbsp;<\/strong><\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\">The Kite Flyers\u2019 project shows how education for a fairer city has to recognise the existing skills and expertise that children and young people from areas like the favelas already practise in their everyday lives, such as ethno-mathematics; mathematics that belongs to other cultural groups such as the <strong>Kite Flyers of the <\/strong><strong>Mar\u00e9 and yet this is a form of mathematics that remains unknown and so unacknowledged.<\/strong><strong><em> It is vital to understand that <\/em><\/strong>mathematics and complex calculations do not only occur in school.&nbsp;<\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\"><strong>A founding concept of a peripheral epistemology proposed by Uniperiferias, the \u201cparadigm of potency\u201d aims to establish a world for all, a common world, albeit plural.<\/strong> In this sense, through kite-playing, mediated by History, Geometry and Arts workshops, we ask a group of children and young people from Mar\u00e9 about their perception of how much the \u201c<a href=\"https:\/\/revistaperiferias.org\/en\/ed\/the-paradigm-of-potency\/\" data-type=\"URL\" data-id=\"https:\/\/revistaperiferias.org\/en\/ed\/the-paradigm-of-potency\/\">paradigm of potency\u201d<\/a> and other methodologies applied by Uniperiferias can help make their city a fairer place.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-text-color has-background is-style-wide\" style=\"background-color:#e56f71;color:#e56f71\" \/>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\"><strong>Organisation: <\/strong><a href=\"https:\/\/linktr.ee\/UNIperiferias\"><strong>UNIPeriferias<\/strong><\/a><strong>, Rio de Janeiro, Brazil    <\/strong><\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\"><strong>Students:<\/strong> Arthur, Adriano, Anderson Cailane, Esther, Gabriel, Isabela, Jeferson, Lucas, Maik, Matheus, Peterson, Simone. <\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\"><strong>Teachers:<\/strong> Diego Marcelino, Pamela de Carvalho, Romildo Pio de Souza (Bid\u00e3o), Elson Cabral de Lima, Nilson Francisco da Cruz (Careca)<\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\"><strong>Director: <\/strong>Alberto Aleixo de Souza<\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\"><strong>Production Assistants:<\/strong> Alan Furtado Rocha, Camila Castro F Nascimento<\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\"><strong>Audio Transcription:<\/strong> Didi Assis<\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\"><strong>Translation:<\/strong> Nicole Froio<\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\"><strong>Direction\/production:<\/strong> Gustavo Andrade<\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\"><strong>Director of Photography:<\/strong> Lucas Ces\u00e1rio <\/p>\n\n\n\n<hr class=\"wp-block-separator has-text-color has-background is-style-wide\" style=\"background-color:#e56f71;color:#e56f71\" \/>\n\n\n\n<h2 class=\"has-text-color wp-block-heading\" style=\"color:#0c2572\"><strong>Video&nbsp;<\/strong><\/h2>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Rio de Janeiro: How Education Can Help Make the City a Fairer Place. The Kite Flyers of the Mar\u00e9\" width=\"584\" height=\"329\" src=\"\/\/www.youtube.com\/embed\/v3we-oQoWSg?list=PLwGMOjnteVjmFXBIH84S5Xle4gLVZBn60\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<hr class=\"wp-block-separator has-text-color has-background is-style-wide\" style=\"background-color:#e56f71;color:#e56f71\" \/>\n\n\n\n<h2 class=\"has-text-color wp-block-heading\" style=\"color:#0c2572\"><strong>Overview of the city<\/strong><\/h2>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\">&#8220;Rio de Janeiro is the capital of the State of Rio de Janeiro and the second-largest city of&nbsp;Brazil. Rio De Janeiro&#8217;s&nbsp;2023&nbsp;population is now estimated at&nbsp;13,727,720.&nbsp;In&nbsp;1950, the population of&nbsp;Rio De Janeiro&nbsp;was&nbsp;3,026,195.&nbsp;Rio De Janeiro&nbsp;has grown by&nbsp;93,446&nbsp;in the last year, which represents a&nbsp;0.69%&nbsp;annual change.&#8221; &#8211; <a href=\"https:\/\/worldpopulationreview.com\/world-cities\/rio-de-janeiro-population\"><strong>World Population Review (2023)<\/strong><\/a><\/p>\n\n\n\n<hr class=\"wp-block-separator has-text-color has-background is-style-wide\" style=\"background-color:#e56f71;color:#e56f71\" \/>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\"><strong>A Solidarity Economy <\/strong><\/p>\n\n\n\n<p class=\"has-blue-color has-light-gray-background-color has-text-color has-background\"><strong>&#8220;The solidarity economy is a Brazilian policy vision that has been refined over the past half century.The \u201csolidarity economy,\u201d has been developed in the form of local cooperativism and <\/strong>t<strong>he world\u2019s largest network of state-regulated community banks. The particular forms that these collectives assumed in Brazil were heavily influenced by the ideas of Austro-Brazilian economist  <a href=\"https:\/\/ripess.eu\/en\/farewell-professor-paul-singer-promoter-of-solidarity-economy\/\" data-type=\"URL\" data-id=\"https:\/\/ripess.eu\/en\/farewell-professor-paul-singer-promoter-of-solidarity-economy\/\">Paul Singer<\/a>.&#8221; &#8211; <a href=\"https:\/\/www.bostonreview.net\/articles\/paul-katz-leandro-ferreria-brazil-basic-income-marica\/\" data-type=\"URL\" data-id=\"https:\/\/www.bostonreview.net\/articles\/paul-katz-leandro-ferreria-brazil-basic-income-marica\/\">Paul Katz &amp; Leandro Ferreira, Boston Review (2020)<\/a><\/strong><\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\">However, it is important to <a 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that social solidarity economies are not new and that there is a tension between tension between the idea that \u2018another economy is possible\u2019&nbsp;and \u2018another non-capitalist economy already exists&#8217;. <em>Quilombos&nbsp;<\/em>(African-descent self- emancipated communities) and indigenous economies in Brazil have a long tradition of solidarity economies.&nbsp;<\/a><\/p>\n\n\n\n<p class=\"has-text-color\" style=\"color:#0c2572\"><a href=\"https:\/\/rioonwatch.org\/?p=29718\" data-type=\"URL\" data-id=\"https:\/\/rioonwatch.org\/?p=29718\">&#8220;When one stops to consider Rio\u2019s hundreds of favelas for their plurality, with a lens of recognizing assets&nbsp;instead of just highlighting problems, one common thread is clear: in the face of&nbsp;public neglect, favela residents are expert at&nbsp;doing things for themselves, coming together collectively. There is even a word for this,&nbsp;<em>gambiarra<\/em>, a native Brazilian Tupi-Guarani&nbsp;word meaning \u2018improvised solution.\u2019 These grassroots collective economic practices are all examples of the <strong>&#8216;solidarity economy<\/strong>&#8216; that exists in favelas and in other communities all over Brazil and the world&#8221;<\/a> &#8211; <strong>Anna Cash, RioOnWatch (2016)<\/strong><\/p>\n\n\n\n<hr class=\"wp-block-separator has-text-color has-background is-style-wide\" style=\"background-color:#e56f71;color:#e56f71\" \/>\n\n\n\n<h2 class=\"has-text-color wp-block-heading\" style=\"color:#0c2572\"><strong>Education and schooling in Rio de Janeiro<\/strong><\/h2>\n\n\n\n<p>It is difficult to find up to date government information on education in Rio de Janeiro, perhaps due to changes in the Brazilian political administration political policy changes.<\/p>\n\n\n\n<p><a href=\"http:\/\/www.rio.rj.gov.br\/dlstatic\/10112\/4379008\/4130265\/EducacaoING1211.pdf\" data-type=\"URL\" data-id=\"http:\/\/www.rio.rj.gov.br\/dlstatic\/10112\/4379008\/4130265\/EducacaoING1211.pdf\"> In <em>2014, the municipality\u2019s 1,450 teaching facilities served 660,000 students, enrolled from nursery to 9th grade of basic education (encompassing elementary and middle school, prior to high school).<\/em><\/a> <\/p>\n\n\n\n<p> <a rel=\"noreferrer noopener\" href=\"http:\/\/bit.ly\/1MPziFP\" target=\"_blank\">Education<\/a>\u00a0follows the same schooling stages in Rio as elsewhere in Brazil, beginning with daycare\u00a0for infants aged 2-4. Preschool is for children between 4 and 6 years old, followed by Ensino Fundamental I and II (Fundamental Instruction), attended by students aged\u00a06-14. Ensino M\u00e9dio (high school), is aimed at those between 15 and 17, but in reality has a student body composed of pupils mostly aged between 15 and 19. <\/p>\n\n\n\n<p>There is&nbsp;<a rel=\"noreferrer noopener\" href=\"http:\/\/bit.ly\/298c4Z7\" target=\"_blank\">no strict national curriculum in Brazil<\/a>; states are instead given national guidelines for what students should learn at each stage but are expected to incorporate \u201cregional and local characteristics.\u201d.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-text-color has-background is-style-wide\" style=\"background-color:#e56f71;color:#e56f71\" \/>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-1 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"518\" src=\"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/files\/2023\/04\/rio-logo-1024x518.png\" alt=\"\" class=\"wp-image-96\" srcset=\"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/files\/2023\/04\/rio-logo-1024x518.png 1024w, https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/files\/2023\/04\/rio-logo-300x152.png 300w, https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/files\/2023\/04\/rio-logo-768x389.png 768w, https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/files\/2023\/04\/rio-logo-500x253.png 500w, https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/files\/2023\/04\/rio-logo.png 1298w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>UNIPeriferias (The University of the Peripheries), Mar\u00e9, Rio de Janeiro, Brazil Case study&nbsp;&#8211; UNIPeriferias (The University of the Peripheries), Mar\u00e9, Rio de Janeiro, Brazil Run by: Instituto Maria e Jo\u00e3o Aleixo (IMJA), Mar\u00e9, Rio de Janeiro, Brazil IMJA\u2019s UNIperiferias (University &hellip; <a href=\"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/rio-de-janeiro\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":11549,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-46","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/wp-json\/wp\/v2\/pages\/46","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/wp-json\/wp\/v2\/users\/11549"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/wp-json\/wp\/v2\/comments?post=46"}],"version-history":[{"count":26,"href":"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/wp-json\/wp\/v2\/pages\/46\/revisions"}],"predecessor-version":[{"id":489,"href":"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/wp-json\/wp\/v2\/pages\/46\/revisions\/489"}],"wp:attachment":[{"href":"https:\/\/blogs.ncl.ac.uk\/redefiningeducation\/wp-json\/wp\/v2\/media?parent=46"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}