A. Problem Analysis

 1. What was the problem before the implementation of the initiative?
Felix Mendonça State College, located in a peripheral district of the municipality of Itabuna - Bahia. When we took the direction of the school unit it did not have many students. The school was a devastated space, with dirty walls, broken pots, unused wallets - chaos. In fact, the school was the last option of the residents of the eighteen neighborhoods of the school environment. The students who studied here were unmotivated, many were vulnerable to drug trafficking, child labor, had the excluded group, were bullying, hunger, poverty, lack of motivation, sexual intolerance, religious, had no prospects for a better life.- All concentrated in one place: SCHOOL. Where there should be learning there was disorder. Where dreams should emerge, nightmares arose. Where there should be construction of knowledge, there was a flight of realities. The family did not participate in school actions. No one wanted to study here. The school was nicknamed the 'School of the Marginal'. Then, through this framework, the school board gathered all the school segments to redesign the school and the Public Ministry of the City with the Promoter Mr. Clodoaldo Anunciação brought the project 'The Public Ministry and the Millennium Goals: Health and Quality Education, By commitment to teaching and learning for all. 'It was from there that everything changed. Our school team has taken on the challenge of transforming the school into a pleasant place of formation and transformation. We start with the structure: we invite students, parents, members of the community to give life to the space of knowledge. We invested in projects that evidenced and rescued the participation of the family, of the community valuing the school as a space capable of liberating man. The school embraced projects that valued students' learning and everyone began to gain a voice. The school began to listen to the students, their needs, their difficulties and began to develop together with the State Department of Education of Bahia, projects that gave them the possibility to achieve their goals. This is how the school gradually began to rebound with proposals for qualification, valorization and citizen education, since the education system has the power to help create a better and fairer world for all by combating inequalities and providing tools to provide A more just and equal world for all.

B. Strategic Approach

 2. What was the solution?
Involve school, family and community in the training and transformation of students; To enable students to perform their knowledge in a critical and reflective way throughout their lives; Eradicate social inequalities through the construction of knowledge and the practice of solidarity.

 3. How did the initiative solve the problem and improve people’s lives?
The initiative allowed us in a procedural way to aggregate more projects that allowed each segment to be heard inside and outside the school environment. The students after this partnership with the family and the community gained more courage and confidence. The school actions were directed towards the full formation of the citizen. Institutions were joining the educational system to remove from the vulnerability students who previously had no visibility. Their skills and abilities were valued and they began to identify with the school that became their second home.

C. Execution and Implementation

 4. In which ways is the initiative creative and innovative?
This initiative adopted by our school unit is differentiated because it counted on the participation and the involvement of each segment to restore the credibility of the school unit and to return to it its mission that is to train citizens capable of high administration, recognizing their potentialities, rights And duties towards a more just and renewed society, since from the moment the family understands its role of collaborator in the formation of their child, the school comes alive and respects and can thus play its part in the transformation of human beings. In short: 1 - the school came alive when the external segments began to compose the school actions; 2- The school has launched projects to listen to students and their needs. 'Listen to Me' projects with the aim of getting closer to the reality of the learner; 3 - The school began to carry out pedagogical actions and preventive campaigns in the neighborhoods where students live to address sexually transmitted diseases, the rights and duties of the citizen, appreciation for the elderly, respect for religiosity, racial diversity, among other topics. 4 - The school began visiting businesses and institutions that could provide the first job to students to remove them from vulnerability, idle time and exposure to drug trafficking.

 5. Who implemented the initiative and what is the size of the population affected by this initiative?
Our school unit is located in a peripheral neighborhood with more than forty thousand inhabitants and thirteen thousand residences, serving families of middle class, middle-low class and low class, with the largest share of these families not earning two minimum wages. These parents carry out various occupations ranging from: maids, cleaners, bricklayers, mechanics, tradesmen, guards, street vendors, community agents, painters, electricians, bricklayers; Social workers, lawyers, teachers, businessmen, bankers, professionals, nurses, freelancers, painters, pastors, accountants, physical educators and politicians. It should be noted that, some students receive assistance from the Federal Government through Bolsa Família which complements the family income. Others had their families contemplated with the federal government program Minha Casa, Minha Vida. The school accumulates, in the history, awards of Best Public School of the Year (2013 and 2014), granted by the Public Ministry of the State of Bahia, due to the projects of good practices developed, which raised the quality of teaching and learning in the unit. The unit also received the State Highlight award in the 14th edition of the 2013 School Management Award from the National Council of Education Secretaries, winning participation in the First International Seminar on Good Management Practices in November 2014 at the University of Nottinghan in London, England. The institution was selected based on the project 'I Want, I Can, I Must Fight Violence - embrace peace and promote this cause', which addressed different topics such as bullying, teenage pregnancy, obesity and verminoses, always from the discussion With the school community. Regarding quantitative, we can say that our school unit encourages and rescues through school actions not only its students but also the municipality and schools of the state, since we are always asked to exemplify how this action changed the school that became a reference of the State of Bahia not only in the pedagogical as in the human part.
 6. How was the strategy implemented and what resources were mobilized?
In view of the changes that have occurred in the implementation of more democratic laws in Brazilian education, and aiming at a pedagogical practice that ensures a more just and participatory society, we realize that the school should be a place of conception, realization and evaluation of its educational project, once Which, periodically, needs to organize its pedagogical work based on the yearnings of all segments of the school unit. In this perspective, it is essential that it assume its responsibilities, without waiting for the upper administrative spheres to take this initiative, but only to provide the necessary conditions to carry it forward. In this way, we understand that in order for the success of this democratic school aimed at everyone, parents, students, employees, community, NGOs, public and private institutions and teachers must be part of the process of building the school for all of us. Towards a true EDUCATION THAT TRANSFORM REALITIES.

 7. Who were the stakeholders involved in the design of the initiative and in its implementation?
The success of school actions is not only determined by their teachers and students. The union and conception of transformation assimilated by each segment of society and which gives strength so that the school can really play its role as a key element in the search for children and young people capable of treading the path of their conquests. In our school unit, several segments bet on our proposal and are part of it: Our maintainer is the Ministry of Education is the Secretary of Education of the State of Bahia; The Municipal and State Public Ministry; The State Court of Accounts, the Public Defender of the Municipality, the Childhood and Youth Court, the Guardianship Council, the Harm Reduction Alliance (Prevention of Abusive Drug Use of the Federal University of Bahia), the Municipality of Itabuna, The Secretariat of Sports, Health and Environment and the local community micro entrepreneurs.

 8. What were the most successful outputs and why was the initiative effective?
Em não mais de 400 palavras, listar mais de cinco resultados concretos que ilustram o sucesso da iniciativa e seu papel no avanço dos SDGs. 1 – A valorização da unidade escolar e a referência que ela se tornou para o município e Estado da Bahia; 2 – Estudantes ingressando nas universidades públicas, federais e privadas do estado; 3 – Elevação do (IDEB) Índice de Desenvolvimento da Educação Básica do país; 4- Maior envolvimento familiar (cerca de 98%) nas ações escolares – reuniões, prestações de contas, projetos, avaliação institucional; 5 – Aceitação do outro em sua diversidade étnica, religiosa e sexual; 6 – Formação de grupos estudantis para debates os Direitos Humanos; 7 – Conscientização para uso racional da água e energia; 8 – Reutilização de materiais para reciclagem; 9 – Reconhecimento nacional pelo trabalho educacional desenvolvido de resgate e formação profissional dos estudantes; 10 – Valorização do meio ambiente e arborização da escola e bairros circunvizinhos; 11- Estudos e pesquisas em forma de projetos para promover a acessibilidade para portadores de necessidades especiais no entorno escolar; 12 – Pesquisas in loco para promover o saneamento básico e exigir dos órgãos competentes ações que minimizem problemas urbanos. 13 – Organizamos e os programas através de conteúdos socialmente significativos, permitindo compreender a dinâmica e as relações existentes entre os diversos aspectos da realidade, numa visão dialética do conhecimento. 14 – Possibilitamos a reflexão sobre à sociedade capitalista e aos seus valores desumanizadores de consumo, competição, desrespeito à vida e á natureza. Que possibilite reconhecer à prática a resistência aos valores dos países imperialistas e hegemônicos. 15- Colocamos os sujeitos escolares em movimento, mostrando a necessidade de participar dos movimentos sociais e políticos, para além dos muros escolares. 16- Criamos o entendimento sobre a necessidade de estudo permanente e de formação contínua e atualizada – o gosto e o hábito de pesquisar e aprender – para desenvolver a autonomia intelectual e superar a dependência das informações e das elaborações da dominação cultural burguesa. 17- Permitimos aos sujeitos escolares o domínio do conhecimento, o acesso e a fruição das conquistas da humanidade, no campo das artes, das ciências, das letras e da tecnologia. 18- Possibilitamos que os sujeitos escolares conhecerem, valorizarem e vivenciarem as manifestações populares, compreendendo as relações de interdependência entre as culturas sem qualificar uma delas como superior. 1 - The valorization of the school unit and the reference that it has become for the municipality and State of Bahia; 2 - Students entering the public, federal and private universities of the state; 3 - Increase of the (IDEB) Index of Development of Basic Education in the country; 4- Greater family involvement (about 98%) in school actions - meetings, rendering of accounts, projects, institutional evaluation; 5 - Acceptance of the other in their ethnic, religious and sexual diversity; 6 - Formation of student groups for human rights debates; 7 - Awareness for the rational use of water and energy; 8 - Reuse of materials for recycling; 9 - National recognition for the educational work developed for the rescue and professional training of students; 10 - Valorization of the environment and afforestation of the school and surrounding neighborhoods; 11- Studies and research in the form of projects to promote accessibility for people with special needs in the school environment; 12 - On-site research to promote basic sanitation and demand from the competent bodies actions that minimize urban problems. 13 - We organize and the programs through socially significant contents, allowing to understand the dynamics and the existing relations between the different aspects of the reality, in a dialectical vision of the knowledge. 14 - We enable reflection on capitalist society and its dehumanizing values of consumption, competition, disrespect for life and nature. That makes it possible to recognize in practice the resistance to the values of the imperialist and hegemonic countries. 15- We put the school subjects in motion, showing the need to participate in social and political movements, beyond school walls. 16- We create an understanding of the need for permanent study and continuous and updated training - the taste and habit of research and learning - to develop intellectual autonomy and overcome the dependence of information and elaborations on bourgeois cultural domination. 17- We allow school subjects to master the knowledge, access and enjoyment of the achievements of humanity in the field of arts, sciences, literature and technology. 18- We enable school subjects to know, value and experience popular manifestations, understanding the interdependence relations between cultures without qualifying one of them as superior.

 9. What were the main obstacles encountered and how were they overcome?
Resistance in not accepting challenges often hinders initiatives that aim at the improvement and coexistence of all, but in our school unit each segment believed in the proposal of rescue and appreciation of the apprentice and made the ideas come out of the paper and become real. We will not call it a problem, the challenge was to restore the credibility of the school unit and give it back its social function: to transform lives.

D. Impact and Sustainability

 10. What were the key benefits resulting from this initiative?
From the need to change the framework of failure of the students, there was a need to change the pedagogical actions and the way of perceiving our students and their local reality. So we realized that the school should assume a role of greater responsibility, greater participation, greater involvement. It was not enough to formulate content, but it was necessary for everyone to be more effectively involved: parents, community, companies, NGOs ... Knowing the student, his family and his needs, allowed for a concise mapping and vision about students and their Needs has changed since when we know and experience the reality of our student body we can review our practices and understand their way of life. Speaking the language of students and developing a teaching and learning system geared to their needs and abilities made all the difference. The students began to have a voice and a turn. Everything that is developed by our school staff is to aggregate, rescue and show all of them how important and capable they are. It is in this understanding that we teach and also learn. The school started to have more LIFE, more sense and so the students, parents and community became more involved because the school speaks the language of the community in the formation of an active and renewed youth. In fact, the school space became more frequent. The school is open to the community on weekends so students can have fun, use technology equipment, play sports, dramatize, form study groups. The students see in school a pleasant environment and that is his. Space not only for learning, but for humanization and solidarity.

 11. Did the initiative improve integrity and/or accountability in public service? (If applicable)
Throughout the implementation of this project 'School, family, community together for the formation and transformation of students.' We can affirm that each student's self-esteem was rescued. They began to perceive the school as a place of learning where their abilities can also be valued, because in the construction of knowledge there is no knowing greater than the other, both the student learns and the teacher. It is in this web of knowledge that the threads of knowledge, of commitment, of wanting to do and to carry out are tied.

 12. Were special measures put in place to ensure that the initiative benefits women and girls and improves the situation of the poorest and most vulnerable? (If applicable)
In relation to the mechanisms implemented to ensure benefit to girls and women we can highlight the 'These eyes cry out for help. 'And the' Accept me as I am 'are projects that highlight and value women in their way of being, thinking and acting. Annually school subjects are themes such as Human Trafficking for the purpose of sexual exploitation, illegal adoption and sexual exploitation, Gender Diversity and Prejudice. The students of the school unit make debates, conduct campaigns in the neighborhoods to raise awareness among mothers, girls and young girls about daring invitations to change their lives. Respect for the other is an elementary theme of the school proposal as well as that of appreciation and respect for the race.

Contact Information

Institution Type:   Other  
Contact Person:   ROSIMEIRE GUERRA
Title:   School Director  
Telephone/ Fax:   7336178297
Institution's / Project's Website:  
Address:   Rua Zildolina, 263
Postal Code:   45600-478
City:   Itabuna
State/Province:   Bahia

          Go Back

Print friendly Page