2010 Annual Report

2010 Annual Report
2010 Annual Report
3
Contents
Instituto Acaia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Ateliê Acaia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Area of activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Operation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Achievements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Awards and publications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Centro de Estudar Acaia Sagarana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
What we do. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
The reasons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Acaia Pantanal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Results of activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Independent accountants’ report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Notes on the accounting statements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
5
3
2
1
Head office of Instituto Acaia
1.
Ateliê Acaia
Acaia Sagarana
6
2.
Ritápolis
3.
Acaia Pantanal
Dear friends,
In the following pages you will find Acaia’s report on its activities. As you probably know,
the Institute was founded in April 2001 and now has three centers; Ateliê Acaia (workshop-studio) serves a community living in precarious conditions in the area around CEASA
(a supply and storage hub) in the Vila Leopoldina neighborhood of São Paulo. Centro de
Estudar Acaia Sagarana (Acaia Sagarana Study Center) enables public school students to
prepare for continuing education after completing senior high school. Acaia Pantanal develops pioneering education and social responsibility activities in the vast expanses of the
Pantanal region.
As you will see from texts written by each of the centers, our work has continued to expand; better still, we have been enhancing our activities. Our challenge is to enhance our
initiatives and the techniques used through reflection, evaluation and hard work.
Our workshop-studio, as well as consolidating its system for welcoming 1, welcoming 2,
independence and specialization, has started to be more involved with formal education.
Sagarana, in turn, has some excellent results to celebrate, and is now working to improve its selection process by introducing collective and individual interviews as a way to
gauge the degree of commitment shown by applicants.
Finally, the Pantanal center has entered into a partnership arrangement with the Bradesco Foundation and will be reaping the fruits of cooperating with this prestigious organization.
The Institute provides the administrative structure and overall coordination of activities
for these centers and acts as their legal representative. In relation to the latter, it is relevant
to mention that we are joint plaintiffs in an action brought by the public prosecutor’s office
against a property developer (Agra Empreendimentos Imobiliarios S.A.) and the municipal
government of Sao Paulo regarding new high-end buildings being located on sites in the
special social interest zone of Vila Leopoldina (ZEIS Vila Leopoldina) that were supposed to
be used for low-income housing.
All friends and supporters of Instituto Acaia are invited to read our report. Once again,
we thank you for your help.
Management
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Against Hunger About the institute
Origins of Instituto Acaia
Date founded: April 3, 2001
CEAS
Address of the Institute’s head office:
R. Dr. Avelino Chaves, 80
Vila Leopoldina CEP 05318-040
São Paulo SP Brazil
Tel: 55 (11) 3643 5533
Fax: 55 (11) 3643 5510
e-mail: [email protected]
www.acaia.org.br
SMADS/SP Municipal Secretariat for Social Assistance and
Development SEADS/SP Secretariat of Social Welfare and Development of
the State of São Paulo - Certificate of Pro-social
Registration
UPF
Federal “public utility” recognition
Ministry of Justice / National Secretariat of Justice
Budget:
2010: R$ 3.965.387,00
Projected for 2011: R$ 4.199.741,37
UPE
State “public utility” recognition /
Secretariat of Justice and Defense of Citizenship of
the State of São Paulo
As a result of Acaia projects approved by
CMDCA/SP in 2009, we are now eligible
for tax-deductible donations this year.
UPM
Municipal recognition as “public utility” / Municipal
government of the city of São Paulo
CRP
Regional Psychology Council of São Paulo
ORGANIZATION
CMDCA
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Certified Social Assistance Charitable Entity
Municipal Council for the
Rights of Children and
Adolescents - São Paulo and
the corresponding body in
Corumbá COMAS
Municipal Social Assistance
Council of the City of São
Paulo, and the corresponding
body in Corumbá MDS
Ministry of Social
Development and the Fight
Operating license
Municipal Government of the City of São Paulo
Fire Department inspection certificate
Military Police of the State of São Paulo
MANAGEMENT 2009-2013
DONORS
President and Vice-President
Donors - Individuals
Fernão Bracher and Sonia M. S. B. Bracher
Candido Botelho Bracher
Director
Elisa Bracher
Eduardo Mazzilli de Vassimon
Ezequiel Grin
Fernão Carlos Botelho Bracher
Fiscal Council Members
Geraldo Dannemann
Mario Luiz Amabile
Geraldo Henrique Frei
José Eduardo Frigo
Heinz Jorge Gruber
Ronaldo Amaral
Henrique Lacerda de Camargo
Maria Cecília Lacerda de Camargo
Sonia Sawaya Botelho Bracher
Advisors
Teresa Cristina Ralston Bracher
Legal
Donors Legal Entities
Dra. Sandra Alves Silva
Banco Itaú BBA
Dr. Theotonio Monteiro de Barros
Deutsche Bank
Accounting / Finance
Empresarial FS
Indústria Alimentícia Ralston
Vitol Charitable Foundation
Audit
Price Waterhouse Coopers
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Total attendance: 359
Divided as follows:
100 children (ages 6 - 11) for the
morning period
119 adolescents (ages 12 - 18)
afternoon period
40 adults accompanied by their young
children (10 under-6s) evening period
60 children and adolescents (ages 1 15) and 30 adults in Acaia’s shack-school
in two favela areas, Linha and Nove
Activities offered:
Arts Library Artisan jewelry
Capoeira Sewing & Embroidery Cooking
Dance Feelings workshop (psychological
assistance for individuals, groups and
families. Psychological assistance is
also provided as needed during other
activities).
Oral and Written Language Workshop
Digital Literacy
Woodwork and Mathematics Music Video Xylographic print and typography
Legal assistance
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2003
Legend
INSTITUTO ACAIA /
ACAIA’S UNIT LOCATED IN
FAVELA DO NOVE /
ACAIA’S UNIT LOCATED IN
FAVELA DA LINHA
FAVELA JAPIAÇU (NOVE) /
FAVELA VOTORAN (LINHA)
/ CINGAPURA
CEAGESP (SUPPLY AND
STORAGE HUB)
POLICE STATION 91
ZEIS – SPECIAL SOCIAL
INTEREST ZONE INTENDED
FOR LOW-INCOME
HOUSING
12
2010
Legend
INSTITUTO ACAIA /
POSTO ACAIA
ACAIA’S
UNIT DENTRO
LOCATEDDA
IN
FAVELA DO NOVE /
Posto acaia
ACAIA’S
UNIT dentro
LOCATEDda
IN
favela DA
FAVELA
da LINHA
linha
FAVELA JAPIAÇU (NOVE) /
FAVELA VOTORAN (LINHA)
/ CINGAPURA
CEAGESP (SUPPLY AND
STORAGE HUB)
91º DP – DELEGACIA
DE POLÍCIA
POLICE
STATION 91
ZEIS – ZONA
SPECIAL
ESPECIAL
SOCIAL
DE INTERESSE
INTEREST
ZONESOCIAL,
INTENDED
DESTINADA
FOR
LOW-INCOME
À HABITAÇÃO
SOCIAL, ONDE
HOUSING,
WHERE
ESTÃO
TWOEM
CONSTRUÇÃO
HIGH-END
BUILDINGS
5 EDIFÍCIOS
ARE
DE ALTOCONSTRUCTED
BEING
PADRÃO PELABY
CONSTRUTORA
AGRA
DEVELOPER
AGRA
VILLA LOBOS OFFICE
PARK, CYRELA
CONSTRUTORA
CYRELA
CONSTRUCTION
COMPANY
13
AREA OF ACTIVITY
Location
Instituto Acaia’s head office is located in the western area near CEAGESP, Latin America’s largest produce market hub.
We have two shack-schools in the slums around CEAGESP. The oldest (2005) is the slum
area known as Favela do Nove and the most recent (2009) is Favela da Linha.
Our public
The workshop-studio is aimed at children coming mostly from the Linha and Nove slum
areas, and a public housing complex located near CEAGESP called Cingapura Madeirit. The
three areas are home to some 1,030 families, totaling about 4,500 people living in a situation of social vulnerability. About 359 people attended on a continuing basis. Of these,
219 students participated in the “curriculum” activities of the workshop-studio (our sessions are timed to avoid clashing with public school hours).
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Housing
5% Others
19% Favela do Nove
52% Cingapura
Housing Complex
24% Favela da Linha
Family structure
7% Good
38% Very bad
32% Regular
23% Bad
Close relative in prison system or trafficking
23% Not known
1% No
76% Yes
Note: These charts are based on a subjective, unscientific survey conducted through informal interviews during sessions at Acaia
workshop-studio.
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introduction
Acaia is a Tupi word that means cavity, or womb, thus associated with the idea of providing a safe environment to enable a fully rounded education.
In the course of 2010, we continued to divide the activities of the workshop-studio into
4 axes:
Welcoming 1
Initial axis, comprising initiatives in the community such as the shack-school with its more
flexible schedules and options, and also the welcoming activities for families accompanied
by their young children which are held in the evenings at the workshop-studio. Welcoming
1 is intended to gradually promote more organization of the place and the people, leading many of those who come to the shack to subsequently take an interest in activities at
the Center itself.
Welcoming 2
This is the time we set aside to welcome the children and create the conditions and strategies needed for their structuring and development. It takes place primarily at the workshop-studio in the mornings when there are sessions for experimentation, fantasy and letting children be children.
Independence
In general, reaching fifth grade (sixth year) of regular education coincides with a child’s
shift to the afternoon period at the workshop-studio, when we offer activities that require
more concentration and specific skills. This assumes a certain level of internal organization,
and gradual involvement in an area of interest. At the age of 15 a child may progress to
learning extension depending on their involvement in the chosen field Specialization
This is the fourth stage in the development of technical skills and emotional structure.
The working groups enable deeper knowledge and effective discussions about the move
into occupational environments.
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operations
Workshop-studio / Head office
This is where we concentrate most of the workshop, study and game play activities in
which the educator’s role depends upon whether the stage is welcoming 1, welcoming 2,
independence or specialization. In the first instance, especially in the morning, workshops
are unstructured and the teacher’s role develops as a complementary one. In the later stages, there is more guidance, more close contact, and even more discipline. In the evenings,
we have adult activities such as embroidery, dance and woodwork, and most attendees
need a welcoming process just as the children do. They often come with their young children, for whom we offer play activities and pre-literacy.
Shack-schools
Welcoming 1 activities with the addition of two weekly healthcare clinics with auxiliary nurse and physiotherapist.
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LEARNING EXTENSION
Boo
k
da
L in
h
a
No
ve
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Ti
St
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ud
/P
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ub
/
hy
ap
n
shi
ics
ng
/E
in
rav
asa
oCe
Xil
gH
e
ous
Ar
t
li n
ar
y
Capoeira 1
ults and young
ch
: ad
ild
re
Cu
e
s
ve
Ev
lums
Art
am
Mu
rawing
g/D
/ Boo
sica
li
Music
G
za
tio
n
rou
pP
r
a
cti
ce
•
Au
di
In
st
r
o
T
ec
hn
i
kbinding
Vid
/ Boo
Capoeira 2
ng
ni
No
um
sãs
2
ts
en
Arte
Sew
ing
1
1
eo
Vid
d
Sew
ing
ve
la
kbindin
g
•
rk 2
work 1
da Linha and Fa
e frame making
e / Pictur
n
Desig
od
Wo
la
ve
Fa
e
Danc
ch
oo
l
Offic
ks
dwo
Woo
n
ture
Shac
rac
y
o
cia
l
WELCOMING 1
c
hite
S pe
Lite
ite
ra
c
Arc
ng
e li
Fe
hop 1
orks
sW
2
r
Ce
ar
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Langua
op 2
ge 1
rksh
• D
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i
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WELCOMING 2
lL
Fe
s:
eo
2
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V id
ag
e
n/
qu
e
Pro
du
cti
on
ura
nt
/
y
y
Res
ta
L an
gu
INDEPENDENCE
sho
p
sig
De
Fe
as
tC
om
pa
n
SPECIALIZATION
The workshop-studio is organized by axis starting
with Welcoming 1 through to Learning Extension.
The chart shows what is covered in each axis
and how it develops into the next one.
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SCHEDULES
Head office
Morning
8 am – arrival and breakfast
9:20 am – snack - fruit
9:30 to 11 am – workshops
Mandatory activities: oral and written language workshop
11 am to 12 noon – straighten up workshops and wash up
12:00 noon – lunch and leave for school accompanied by workshop-studio teachers
Afternoon
1:45 pm – arrival and fruit
2 to 6 pm – workshops followed by dinner
Mandatory activities: Workshops - Oral and Written Language, and Digital Literacy
Evening
Reception – 5:30 to 7:30 pm
Specializations – 5:30 pm until the conclusion of the activity
Shack-schools
Favela do Nove
8 am – reception and breakfast
9 am – play workshops, health clinics and embroidery
11 am – organizing the shack, soup and fruit
Favela da Linha
1:30 pm – reception 2 pm – play workshops, health clinics and embroidery
4 pm – snack and fruit
Community Laundry – daily operation during business hours
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achievements
• In 2010, we started a series of initiatives aimed at increasing the consistency of activities and commitment to the overall operation of the workshop-studio: a tutoring
program, monthly meetings and election of a council with representatives of students, teachers, staff and the workshop-studio’s general coordination.
• Two students who have attended the workshop-studio in recent years were selected to attend the Acaia Sagarana Study Center.
• The Digital Literacy workshop has become a unit within the studio. It took part in
Global Quest, an online program of the University of Washington / USA (http://
depts. washington.edu/trio/trioquest/gq/) with a one-minute video about adolescence http://www.youtube.com/user/Olharesdobeco#p/u/7/RvlD8WHF1zu
• Two female students took part in the literacy workshop called How is an image written? At the 29th São Paulo Art Biennial a text by Thais Lucia Melo was selected to
be part of a book called Como se escreve uma imagem? [How is an image written?].
The Literacy group has created two blogs; one called Achei aquelas letras (I’ve found
those letters) (http://acheiaquelasletras.wordpress.com/) and the other Ciclope http://
acaiaciclope.wordpress.com/
• The Language workshop ended the year with students from the two periods showing more zest for reading long texts. The morning team launched the first issue of
their kids newspaper Jornal das Crianças (Kids’ newspaper) with stories about the
beginning of Acaia, comics, poems and classified ads written by the students.
• The children from the morning woodwork session built a small laboratory for mechanics and physics (called the Projeto Engenhoca - Contraption Project), as well as
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boats, electric trains and scooters they enthusiastically tested on an outing to University of São Paulo (USP).
• Continuing our exchange program with Vera Cruz school, the Woodwork workshop
made wooden ramps with different types of finishing that were put together and fitted by Vera Cruz students at a workshop session held at the school, at which Acaia
students and educators acted as instructors. This workshop session was documented by the advanced video group.
• The feelings workshop has been used as a model for psychotherapeutic treatment
by other organizations working with similar catchment areas.
• School inspectors visited Barham primary school in London on February 9 and 10
and gave it a grade of “excellent” for for its exchange program with Acaia’s workshop-studio.
Groups:
1. XiloCeasa – Typography and Artisan Printing
In 2010, the group began a partnership with an NGO
named Reciclar, which fosters recycling projects, and it
is developing an educational program for work and citizenship in the Jaguaré district, including an exchange of
ideas and experiences. Our students visited the project
and picked up some ideas on recycling paper, as well as
showing Reciclar students the functioning of our xylo22
graphic printing workshop. The partnership extended to producing a 2011 calendar with
front and back covers made of paper produced by Instituto Reciclar.
As part of an preparing for employment the group developed two projects coordinated by its own members: they made and installed a xylographic print panel for Instituto
Análise, and they took part in the 29th São Paulo Art Biennial as guests of artists Fabio
Morais and Marilá Dardot to produce their book Epifania (Epiphany) with texts by Adriele
Oliveira and illustrations by our XiloCeasa group.
Group members traveled to São Francisco Xavier (in the state of Minas Gerais) for an
educational event sponsored by a local cultural center and the Mercedes Rachids municipal school around the theme of Environmental Protection Areas (local acronym APAs).
Our students Taís Lúcia de Melo, Ismael Romualdo, Igor dos Santos, Vitor Valentino and
Santídio Pereira were selected for the 5th Santo André Engraving Biennial. Santídio was
awarded the acquisition prize.
Museu A Casa (The House Museum - a museum based on the history of Brazilian residential architecture) held the 2nd Brazilian Object Award and the book Fronteiras (Frontiers) took 1st prize in the Collective Production category. Fronteiras was coordinated by
Denis Araujo and produced in 2009 with sponsorship from the VAI program of the Municipality of São Paulo.
The group illustrated and published Alice Ruiz’s book Proesias, which is the third in a
series of the Letra da Cidade (City Lyrics) collection. The launch took place at a bookstore
(Livraria da Vila) last December. Acaia typography formalized an important partnership
agreement with publisher Editora 34 which will be launching its books from the City Lyrics collection in commercial editions from 2011 onwards.
2. Artesãs da Linha Nove (Linha Nove Artisans)
Group of embroiderers - the name alludes to two
favela or slum areas, Linha and Nove - who founded their own micro-enterprise in 2009. The group expanded its market with new orders and placed products in quality craft shops. Their wares were shown
at bazaars such as Bazar da Rosa, Bazar Francês, Bazar da Panacéia, Bazar Mercado Nacional (Campinas),
and Bazar Obra e Arte.
Embroidered pieces made by the group were part of the award winning design of the
2009 / 2010 annual decor exhibition held by Quartos & Etc. A project called Quarto do
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Pedrinho [“Peter’s Room”], created by architect and workshop collaborator Thereza Dantas, was chosen by the public who visited us in the course of the year.
Our artisans were featured in a story for the magazine Casa Claudia number 12, in December 2010, in a section headed Planeta Casa – Ideias e Produtos para um mundo sustentável (Planet Home - ideas and products for a sustainable world).
The group has made an alliance with the artisans of Ritápolis, State of Minas Gerais,
since 2008.
3. Olhares do Beco (Alley Looks)
This is the name of the advanced video group
which, over the last three years, has made the
short films Se vira malandro (2008), Sabotagem
(2009) and Emily (2010), all three selected and
screened at the 19th, 20th and 21st editions of
the International Short Film Festival in São Paulo. Emily was also selected to be shown at the
22nd São Paulo Audiovisual Exhibition (2010).
The group keeps in regular contact with Barham Primary school in London, in particular Barrie Birchie and Bob Walters. Under an exchange program with this school, Barham
children sent letters to the Acaia children telling them their names, ages, nations of origin,
and describing their everyday lives, what they like to do, and other information. In response
to the letters, our children made a short video about themselves and their lives, which was
posted on the Internet for the London school children to watch.
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Two documentaries are now being finalized — one about homeless people and the other on education, comparing teaching in public schools, private schools and third-sector organizations.
Students attending the audio technician specialization course took the first steps in 2010
by recording their first CD.
External initiatives
1. Favela da Linha
Welcoming 1
Functioning every evening in the shack-school, there are gameplay activities, embroidery, meals and two weekly health checks.
Work continued for organizing garbage collection, and the installation and maintenance of more litterbins.
Since June, a community mini-laundry has been operating. Residents were involved in the
process and discussed use of the washing machines, service charges, quantities for washing and drying clothes, and control of their use among other issues. They voted to name
the laundry Ponto de Encontro (Meeting Point), since it is also a place for conversation and
companionship. The laundry facility obtained support from Brazil Foundation, Deutsche
Bank, and Escola Vera Cruz.
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2. Favela do Nove
Welcoming 1
The shack-school facilities were expanded and organization of garbage and maintenance
of the square area was emphasized. Educational, gameplay activities, embroidery and the
two health checks (nursing assistant) conclude with soup and fruit for a snack or meal that
extends around the square and involves the cleaning staff of the municipality.
The workshop-studio has acquired a new space that is now used for residents’ clotheslines, and this slum has plans to install a community mini-laundry in 2011.
3. Cingapura Housing Complex
Our work in Cingapura Housing Complex is still a challenge. Spaces for collective use
are usually being taken over by garages, bars and small retailers for their personal gain.
4. Ritápolis (State of Minas Gerais)
Throughout the second half of 2010, the “field school” consulting service, in the person
of instructor Hamilton Miragaia, built a local leadership and mapped the region to highlight cultural features as part of the design of an initial tourist package called “Roçatour”
(meaning “tour of the countryside, or backlands”). In November, Acaia’s general coordinator and Hamilton visited Ritápolis to deliver material to the municipal authorities who will
be deciding on continuation of our activities in 2011.
AWARDS AND PUBLICATIONS
• Urban Age Deutsche Bank/London School of Economics
2008
• Milton Santos Award of the Municipal Council of São Paulo 2009
• “Instituto Acaia” article in the book Micro Planejamento – Práticas urbanas Criativas [Micro planning – Creative Urban Practices], São Paulo organized by Marcos L.
Rosa, Ed. Cultura / Alfred Herrhausen Society / International Forum of Deutsche Bank, 2011
• Coleção Letra da Cidade: launch of a limited edition of Alice Ruiz’s book Proesias, typeset
at Acaia with illustrations and editing and publishing work by the XiloCeasa group
26
• Acquisition Award for Santídio Pereira at 5th Santo André Engraving Biennial
• TWorks by students Taís Lucia de Melo, Ismael dos Santos Romualdo, Igor dos
Santos Romualdo, Vítor Valentino and coordinator Fabricio Lopez selected for
the 5th Santo André Engaving Biennial
• Launch of Epifania craft book developed during the XiloCeasa group workshop at the 29th São Paulo Art Biennial
• 1st prize in the collective production category for the book Fronteiras in 2nd Brazilian object awards held by the museum Museu A Casa
• Presentation of the studies “Feelings workshop” by Silvia Maia Bracco and “How
hard it is to reach Nove” by Liz Andrea Lima Mirim, at the Sixth Field Theory conference held in August 2010 at São Paulo’s Brazilian Psychoanalytic Society
• Presentation of the portfolio and XiloCeasa group’s initiatives at Universidad de
Playa Ancha in Valparaiso, Chile, June 2010, by coordinator Fabrício Lopez
27
team
Executive Board
Ana Cristina Cintra Camargo
General Coordination
Olga Maria Aralhe
Assistant Coordinator
Cristina Duran Chade
Advisor
Caetana Dultra Britto
Administrative
Dra. Sandra Alves Silva
Viviane dos Santos
Operational
Rosângela dos Santos de Jesus
Simone Santos Paixão
Simone Baptista dos Santos
Mauro Cezar Silva Brito
Osnir Alves de Souza
Lutércia Félix da Silva
Glicéria Rosa da Silva
Maintenance
Info Net Ware
Emerson Carlos Gonçalves
Daniela Indianara dos Santos da Silva
Consultants and advisors: Primo Filmes
Digital Literacy
Coordination: Fabiana Amélia Faleiros
Oral and Written Language
Coordination: Maria Isabel Fernandes Bezerra
Louise Arosa Del Otero
Evandro Rodrigues da Silva
Andresa Fabiana Batista Guimarães
Juliana Cristina Diniz
Caroline Florêncio da Silva
Dalila Gonçalves Luiz
Leonel Parente Filho
Library
Hilda Liberman
Magno Rodrigues Faria
Woodwork, Design and Mathematics
Coordination: Daniel Romão
Enio Alex Assunção
Cláudio Shiroma
COORDINATION OF AREAS AND TEACHERS
Arts
Coordination: Fabrício de Jesus Barrio Lopez
Adalgisa Maria Cavezzale de Campos
Andresa Alves Ferreira
Flávio Castellan
José Carlos Gianotti
Music
Coordination: Lucas Simões Borelli
Marcos Azella Maltese
Wellington das Neves Moreira
Rodney Nascimento
Video
Coordination: Carolina M. Lutz Setúbal e
Marina Santonieri
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Fernanda Sung
Capoeira
Geraldo Sebastião Pinto Sobrinho
André Luiz Maciel Pinto
Dance
Maria Beatriz Costilles Podgorski
Flávia Lia Sorela
Cooking
Coordination: Paulo Henrique Duarte Martins
Collaboration: Les Amis – Cozinha para Amigos
Sewing & Embroidery Bernadete Maria de Oliveira Freitas
Feelings Workshop
Silvia Maia Bracco
Nursing Assistant
Neuza Francisca dos Santos Lins
Márcia Rosette
Monitors - shack-school
Claudinei Vieira Rodrigues
Fabiana França Catarina (técnica de nutrição)
Embroidery - shack-school
Ana Cláudia Bento dos Santos
Liz Andréa Lima Mirim
Gameplay Activities Evening period
and shack-school
Sandra Antunes Ramos
Edmilson Gouveia das Chagas
Linha Nove artisans
Advisors: Teresa Maia
Artisan jewelry
Advisors: Miriam Andraus Pappalardo
Partnerships
Centro Universitário Belas Artes de São
Paulo (art school) – two workshop-studio
instructors are teaching the Visual Arts
and Industrial Design courses and Fine Arts
students may use the workshop-studio
equipment.
Editora 34
Grupo Carrefour
Instituto Reciclar
Ráscal Pizza e Cozinha
Dr. Eduardo Bracher
Clínica Axis de Coluna
Otorhinolaryngology
Dr. André Duprat
Dra. Roberta Ribeiro de Almeida
Dentistry
Dra. Renata Corrêa de Freitas
Psychiatry
Dr. Fernando Ramos Ashbar
advisors
Psychology
Prof. Dr. Tales Ab´Saber
Pedagogy
Dra. Nilza Micheletto
Cultural
Dr. Rodrigo Naves
collaborators
Architecture
Una Arquitetos
Base 3 Arquitetos Associados
Márcia Grosbaun
Sawaya Bracher Arquitetos
Attorney services
Dra. Mary Livingston
Dr. Marcelo Feller
English
At Paul’s
Translations
Just Traduções
health
learning extension partners
Cardiology
Dr. Otávio Gebara
Ophthalmology
Dr. Ronaldo Barcellos
Orthopedics
Apiacás Arquitetos
Atelier Piratininga
Bita Encadernações, Caixas e Cerâmicas
Dali Artes e Molduras
Editora 34
29
GBC Autoserviços
Gustavo Panzone Aranda
J. Nakao
Jun Sakamoto
Helena Freddi
Livraria da Vila
Motortec Auto Mecânica
Outward Bound Brazil (OBB) social
action program
Olímpia Soccer
Panaceia Oficina de costura
Portfólio Ateliê de Encadernação
Ráscal Pizza e Cozinha
Una Arquitetos
Vanbel Comércio e Serviços
Zezo Centro Automotivo
Kika Levy e Cris Rocha
donors
Donors - Individuals
Aline Eugenia Camargo Gurfinkel
Ana Cristina Cintra Camargo
Ana Silva A. Cintra Zurcher
Beatriz Sawaya Botelho Bracher
Candido Botelho Bracher
Caru Bowns
Diether Luiz Muller
Eduardo Sawaya Botelho Bracher
Ezequiel Grin
Fernão Carlos Botelho Bracher
Geraldo Dannemann
Heinz Gruber
Henrique Lacerda Camargo
João Dionisio Filgueira Barreto Amoedo
José Carlos dos Santos
José Carlos Gianotti
Márcia Maria Fartos Terlizzi
Maria Alice Roxo Nobre Franciosi
Mario Amabili
30
Marion Minerbo
Nancy Englander
Neíva Guedes
Pedro Roxo Nobre Franciosi
Sandra Alves Silva
Sandra Antunes Ramos
Sergio Villas Boas
Silvia de Oliveira Sampaio
Sonia Maria Sawaya Botelho Bracher
Teresa Cristina Ribeiro Ralston Botelho Bracher
Donors - Legal Entities
Banco Itaú BBA
Brazil Foundation
Consenso Gestão Financeira Independente
Ltda.
Danone Ltda.
Deutsche Bank
Escola Vera Cruz
Vitol Charitable Foundation
31
Attendees: 35 students.
Classes Monday-Friday 6 pm - 10:30 pm
extracurricular activities Saturdays
From Monday through Friday from 2pm
onward students have access to the
classroom to study
Class hours per week:
22.5 hours
Plus 3 to 6 hours per week extracurricular
activities to expand cultural horizons
Students’ schools of origin:
E.E. Emiliano A. C. A. Melo
(Di Cavalcanti)
E.E. Pereira Barreto
E.E. Prof. José Monteiro Boanova
E.E. Prof. Manuel Ciridião Buarque
E.E. Romeu de Moraes
E.E. Godofredo Furtado
E.E. Virgília Rodrigues
E.E. Augusto do Amaral
E.E. Alexandre von Humboldt
Classes offered:
The classroom has 10 Internetconnected computers available for
student use
Portuguese
Literature
Writing (composition)
Mathematics
Physics
Biology
Chemistry
History
Geography
33
what we do
The Acaia Sagarana Study Center has been developing its activities since 2005. Our program includes classes with a wide range of content and learning-studying techniques (best
practices) for senior high-school students enrolled at public schools who are prioritizing
continuing education as part of their life-projects.
Currently the Acaia Sagarana center is developing two initiatives:
The first is a free course for 35 students who are in the third year of senior high-school,
or who completed it the previous year. Its primary purpose is to strengthen the skills involved
in learning and studying: build self-sufficiency, improve their bonding with knowledge and
their ability to manage the learning process itself. We believe these tools are essential to
enable them to continue their studies independently at a college, a technical school, or a
college admission preparatory course.
Acaia Sagarana Study Center
At the beginning of the year we conduct a preliminary assessment of selected students
to chart the profile of the class and plan our schedule. Contents are defined around the
core structures of the curriculum subjects.
The course covers Portuguese Language, Writing, Literature, Mathematics, Biology, Physics, Chemistry, History and Geography. On Saturdays we develop extracurricular activities
such as environmental studies, museum visits, lectures or talks, and films.
Classes take place from March through December, 6 pm – 10:30 pm Monday to Friday,
with a 10-day vacation in July.
For those students who are planning to take a college preparatory course, the challenge
is particularly great as their public school education has often not prepared them to take
advantage of the fast-paced review covering the entire high school curriculum in one year.
The Sagarana course prepares students to succeed in the preparatory course by developing the necessary discipline to succeed as well as filling in gaps in their knowledge and reviewing subject matter.
Partnership Anglo
The second initiative builds upon the first and is a partnership arrangement with Anglo
Vestibulares, a chain of units is “units” the right word. Not sure what you mean offering
review courses for college or university admission tests.
35
Under our partnership arrangement with Anglo Vestibular there are 20 full scholarships
available for their extended morning course for students who have concluded their senior high school education in a public school. To be eligible students must be available full
time for both morning classes and an afternoon study session at Anglo, where they will
get specific guidance in a good learning-studying environment with access to Anglo’s full
student-assistance structure.
Selection procedure
Acaia Sagarana Study Center - course selection
Places in our course at the Acaia Sagarana center are offered to state schools in this region of SP city following a presentations to their principals, coordinators and teaching staff,
and afterwards to students.
Our three-stage selection procedure is designed to identify students who are motivated
to learn. Stage one is a multiple-choice test to eliminate those unable to proceed in Portuguese language and / or Mathematics. Note that these tests cover different levels, from the
most basic knowledge (for example, the four operations in mathematics) to content corresponding to the third year of secondary education.
The second stage requires written answers and an essay. Students passing the second
stage are also interviewed and may take a third test if necessary. This third test is for those
students who seem to have the ability but are under performing in one particular subject
and it is designed to identify their potential to catch up in that subject.
36
We contacted approximately 18 schools and 2,800 students in the 3rd year of secondary
school. Applications for the selection process come from the schools, who send us lists.
Some 400 students apply, but only 200 or so will actually take the stage 1 test. Of these,
90% (around 180 students) usually get through to the second stage, of whom only 150
show up to take the test. Of these, 35 students passed.
Selection in several stages helps each student to confirm their interest in the course. We
realize that a great effort is required of those who make this choice: evening or night classes from Monday to Friday, Saturday classes too, mandatory attendance, demands on study
time and homework. The task of studying at home and setting aside long periods of time
to study is an entirely new concept for many students. Participating in each stage of selection reaffirms interest and demonstrates an important trait: persistence. This will be a necessary quality and only the first of many other demands that academic activities pose for
students who wish to change their lives through education.
Selection for Anglo prep course
Selection for Anglo Vestibular course scholarships is based on tests conducted regularly by Anglo at year end. Students who have concluded elementary and secondary education at public schools and who have full time availability for study are selected by order of
test score ranking.
Results
In 2010, we started the year with 35 students and ended with 29. Of these, 9 (31%)
were admitted to public universities (USP, UNESP and UNICAMP); 5 students will get schol37
arships for private colleges or universities; 7 students will get full scholarships for the Anglo Vestibular prep course; 5 will be in other prep courses and 3 other students decided to
study at home. We also have six students on waiting lists for public universities.
Note that of the 29 students who made it to the end of the course, 16 (55%) went on
to the second stage of public universities exam.
Of the 13 students who attended Anglo in 2010, 8 (61.53%) passed admission tests for
public universities, 2 of them for medical school (USP and UNIFESP).
In 2011, Anglo Vestibulares will be awarding 20 full scholarships to students from public schools.
background
The Acaia Sagarana Study Center was founded in response to the perception that a significant percentage of young Brazilians have their opportunities for access to good universities drastically reduced because of the shortcomings of public schools that have not yet
met the challenge of ensuring high-quality basic education for all. About 88% of secondary school students in Brazil are enrolled in public schools. In the state of São Paulo, the
number is 84%. However, only 31.7% of students passing the FUVEST university admission
examinations in 2009 were from federal, state or municipal public schools. Here it is worth
noting that these figures include students from so-called “technical schools” who have access to differentiated and better quality education, as official testing (Enem) shows.
Another point worth noting is that most public school students do not take admission
examinations for the best colleges and universities. Comparing those from public and private schools taking the FUVEST university admission exam, although public school system
students outnumber private school students by 6-8 times, twice as many private school
students take this exam (85,458 from private school against 43,355 from public schools).
Not only is this a waste of the nation’s pool of talent, but also a sign of its growing social
deficit. The World Bank’s report on Youth at Risk in Brazil estimated that Brazil will lose R$
320 billion in the coming decades if it does not invest in its youth.
The document “Juventude e Políticas Sociais no Brasil” (Youth and Social Policies in Brazil) published by Instituto de Pesquisa Econômica Aplicaca (Institute for Applied Economic
Research, IPEA) states that only 13% of the population aged 18 - 24 enrolls in higher education. It is noteworthy that this level is well below the target set by the National Education Plan (2001-2010) of having 30% of young people in this age group enrolled in high-
38
er education. Brazil also does badly compared to other Latin American countries, and lags
behind countries such as Mexico and Colombia according to UNESCO’s International Institute for Higher Education in Latin America and the Caribbean (IESALC). Add to this the
fact that among poorer students, enrollment in higher education ranges from 5.6% (students from households earning the minimum wage or less) to 55.6% (for those earning 5
times minimum wages).
For Brazil to make development irreversible and take its rightful place on the world stage,
it is imperative that quality education and training be prioritized on the agendas of government and civil society.
From this perspective, we see an alignment between the actions of different sectors of
society and government to expand access to higher education, and we would emphasize
our firm belief that economic development, education and occupational training are intrinsically interconnected strategic factors.
The low numbers of young people from public schools at good universities in this country impoverishes and limits the university itself, which is deprived of the benefits of diversity that ought to characterize higher education.
Faced with this situation, Instituto Acaia, through the Acaia Sagarana Study Center, provides opportunities for young people from public schools to continue their educational development and expand their possibilities for really participating in nation building. We believe this is a contribution to reducing social inequality in Brazil and to democratizing higher education.
39
team
partner institutions
Management
Ana Amélia Inoue
Educational coordination
Daniel Vieira Helene
Sonia Aidar Favaretto
Teachers
Daniel Vieira Helene
Fabio Áviles Gouveia
João Antunes Ramos
Lisângela Kati do Nascimento
Marcos Roberto de Freitas Bolognesi
Paulo Roberto da Cunha
Rafael Andrade Pereira
Suzete Maria Silva Ribeiro
Secretary
Tassiana da Silva Souza
E.E. Alexandre von Humboldt
E.E. Anhanguera
E.E. Deputado Augusto do Amaral
E.E. Emiliano Augusto Cavalcanti de
Albuquerque e Melo “Di Cavalcanti”
E.E. Fernão Dias Paes
E.E. Godofredo Furtado
E.E. Prof. Almeida Junior
E.E. Prof. Antonio Alves Cruz
E.E. Prof. Architiclino Santos
E.E. Prof. Emygdio de Barros
E.E. Prof. José Monteiro Boanova
E.E. Prof. Manuel Ciridião Buarque
E.E. Odair Martiniano da Silva Mandela
E.E. Pereira Barreto
E.E. Romeu de Moraes
E.E. Sólon Borges dos Reis
E.E. Virgília Rodrigues Alves de Carvalho
Pinto
Anglo Vestibulares
Instituto Fernando Henrique Cardoso
Acknowledgments
André Yamin
Laura Leonardo da Silva
Manuela Prado
Patricia Porto
Silvana Augusto
collaborators
Catarina Iavelberg
Eduardo Giannetti da Fonseca
Eduardo Suplicy
Fernando Reinach
Fernando Scarpa
Marcelo Scarpa
Mario Papaterra Limongi
Rafael Araújo
Roberta Murasaki
40
donors
Eduardo Mazzilli de Vassimon
Candido Botelho Bracher
José Alberto Diniz
41
General Purpose:
To contribute to the human and
social development of the Pantanal
through educational activities involving
conservation of the biome.
Area of activity:
The Municipality of Corumbá, in the State
of Mato Grosso do Sul, with emphasis on
the Serra do Amolar region bordering
the Paraguay River between coordinates
56° to 58° south latitude and 16° to 18°
west longitude.
Public directly benefited:
41 children and adolescentes
attending the Jatobazinho School as
boarders and their families.
70 riparian families residing in the
region located between Baía do Castelo
and Serra do Amolar, in Corumbá, State of
Mato Grosso do Sul.
40 artisans from the city of Corumbá,
the Albuquerque rural area and the
nucleus in Bolivia with links to the Vila
Moinho Cooperative.
Público indirectly benefited:
Inhabitants of the Serra do Amolar region,
teachers in the municipal public school
network, families from Corumbá and the
rural region of Albuquerque, in addition
to families living on the Bolivian side,
public and private institutions of Mato
Grosso do Sul with which Acaia Pantanal
interacts in order to strengthen social and
environmental public policies.
Activities:
Jatobazinho School;
Community Relations;
Generation of Income and Handcrafts;
the Serra do Amolar Protection and
Conservation Network.
Beginning of activities:
January 2008
43
introduction
The Acaia Pantanal nucleus was founded for the purpose of contributing to the socioenvironmental development of the Serra do Amolar region in the municipality of Corumbá, State of Mato Grosso do Sul. A two-year study was undertaken to understand the realities of the riparian population and identify their main needs. Once the study was completed, in January 2008 it became possible to take initiatives to change this reality.
Geographically isolated and located in an area with difficult access because of regular
flooding, this region is beyond the reach of basic public services like education and health.
Few opportunities exist for generating income, and families basically survive from manual
fishing techniques and collecting bait. The natural conditions prevent the construction of
roads and make the installation of electrical and telephone infrastructure difficult. In addition, the proximity to the Bolivian border opens the way for contacts by the riparian population with drug trafficking and smuggling.
This context leads to a low human and social development index, which includes lack
of education and a high degree of illiteracy, crime and scourges like alcoholism, sexual exploitation and early pregnancy.
The first social action of Acaia Pantanal was christened the Projeto Escola Itinerante (Itinerant School Project). This pilot project brought together two different and complementary action fronts. The first consisted of creating study nuclei in the homes of the river dwellers, where a professional would foster literacy and health education. The second a partnership with the Brazilian Navy, consisted of a professional training course to qualify 52 river
dwellers to pilot small boats.
The Itinerant School Project lasted for about one year, and following this period in which
it was possible to establish bonds with the families in the region, efforts were put into initiatives that were more consistent with local demands and dedicated to meeting specific requirements.
Today, the Acaia Pantanal is carrying out four activities: The Jatobazinho School; Community Relations; Generation of Income and Handcrafts and the Serra do Amolar
Protection and Conservation Network.
45
result of activities
Jatobazinho School
The Jatobazinho School was set up in March 2009 to serve children and adolescents
from the riparian community. It is a boarding school and its pedagogic work aims to reduce
the age/year lag in the first cycle of elementary school – 1st to 5th grade. It is located in an
area situated on the banks of the Paraguay River, 90 km north of Corumbá, State of Mato
Grosso do Sul, accessible only by boat or small plane.
In 2010 the Jatobazinho School activity served forty students between ages 7 and 17.
The pedagogical staff comprises a coordinator, four teachers and a monitor. The students
attend class in the morning and afternoon, totaling 10 daily hours of activities.
Several alliances have enabled this activity to progress in its second year. In the pedagogical area, the implementation of the Educa+Ação Program with the Bradesco Foundation
made it possible to hold six pedagogical training meetings for the school’s teaching staff,
five bimonthly learning surveys which resulted in modifications to the class plans, in addition to the acquisition of 64 pedagogical and teaching kits.
Of the total of forty students enrolled, seven completed the 5th year and moved on to
other teaching institutions to continue their studies – of whom four went to the Bodoquena School of the Bradesco Foundation, two to the EJA (Youth and Adult Education) in Corumbá and one student to regular schools of the Corumbá municipal school network. The
other 33 students are still at school. Seven vacancies were created in 2011.
46
work load
students
educators
Regular school 1st to 5th year
209 schol days
40
5 professionals
extracurricular
activities
209 schol days
40
5 professionals
5 professionals from the
teacher training
6 meetings / year
116 hours / year
-
Jatobazinho School
2 professionals from
Corumbá City Hall
5 professionals from the
student surveys
5 surveys / year
40 hours / year
40
Jatobazinho School
1 professional from the
Bradesco Foundation
pedagogical kits
-
64 kits
4 kits
47
With regard to infrastructure, several refurbishments were made to the premises of the
Jatobazinho School to better accommodate students and teachers and create better teaching conditions.
During the year the project also caught the media’s attention, becoming the subject matter of a report broadcast by TV Record, followed by visits from researchers and academics.
activities carried out
In addition to formal education, the boarding school environment enables other activities to be carried out in health and culture, and other workshops, the highlights being:
•
Cultural Workshops: making toys from PET bottles, papier mâché, kites, masks, screen painting, games and decorations for festive dates;
•
The Educational Guidance Project with emphasis on sexuality, hygiene, health and values;
•
Portuguese Language and Mathematics Workshop;
•
Development of the Queimada (Slash-and-Burn) Project: history and effects on the Pantanal of slash-and-burn, fire prevention, lectures from the Environmental police Department of
Corumbá and the Homem Pantaneiro (Man of the Pantanal) Institute;
•
Communication Project: practical workshops on media tools (newspapers, radio and
blogs);
•
Deepening the relationships with the families: visits to students’ homes and holding of
four meetings with parents;
•
Cultural events on commemorative dates.
Community relations
The purpose of Community Relations activities is to contribute to improving the quality of life of the population surrounding the Jatobazinho School, its students and employees through actions in health, citizenship and education. The activity was consolidated in
2010, but its early initiatives had already been implemented in 2008 within the Itinerant
School pilot project. In all, 160 people benefited this year.
The activity operated especially along three lines:
1. Monitoring former students: to ensure that students leaving the Jatobazinho School
continue their studies at the Bradesco Foundation in Bodoquena, State of Mato Grosso do
Sul;
49
2. Health and citizenship: support for medical exams and appointments for the children,
teachers and employees of the Jatobazinho School at the Federal University of Mato Grosso do Sul (UFMS), in addition to monitoring specific procedures in Campo Grande/State of
Mato Grosso do Sul and São Paulo/State of São Paulo. Continuing with the partnership initiated in 2008, in 2010 the Brazilian Navy offered the Jatobazinho School its support through
medical, dental and sanitary assistance for the children, teachers and employees during bimonthly visits. The premises of the Jatobazinho School were placed at the disposal of the
Brazilian Navy as support for the travel logistics of its vessels and personnel, as well as for
its actions within the adjacent riparian community.
3. Strengthening public policies: working with the Municipal Council for the Rights of
Children and Adolescents (CMDCA/Corumbá) and working closely with the Precinct for
Dealing with Children, Youths and the Elderly.
Generation of Income and Handcrafts
The Generation of Income and Handcrafts activity seeks to contribute to the development of handcrafts in Corumbá, creating tourism-related income opportunities. In order
to strengthen local typical handcrafts, participants were trained in the use of regional raw
materials and in how to take advantage of recyclable materials.
In 2010 the activity involved forty artisans and held 4 handcraft workshops at the Vila
Moinho Cooperative which was born within the “Homem Pantaneiro” Institute (IHP), a partner NGO of Acaia Pantanal. Support for the cooperative also resulted in more artisans participating, increasing from four to fifteen people in Corumbá; in the creation of two new Cooperative Member Nuclei, one in Albuquerque with seventeen and one in Bolivia, with eight
artisans; and in the drawing up of a three-year plan for Corumbá handcraft development.
50
At the four workshops for the members of the Cooperative, the following activities were
held in March, May, September and December:
• Creation of a range of bags made from pouches donated by the Postal Service;
• Creation of a range of fabrics with exclusive silkscreen patterns of the Vila Moinho
Cooperative;
• Production of a Vila Moinho Cooperative product catalog;
• Creation of 20 types of articles woven (plaited) from water hyacinths – a regional
aquatic plant;
• Training in natural and chemical dyeing for products woven from water hyacinths.
Artisan training workshops
Month
No. of teachers
Workshop
Duration
Participants
March
2
sewing
5 days
12
May
4
sewing, dyeing
and design
5 days
35
September
2
sewing
5 days
8
September
2
design and management
5 days
33
September
1
fiber
15 days
15
December
3
sewing and silkscreen
5 days
8
December
1
fiber
15 days
37
51
Serra do Amolar Protection and Conservation Network
The activity involving the Serra do Amolar Protection and Conservation Network comprises a group of institutions dedicated to preserving a huge area located between Baía do Castelo and Serra do Amolar. The initiative got under way in 2008, organized by the “Homem
Pantaneiro” Institute (IHP) and the Fundação de Apoio à Vida nos Trópicos – Ecotrópica
(Foundation for Supporting Life in the Tropics) with the support of Acaia Pantanal and the
Pantanal National Park of Mato Grosso.
In order to ensure environmental preservation and responsible use of the natural resources, this Network monitors the use and occupation of the Paraguay River though regular trips along the river. Monitoring covers a 235-Km stretch of the Paraguay River, from
the city of Corumbá, State of Mato Grosso do Sul, to the headquarters of the Pantanal National Park of Mato Grosso, State of Mato Grosso. Each journey lasts approximately 3 days,
and in 2010 12 journeys were made.
In 2010, the Network also undertook environmental education actions intended for the
riparian population and tourists.
In addition, there is support for the inspection actions of the Environmental Police. This
initiative is already showing visible results: today, the Environmental Police have a permanent presence in the area, helping to curtail traffic in wild animals, illegal fishing, drug trafficking and theft of timber and cattle. Twelve expeditions were undertaken in 2010, each
one lasting approximately three days. A firefighting plan was also drawn up.
The year 2010 finally saw the delivery of urban and architectural projects and complete
visual programming to the management of the Pantanal National Park of Mato Grosso
to assist in implementing the park stewardship plan in order to make it possible to open
the park to the public.
52
STAFF
Nucleus Management Team
Teresa Cristina Ralston Bracher
Maria Cecília Lacerda de Camargo
Executive Coordination
Heloisa Kavinski
Jatobazinho School
Pedagogical Coordination
Daiane Bispo Alves
Educators
Amilton Álvaro Brandão
Jéssica Marcelle Cedron de Souza
Odilson Moraes de Oliveira
Renata Paulino Coutinho
Selma Aquino
Operations
Carmen Lúcia Alves
Juliana dos Santos Ramalho Martins
Marcelo Silva de Araújo
Support team on the Jatobazinho
and Santa Tereza Farms
Antonio de Jesus da Conceição
Ivanete Carmiel
José Fagner Rodrigues Machado
Juraci Jovino Zacarias dos Reis
Representative on the
Corumbá CMDCA
Ana Cecília Demarqui Machado
ADVISORS
Architecture
Roberto Pompéia
Luzia Correa Ribeiro
Fabiana Rocha
Visual Communication
Letícia Moura
Engeneering
Carlos Roberto da Silva e Souza
Management
Sylvia Helena Bourroul
Fábrica do Futuro
Legal
Dr. Theotônio Monteiro de Barros
Pedagogy
Fundação Bradesco
Environmental
JGP Consultoria e Participações Ltda.
Isabel Villalobos
53
PARTNERS
Donating Partners
AVINA Foundation
Santander Brasil Group
Unibanco Institute
OGX Petróleo e Gás Participações S.A.
Participações Morro Vermelho S.A.
Collaborating Partners
Campo Damia Farm
Jatobazinho Farm
Santa Tereza Farm
Hotel Nacional – Corumbá, State of Mato
Grosso do Sul
Posto Paulista de Pneus Ltda.
Corumbá City Hall
Public Health Department of Corumbá
Strategic Partners
Vila Moinho Cooperative
ECOA – Ecologia e Ação Ecotrópica –
Fundação de Apoio à Vida nos Trópicos
EMBRAPA – Centro de Pesquisa
Agropecuária do Pantanal (Pantanal Farming
Research Centar - CPAP)
EBX Group
Arara Azul (Blue Parrot) Institute
Instituto Chico Mendes da Biodiversidade
(Chico Mendes Institute for Biodiversity)
Instituto Homem Pantaneiro
Brazilian Navy: 6th Naval District: River
Detachment for the Pantanal
MMX Mineração e Metálicos S.A.
Moinho Cultural Sul Americano
Panthera Foundation
Pantanal National Park of Mato Grosso
Environmental Police Department of Mato
Grosso do Sul: 2nd Cpy / 15th Battalion /
Corumbá, State of Mato Grosso do Sul
54
Military Police: 6th Battalion / Corumbá, State
of Mato Grosso do Sul
DONORS
Individuals
Heinz Gruber
Luís Guilherme Ronchel Soares
Maria Cecília e Henrique Lacerda de Camargo
Mario Luiz Amabile
Neiva Maria Robaldo Guedes
Ricardo de Barros Rondon Kassar
Silvia e Ari Weinfeld
Sônia e Fernão Carlos Botelho Bracher
Teresa e Candido Botelho Bracher
ACKNOWLEDGEMENTS
Abgail and Tata Barossi
Agnaldo Orlando Bertini
Coronel Ângelo Rabelo
Gislaine and Adalberto Eberhard
José Augusto Ferraz
Lilian and Alex Szabzon
Márcia Raquel Rolon
Marisa Moreira Salles
Miguel Serediuk Milano
Milú Villela
Odney Bastos
Rubens de Souza
Tania and Antônio Carlos Viotti
Terezinha Ribeiro Ralston
Vera and Francisco Pereira Coelho
COLLABORATORS
Beatriz Novaes
Delmi Galvão
Fernanda Caiuby Novaes Salata
Guilherme Lacerda de Camargo
Lia Vissoto
Marina Massi
Marizete Gonçalves Ferreira
Marly e Armando Lacerda
Olga Torres
Paulo César Ferreira de Oliveira
Pedro Lacerda de Camargo
Pery Miranda
Peter Crawshaw
Regina Amauri Varga
Roberto Jank Jr.
Thiago Moreno
CULTURA DE DOAR (DONATING
CULTURE) EVENT
Almeida Rotenberg e Boscoli Sociedade de
Advogados
CPFL Energia S.A.
Fundação Filantrópica Arymax
Marfrig Alimentos S/A
Participações Morro Vermelho
Antônio Carlos Zorzi
Antônio Fernandes Guedes
Ari Weifeld
Aron Zylberman
Bruno Laskowsky
Candido Botelho Bracher
Cassio Mantelmacher
Cláudio Carvalho de Lima
Dani Ajbeszyc
Dario e Regina Guarita
Eduardo Coelho P. de Almeida
Elie Horn
Erick Alexandre Alencar
Fernão Carlos Botelho Bracher
George Zausner
Gilson Fernando Hochman
Giorgio Lorenzo Maria Vanossi
Haroldo Corte
Hilton Rejman
Jaime Stokfisz Fletchman
José Roberto Voso
Luís Largaman
Luiz Roberto e Renata Nascimento
Marcelo Puntel
Nessim Daniel Sarfat
Rafael Novellino
Roberto Pereira de Almeida
Roberto Bielawski
Roberto Civita
Roberto Perroni
Rodrigo Aurichio Putinato
Romeu Bastos Braga Neto
Rosane Ferreira
Saulo de Tarso Alves Lara
Thiago Rocha de Castro
Ubirajara Spessotto de C. Freitas
Ulrico Barini Filho
Vânia Régia Correa Reis Bastos
Xandreia Vetorazzo
55
Accounting statements as of
December 31, 2010 and
Independent Accountants’ report
57
INDEPENDENT ACCOUNTANT’S REPORT
ON THE ACCOUNTING STATEMENTS
To the Management
Acaia Institute
1 We have audited the accounting statements of the Acaia Institute (“Institute”) which
include the balance sheet as at December 31, 2010 and the respective statements of
surplus/deficit, changes in shareholders’ equity and cash flows for the period ended on
that date, in addition to the accounting policies and other notes.
2 Management responsibility for the accounting statements
The Institute’s management is responsible for the preparation and proper presentation
of the accounting statements in accordance with the accounting practices adopted in
Brazil for small and mid-size enterprises – Technical Pronouncement CPC PME — Accounting for Small and Mid-Size Enterprises and for the internal controls it has determined as necessary to enable the accounting statements to be prepared free of relevant
distortions, regardless if caused by fraud or error.
3 Responsibility of the independent accountants
Our responsibility is to express our opinion on these accounting statements based on
our audit, which was conducted in compliance with Brazilian and international auditing
standards. Such standards require the fulfillment of ethical requirements by the auditors, and that the audit be planned and performed with the purpose of obtaining a reasonable level of certainty regarding the absence of material distortions in the financial
statements. Audit activities comprise the performance of procedures for obtaining evidence regarding the amounts and disclosures presented in the accounting statements.
The procedures selected depend on the auditor’s judgment, including the assessment
of the risks of relevant distortion in the accounting statements, irrespective of fraud or
errors. With regard to risk assessment, the auditor considered the relevant internal controls used in the preparation and appropriate presentation of the Institute’s accounting
statements with a view to planning such audit procedures as appropriate to the circumstances, but not for the purposes of expressing their opinion about the effectiveness
of such internal controls. An audit also includes the assessment of the adequacy of the
accounting policies used, as well as the reasonability of the management’s accounting
estimates and the assessment of the presentation of the accounting statements taken
as a whole.
58
We believe that the evidence obtained from the audit is sufficient and appropriate to
support our opinion.
4 Acaia Institute
Opinion
In our opinion, the accounting statements referred to above fairly represent, in all material aspects, the equity and financial position of the Acaia Institute as of December 31,
2010, in addition to the company’s operating performance and cash flows for the period ended on that date, in accordance with the accounting practices adopted in Brazil
applicable to small and mid-size enterprises.
São Paulo, April 20, 2011
PricewaterhouseCoopers
Auditores Independentes
CRC 2SP000160/O-5
Paulo Sergio Miron
Accountant
CRC 1SP173647/O-5
59
Balance sheets as of December 31 (in Reais)
Assets
Current Assets
Cash
Banks - checking account (Note 5)
Financial investment (Note 6)
Amounts receivable from projects
Advance to suppliers
Advances for vacations
Other credits
Non-Current Assets
Property, plant and equipment (Note 7)
Intangible assets (Note 8)
Total Assets
60
2010
2009
375
238,756
395,650
202,413
33,014
59,866
22,939
953,013
5,407
148,028
468,226
825,672
1,265
826,937
571,680
1,925
573,605
1,779,950
1,289,444
61,359
27,925
4,894
715,839
Balanços patrimoniais em 31 de dezembro (em reais)
Liabilities and social equity
Current liabilities
Accounts payable
Labor and tax liabilities
Tax obligations
Other obligations (Note 9)
Social Equity
Retained surplus
Surplus / (deficit) for the year
Total liabilities and social equity
2010
2009
140,516
242,968
11,200
555,333
950,017
83,779
135,956
16,874
525,401
762,010
527,434
302,499
829,933
796,867
(269,433)
527,434
1,779,950
1,289,444
61
Statement of surplus and changes in equity
Years ended December 31, (in Reais)
Revenues
Donations from Individuals (Note 10)
Donations from Legal entities (Note 10)
Donations from FUMCAD (Note 11)
Financial revenues
Revenues from Awards
Other operating revenues
Expenses with social activities (Note 12b)
Personnel expenses (Note 14b)
General and administrative expenses (Note 14a)
Tax Expenses
Financial expenses
Depreciation and amortization expenses
Other operating expenses
62
2010
2009
3,407,541
447,723
1,315,255
34,932
9,003
5,214,454
2,652,451
511,376
550,434
67,615
9,300
3,594
3,794,770
(2,077,369 )
(2,619,220 )
(27,995 )
(8,544 )
(178,827 )
(4,911,955)
(1,516,231)
(2,400,483)
(21,310)
(5,562)
(119,740)
(877)
(4,064,203)
Surplus /(deficit) for the year
302,499
(269,433)
Social equity at the beginning of the year
Surplus / (deficit) for the year incorporated into
social equity
527,434
796,867
302,499
(269,433)
Social equity at the end of the period
829,933
527,434
Statements of Cash Flow
Years ended December 31, (in Reais)
Cash flow from operations
Surplus /(deficit) for the year
Adjustments
Depreciation and amortization
Earnings from the sale of property, plant and
equipment
(Increase)/reduction in amounts receivable from projects
(Increase)/reduction in advances to suppliers
(Increase)/reduction in advances for vacations
(Increase)/reduction in other credits
Increase/(reduction) in accounts payable
Increase/(reduction) in labor and social security
obligations
Increase/(reduction) in tax obligations
Increase/(reduction) in other obligations
2010
2009
302,499
(269,433)
178,827
-
119,740
(125)
481,326
(149,818)
(202,413 )
28,345
(31,941)
(18,045)
56,737
(56,610)
(27,925)
(3,431)
42,253
107,012
(5,674)
29,932
(36,047)
44,586
6,805
(2,221)
3,457
Net cash from (used in) operations
445,279
(146,361)
Cash flow from investments
Acquisition of property, plant and equipment
Property, plant and equipment write-off
(434,164)
2,005
(211,656)
-
Net cash used in investment activities
(432,159)
(211,656)
13,120
(358,017)
621,661
634,781
13,120
979,678
621,661
(358,017)
Net increase (decrease) in cash and cash equivalents
Cash and cash equivalents at the beginning of the year
Cash and equivalents at the end of the year
63
NOTES TO THE ACCOUNTING STATEMENTS AS OF
DECEMBER 31 2009 AND 2010
1.Operations
Acaia Institute was created on April 3, 2001 as a not-for-profit, philanthropic association. As per article 2 of its Bylaws, Acaia Institute’s principal purpose is to offer and foster
the development, education, professionalization, culture and support to psychological disorders, thus contributing to education in its widest sense in São Paulo and other Brazilian
states and territories. The Institute has an educational and social assistance nature.
On October 8, 2007, the branch was created in Corumbá, with the trading name of
Acaia Pantanal, effectively commencing its activities in January 2008.
The entity’s funds were invested in institutional purposes, in compliance with its Bylaws and as stated in its expenses, whereby 100% of its social activities are distributed free
of charge.
Acaia Institute develops its actions through three programs:
(i) Ateliê Acaia (Acaia Workshop-Studio) - in 2010, its actions were developed under projects entitled “Welcoming”, “Independence” and “External Actions”. Persons attended to
in 2010: ten (10) children between 0 and 6 years of age; one hundred (100) children between 6 and 11 years of age; one hundred and nineteen (119) adolescent aged twelve (12) to
eighteen(18) years incomplete and 40 (40) adults. In the two (2) Shack-School comprising
the External Actions Project an average of fifteen (15) adults and thirty (30) children aged
between 1 and 15 years were attended to daily in the morning and afternoon periods. Daily attendance in the periods: morning, afternoon and evening, the opposite of school, offering support for the physical and mental development in a healthy environment that favors
the learning of different techniques, thereby facilitating the building of cooperative social
practices, where appropriated by extensive education they are inserted into the world in a
fair and equitable manner, no longer being subjected to exclusion and victimization in the
districts of Vila Leopoldina and Jaguaré, both on the west side of São Paulo.
(ii) Centro de Estudar Acaia Sagarana (Acaia Sagarana Study Center) - in 2010 it educated thirty-five (35) students who completed high school in the public network, in continuing with their studies, and whose aim is to expand their possibilities of finding places at
public universities.
(iii) Branch - Acaia Pantanal - in 2010 it contributed to rural education in Corumbá, State
of Mato Grosso do Sul, through booster classes in partnership with Corumbá City Hall by
entering into an agreement for the installation, functioning and administration of the Jatobazinho Extension to the Rural Municipal School of the Porto Esperança and Extensions
64
Complex created through decree No. 565 of the Corumbá City Hall on February 5, 2009
to attend to 40 children and youths aged from 8 to 16.
2.Summary of the significant accounting policies
The accounting statements were prepared by the Institute in accordance with the CPC
Small and Mid-Size Enterprises issued by the Accounting Pronouncements Committee (CPC).
However, there is no difference between the accounting practices previously adopted in
Brazil (former BR GAAP). The significant accounting policies applied in preparing these accounting statements are shown below. These policies were applied consistently in the periods presented.
2.1. Basis for the preparation and presentation of the accounting statements
The accounting statements were prepared and are being presented in accordance with
the CPC for SME. The preparation of the accounting statements in accordance with the
CPC for SMEs requires the Institute’s management to use certain accounting estimates in
addition to their judgment in the process of applying the accounting policies; however, there are no areas or situations of greater complexity that require a higher level of judgment
or significant estimates in the case of the accounting statements.
a) Ascertainment of the surplus / (deficit)
Revenues and expenses are appropriated under the accrual method for the periods.
Donations are registered as revenues during the period and are cross-checked with the
expenses they are intended to offset.
Non specific donations intended for normal financing of operations, not involving any
future obligation and where there is no basis for allocating the donation throughout the
benefit periods are registered directly in the result as revenues from donations at the time
they are received.
Donations received and intended for specific research projects and social actions of the
Institute are registered under current liabilities as “Other obligations”, and are recognized
as revenues during the period when the allocations (expenditures / obligations) specified
for these donations are realized.
65
Donations involving depreciable assets are recognized as revenue during the working life
of the asset and in the same proportion to its depreciation or, if applicable, its sale.
b) Current assets
Shown at acquisition cost plus earnings and monetary restatement incurred up to the
balance sheet date and, when applicable, adjusted to the respective market values.
c) Current liabilities
Shown at known or estimated amounts including, when applicable, the corresponding
charges and monetary restatement incurred up to the date of the balance sheet.
d) Non-current assets
For the purpose of the statement of cash flows, they include cash and bank checking
accounts (considered in the item “banks-checking account) and financial investment.
Property, plant and equipment, as well as intangible assets are shown at the cost of acquisition combined with the following aspects: (i) depreciation of property, plant and equipment is calculated using the straight-line method, based on the annual rates applicable to
the useful and economic life of the assets, namely 10% for facilities, machinery and equipment, furniture and fixtures, and 20% for computers and peripherals; (ii) improvements
in third-party properties represent the expenses for the construction of the institute’s new
head office in 2002, these expenses being amortized over a period of ten years in compliance with the term established in the loan for use agreement for the land.
e) Cash and equivalents
For the purpose of the statement of Cash Flows, they include cash and bank checking
accounts (considered in the item “banks-checking account”) and financial Investment.
3.Transition to the CPC
The company’s accounting statements for the period ended December 31, 2010 are
the first accounting statements prepared in accordance with the accounting policies of
the CPC SME issued by the Accounting Pronouncements Committee (CPC); however, there is no difference between the accounting practices previously adopted in Brazil (former
BR GAAP).
66
4.Cash and cash equivalents
As of the dates of the balance sheets, cash and equivalents were distributed as follows:
Cash and Banks
Financial investments
2010
2009
239,131
395,650
634,781
153,435
468,226
621,661
5.Banks – checking account
Refers to available funds deposited in a checking account at a prime bank.
6.Financial investments
Financial investments refer substantially to bank certificates of deposit issued by Banco
Bradesco S.A., and segregated as follows:
Jatobazinho School Project
Sagarana Project
Acaia Projects
Bases for the World Project
Other non project-linked financial
investments
2010
2009
239,988
9,656
143,625
2,381
304,688
15,101
1,837
50
395,650
146,550
468,226
67
7.Property, Plant and Equipment
Premises
Machines and equipment
Furniture and fixtures
Improvements in third party
properties
Vessels
Computers and peripherals
Tools
Accumulated depreciation
2010
2009
Annual depreciation rate – %
155,027
166,079
119,986
160,945
81,261
92,666
10
10
10
913,229
59,737
207,361
7,538
1,628,957
(803,285)
825,672
717,547
53,820
84,011
7,538
1,197,788
(626,108 )
571,680
10
5
20
20
8.Intangible Assets
Logical acquisition and
development expenditures
Accumulated amortization
2010
2009
3.300
(2.035)
3.300
(1.375)
1.265
1.925
Annual amortization rate – %
20
9.Other obligations
Refer to: (a) donations intended for specific projects and which will be registered as
revenues as the expenses involving the projects are incurred, in the amount of R$8,454
(R$336,243 - 2009); (b) donation used to acquire property, plant and equipment, which
68
will be registered as revenues over the useful life of the asset in the same proportion to its
depreciation, amounting to R$546,879 (R$189,158 – 2009)
10. Donations
In 2010, the entity received donations from individual taxpayers in the amount of
R$3,407,541 (R$2,652,451 in 2009), while donations from legal entities totaled R$447,723
(R$511,376 in 2009).
11. Donations through the Municipal Fund for Children and Adolescents
(FUMCAD)
During 2010, the Acaia Institute received government subsidies from the Municipal Government of São Paulo through:
The Municipal Secretariat for Participation and
Partnership
Handcrafted Writing Typography Project
Bases for the World Project
Independence Project (Note 1)
Acaia Sagarana Study Center Project (Note 1)
“Know how to Grow” project (*)
2010
2009
817,697
477,885
19,673
1,315,255
9,490
356,102
184,842
550,434
(*) Know how to Grow project - its purpose is to receive and emotionally structure children and youths in the “after-class” period, offering multidisplinary assistance, meals, health, body care and citizenship notions.
In addition, in 2009 the institute has also signed an agreement with the local administration of Corumbá, in the State of Mato Grosso do Sul, so as to formalize the joint project for the installation, operation and management of the extension of the Rural Municipal School of the Porto Esperança Center, an elementary education center located in Corumbá, State of Mato Grosso do Sul, on the left bank of the Paraguay River, upstream from
the center of the municipality, in the Jatobazinho Farm (Acaia Pantanal).
69
12. Projects
Fund from sponsors
70
Acaia / Independence
Donations from individuals
Donations from legal entities
Own funds/transfers
Financial
Awards
Discounts obtained
Other revenues
2010
2,540,152
2,406,832
117,215
8,944
7,141
20
-
2009
2,287,184
2,167,376
100,910
3,054
6,080
9,300
464
-
Subsides
FUMCAD - Sagarana
FUMCAD - Independence
FUMCAD - Bases for the World
FUMCAD - Saber Crescer
FUMCAD - Typography
Total funds received
837,370
817,697
19,673
3,377,522
365,592
356,102
9,490
2,652,776
Sagarana
Jatobazinho
2010
192,816
189,508
3,308
-
2009
186,747
172,075
4,685
9,987
-
2010
1,166,231
811,201
330,508
24,483
39
2009
770,405
313,000
405,781
51,548
76
-
477,885
477,885
670,701
184,842
184,842
371,589
1,166,231
770,405
71
Projects / expenses
Personnel expenses
13th salaries
Medical assistance
Vacations
Earnings
Charges
Other
Depreciation and Amortizations
Financial expenses
Banking expenses
Interest paid
Public relations
Taxes and other fees
Relocation expenses
Expenses with meals
Beneficiary expenses
Maintenance expenses
Administrative expenses
Expenses with professionals
Total funds received
72
Acaia / Independence
2010
2009
1,818,281
109,933
52,658
187,516
1,236,879
174,089
57,206
1,413,330
92,998
41,714
93,822
1,018,593
124,408
41,795
149,628
108,841
4,247
3,831
416
2,753
2,664
89
27,348
232,174
283,459
76,694
269,330
18,653
521,407
3,401,221
51
21,220
210,274
201,078
66,662
167,738
13,597
587,881
2,793,425
Sagarana
Jatobazinho
2010
2009
2010
2009
34,582
3,719
3,991
22,676
4,196
-
26,344
1,690
1,878
20,601
2,175
-
224,506
14,184
687
18,894
171,312
17,884
1,545
76,557
4,843
155
6,937
54,247
8,821
1,554
-
-
29,199
10,899
1,540
1,540
-
560
560
-
2,757
2,699
58
2,249
1,868
381
100
95,419
3,622
4,952
843
15
375,698
516,771
590
90,273
2,595
23,141
3,446
328
389,678
536,955
647
106,538
55,931
189,060
101,097
3,689
280,539
993,693
236
90
52,206
31,772
83,926
102,358
1,110
372,420
733,823
73
13. Immunity and tax exemption
The entity meets the requisites of the legislation, being exempted from income tax (based on article 150 of the Federal Constitution) and from social contribution tax on the surplus, the employer’s contribution to the National Institute of Social Security – INSS and from
the Contribution to the Financing of Social Security (based on Law No. 8,212/91).
Below are the amounts of the exemptions enjoyed in 2010:
2010 - R$394,027 – Employer’s INSS Contribution + SAT + Third Parties (R$322,483
in 2009).
Free of charge
The activities carried out by the Acaia Institute through its projects at its head office and
branch are actions which are wholly (100%) free of charge. In this context, during the year
2010 the amount R$4,911,955 (R$4,064,203 in 2009).
74
14.Other information
a) General and administrative expenses refer to:
Various professional services
Maintenance and installation expenses
Expenses with meals
Training and learning materials expenses
Medical expenses
Scholarships
Graphic and advertising materials
Expenses with donations
Others
2010
2009
1,184,946
291,752
343,013
121,106
4,255
15,575
96,698
27,075
534,800
2,619,220
1,380,912
154,542
222,259
114,596
4,979
25,189
91,317
406,689
2,400,483
2010
2009
1,416,346
210,401
127,836
196,170
126,616
2,077,369
1,093,441
102,637
99,531
135,404
85,218
1,516,231
b) Personnel expenses
Earnings
Vacations
13th salaries
Social charges
Others
75
DTP project
Bracher & Malta Produção Gráfica /
Mariana Leme
Translation from Portuguese
Just Traduções
Nancy Englader
Photographs:
Acervo Instituto Acaia
Alex Szabzon
Pauline Dewitte
Sara Muzio
Cover paper:
240 g Supreme Duo Design Card
Inside paper:
Couché Reflex Matte 115 g
Printing:
Ipsis Gráfica e Editora
São Paulo
May 2011
76