This chapter is about the particularities of Sítio Joaninha and the possible educational responses.

In Sítio Joaninha we have an index of illiteracy of about 15% of the population above 10 years old, while in the rest of Sao Paulo the number is 6,2%. That indicates as well to the other shortcomings in fundamental, medium and superior education in the village

Nevertheless, would a focusing on the impartation of mere knowledge probably be the wrong approach for villages like Sitio Joaninha, because this would be not related to the everyday context of the children. Besides the normal school curriculum, ecological awareness and skills should be taught from the first class onwards. That does not mean, that intellectual tasks should not be taught, very much on the contrary.

A contextual education will help to create cultural roots in Sitio Joaninha and a sense of care for their environment to grow. The obvious ecological relationships can be studied easily and the children can be prepared to organize their own lives in a sustainable way. The subject of ethnobotany(mainly Portuguese, abstract in English) should be introduced and the water catchment areas can serve as green classrooms, where live cycles can be examined by eye and hand. Ecological agriculture can be taught in a school garden.

Source: http://www.unicef.org/brazil/sowc/fotos.html

Source: http://www.apromac.org.br/ea004.htm

I believe, that when children are educated according to their surrounding, they will have easier access to more difficult tasks. A tree shows us, that as stronger and deeper or widespread its roots are the nearer it reaches to the skies.

Adult education should play an important role in Sítio Joaninha. Besides teaching the basic skills like reading, writing and simple calculation, a profession orientated educational program should be elaborated. Agricultural methods like permaculture and other ecological gardening approaches can play a central role. Furthermore is the teaching of mechanical skills, manufacturing abilities and administrational knowledge advisable.

Source: http://www.alfabetizacao.org.br/pt/fotos/default.asp

All these programs can probably be found anywhere else in Brazil as well. The difference, which has to be made, will be in the fundamental approach of interdisciplinary teaching methods, from knowledge of a material, its possible uses, its recycling value und its impact on the environment, a subject should be taught as a whole. Again based on the integral character of the ecological development concept, the teaching applied in the adult education has to reflect the attitude of looking at a subject from all possible angles and to evaluate its uses and impact and day-to-day life.

Source: http://www.alfabetizacao.org.br/pt/fotos/default.asp

The educational process should to be accompanied for some years by a number of social and educational workers until the first generation of tutors is trained and the holistic knowledge can be passed on within the village itself. But a different model can be elaborated as long as the holistic approach of knowledge transfer is guaranteed.