Global Giving Report Project: " Empower Residents Of Rio 's Slums Through ICT " 2013 The project "Empower Residents of Rio's Slums through ICT" proposes implementation of the course developed by CDI Digital Culture for Social Mobilization in Rio de Janeiro communities. As we report before, the proposal brings together our course of informatics and citizenship fundamentals and the most recent social media technology, which has been transforming society for the last decade. As such, while traditional computer knowledge and skills is learned, such as operating system and word processing, this projects students also learn how to use tools like Wikipedia, Google Maps , YouTube , video, and blogs to promote their rights and to encourage social change in their community. This civic education followed the five-step methodology of CDI, which aims not only to expand the qualification of beneficiaries, but also to promote human empowerment, equity, and the education of citizens. CDI’s 5 steps are: 1. Read the World - a reading of the reality of learners, communities and society 2. Data Search - A more profound research in order to choose a topic to be addressed 3. Plan of Action – planning of a strategy to resolve the problem 4. Go to Action - Mobilize students to develop the action 5. Evaluate the Traveled Path The ‘real life' approach serves as a motivation for student involvement in the technical aspects of the course, and reveals the potential for application in other areas of their lives. The course also develops personal skills for problem solving, critical thinking and teamwork. Furthermore, beneficiaries are empowered to become active and informed citizens, able to organize in their communities, and make their voices heard in order to provide an effective change in the lives of its beneficiaries. To implement this project, the staff of CDI has developed a series of training and monitoring activities for the strengthening of courses taken in CDI communities that assist children, adolescents and young people in communities in Rio de Janeiro. Each course has a workload of approximately 50 hours that are completed within a period of 2-4 months, depending on the schedule of CDI Community. The participating social organizations of this project work in partnership with CDI to conduct computer and citizenship courses in spaces called CDI Comunidades (CDI Community Centers) which assist communities in technology access. In the project, CDI Rio de Janeiro led the development of training and monitoring of partner institutions through the execution of project activities. • Training of Educators and Coordinators of Social Projects Throughout the year 2013 Training courses were conducted for Educators and Social Coordinators covering the following topics: Course Content N. of Participants Training of Social Educators Training in Linux 20 Technical Training— Editing of Videos, Photos, and Images Training MVA—Operating Systems Training in the Coordination of Projects/ CDI Community 1- Encounter and Forum of CDI’s Leadership Network, Theme: Technology and Inovation EAD 20 Network Formation 1-Strengting of CDI methodology use with the public, infants, children, youth, and adults. 30 2- The carrying out of a forum 3- Workshop no the community of Macaco in partnership with McKinsey. With these results we are able to collaborated with leadership in other communities that helps to legitamize and adds value to future activities. 38 • Monitoring The pedagogical political Proposal of CDI guides the construction of the monitoring and evaluation plan, through five (5) steps: Reading the World: diagnosis of local reality and data collection of CDI Community; Problematization: construction of the scope of the Work Plan with raising local Project demands for implementation in each of the communities involved; Planning: co-creation of the Work Plan and Schedule of activities developed by each CDI Community with facilitation of CDI; Mobilization: meeting with ATA monitoring via phone, email, in person, etc. Evaluation: periodic evaluation for correction of routes and measurement of results obtained in this work. At the end, consolidating the actions and results. Besides the actions of classroom activities, Project Managers make use of technological tools in a systematic way, allowing the optimization of communication and monitoring activities undertaken by Community CDIs. Thus, corrective actions can be implemented quickly. • Completion of courses in CDIs Community In general, the courses in Community CDIs had a duration of four (4) months and throughout the year 2013 had the following results: Courses Completed: Course in the Basic and Advanced Office Package, Video Editing, Image Editing, Digital Media and Computers for Kids
“Empower Residents of Rio's
Favelas Through ICT” aims to empower Favela communities in Rio de Janeiro through promotionof their rights in order to promulgate social change in their communities.
The course “CDI DigitalCulture for Social Mobility” introduces basic notions of citizenship andcomputer skills whilst highlighting new technology as well as social media.CDI’s methodology focuses in capacity building in the following topics: operationalsystems, text and vídeo edit, blogs, YouTube, Wikipédia, and Google Plus.
Furthermore, it workstowards professional qualification of individuals through emancipation. There are five steps, as listed below:
The “real life” approachto the process motivates students as it appeals to different areas of theirlives. The course also explores problem solving skills, critical thinking, andteam work. Hence, participants practice to become informed active citizens. Theircommunities now carry the potential to organize and express their concernsthrough a structured model that offers an effective delivery to society atlarge.
Diverse socialorganizations partner up with CDI in order to construct and deliver these coursesin hubs dubbed CDIs Community Center, a reference point within FavelaCommunities, to access this technology.
The CDI team developed aseries of activities and follow-up activities to these hubs to incorporate theCommunities’ children, teenagers, and the youth. Each course takesapproximately 50 hours, within a 2-4 month period, according to CDI Communities’schedule.
CDI Rio de Janeiro isresponsible for the elaboration and monitoring of partnering institutions inthe project’s implementation.
In 2012 CDI offered threecourses to train social educators as well as social project coordinators. They discussed the following items acordingly:
1st Course: Social Educators Training
Subject: DigitalCulture for Social Mobility – Modules I and II / Advanced workshops
# Participants: 30
2nd Course: Project Coordinators Training/ CDI Community
Subject: Workshopand round table discussion. Topic: Alignment of CDI Community Center Network,Methodology and innovation at CDI Community Center.
# Participants: 20
3rd Course: Building CDI CommunityCenter Network
Subject: Themes:Strengthening the implementation of CDI’s methodology with the public at CDICommunity Center.
CDI’s Political-Pedagogicalapproach maintains the monitoring and evaluation plan in five steps asmentioned earlier.
Moreover, ProjectManagers systematically use technological tools to enhance communication andmonitoring of activities at CDI Communities. In this manner, feedback can bequickly incorporated in the activity preventing the process from slowing down.
Courses offered: Basicand Advanced Office Package Course, Video Edit, Image Edit, Digital Media and computerskills for children.
Nº of student graduated in 2012: 8.738
In March CDI launched the Tech 4 Good movement, with the aim of stimulating more individuals and organisations to use technology to transform lives and communities. The event brought together social and tech entrepreneurs, offering them a space to share ideas and experiences, plan future projects and debate strategies.
A competition was held to recognise the best tech-activists, helping them to promote their work and increase their impact. Awards were given in several categories: Earth, Environment, Energy, Economy, Education and Empowerment. Among those awarded were Marcos Braz for his work creating the Save Sao Conrado campaign. Marcos lives in the Rocinha favela in Rio de Janeiro, where he was born and bred. A self-taught tech geek and natural entrepreneur, Marcos set up the campaign to tackle the high levels of water pollution at the local beach. The online campaign took off, getting the attention of local media, other environmental groups and local authorities, renewed efforts are now being made to tackle the issue.
The winners also Carlos Pereira for his work with Livox, an app to facilitate communication with children suffering from mental disabilities, and Andre Cervi, whose online platform Atados is helping to bring volunteers together around common causes.
Tech 4 Good is being used to inspire more individuals within the deprived communities where we work to create positive transformations to their lives and local realities, demonstrating that everyone can become a tech-activist and make real and lasting changes to their communities and beyond.
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