GVI Phoenix / Brazil

Literacy, Numeracy and Childcare Project

Six month Report

June – December 2010

GVI Phoenix Brazil Report

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 Submitted in whole to
Global Vision International

Produced by

Emma Astles – Phoenix Brazil Project Manager

Dom Williams – Latin America Regional Director

And

Eraldo Barbosa School Director Erin Poultney Volunteer

Ana Grasiela Barbosa Teacher Kim Vo Volunteer
Sonia Maria dos Santos School Cook Matthew Horspool Volunteer
Ana Claudia dos Santos School Cook Sarah Lilly Volunteer
Roberto Carlos ‘Choppi’ Maintenance Linda Mackessy Volunteer
Ricardo Filho Santos Maintenance Fabiana Zanotti Volunteer
Paula Nuth Intern Alisha Neverson Volunteer
Adam Krause Intern Alina Wahl Volunteer
Mary McCafferty Volunteer Shikha Kuckreja Volunteer
Caty McCafferty Volunteer Elaine Rubin Volunteer
Felema Neguse Volunteer Roisin Slattery Volunteer
Ada Penn Volunteer Michelle Lyle Volunteer

GVI Phoenix Brazil

Address: Avenida Princesa Isabel, 341, Edificio Milano, Apartamento 303, Barra, Salvador,
Bahia, Brazil, 40130-030
Email: phoenixbrazil@gviworld.com
Web page: http://www.gvi.co.uk and http://www.gviusa.com
http://www.justgiving.com/Catherine-Jamie
http://www.globalgiving.org/projects/chance-to-learn-brazil/

Blog: gviphoenix.blogspot.com

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Executive Summary

Work at the school project in Mata Escura, Salvador began in June 2010. During the 7 month
period up to the end of December 2010 enrolment at the school has increased from 12 to 51
students at a steady rate of approximately 5 new students per month. 46 of the 51 children
enrolled as of December 2010 are aged 18 months to 8 years and study exclusively at the
project, the remaining 6 are aged 9 – 11 years and attend the project for reinforcement classes
in addition to studying at the local colegio.

Attendance has improved slightly from 60.2% in the period June – August, to 63.1% in the
period September – December. We have witnessed a very high prevalence of illness amongst
the children which has had a significant negative effect on attendance, especially during the
rainy season. In addition to this a large number of main roads and motorways which dissect the
town of Mata Escura prevent the children are not able to walk themselves to school. Mothers
working in the domestic service industry who begin work very early in the morning, combined
with additional social factors such as alcoholism, drug abuse, prostitution and apathy (see
section 1.1) continue to pose major obstacles to improved attendance. Raising attendance
figures through continued communication with the mothers, emphasis on the importance of
education and a new scheme to have children from the same areas of the favela walk to school
in groups accompanied by 1 parent is a major focus for 2011.

We have witnessed a considerable degree of student migration during the period June –
December 2010. The population of the favelas is very fluid (see 1.1) and this often results in
children being absent from school for long periods of time, with school staff unaware of when or
if they will return.

One of our first actions in the school in June was to introduce a structure to the school day –
breakfast from 08:00 – 08:30, first lesson from 08:30 – 09:30, followed by 1 hour of playtime, the
second lesson of the day takes place between 10:30 - 11:30, followed by bathtime and then
lunch at 12:00. To combat the sleep deprivation that we have observed in the children (see 1.1),
we opted to preserve their daily naptime. From 12:30 – 14:00 each day the children have the
opportunity to get some good quality, uninterrupted sleep.

Using the Brazilian first grade curriculum as our primary resource we have developed a

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teaching plan for the students appropriate to their respective ages and volunteers have recently
begun working from a series of lesson planning books, compiled of worksheets, broader lesson
ideas and resources. Children have been split into 3 seperate classes based on their age and
ability. We have witnessed an astonishing degree of success in the classroom. Students who
had never before been exposed to structured teaching, have proved extremely receptive to what
they have been taught in these first 6 months and we have seen massive improvements. When
we arrived none of the 12 original students were able to identify any letters or numbers, we now
have 3 children from that initial group of 12 who are able to read simple words, do basic sums
and recognise the letters of the alphabet. All the students aged 4 and above, with the exception
of 3 children with special educational needs, are now able to recognise at least the numbers 1-5
and the vowels.

Due to continued financial hardship in the favela, unemployment and social problems creating
additional drains on economic resources (see 1.1 and 1.2) many of the children show signs of
malnutrition – including weight loss, increased susceptibility to illness and poor concentration
levels. The improved school meals, daily fruit and weekend food parcels introduced since ’s
arrival have begun to have a positive effect, however with so many new students we are yet to
witness or be able to assess this to its full extent.

Upon GVI Phoenix's arrival in June 2010 the school buildings were in a state of disrepair. The
school’s 1 classroom had plaster falling from the walls and extensive water damage. In July staff
and volunteers re-painted the room and decorated the walls with educational murals. In October
building and painting work was completed on 2 additional classrooms and a further 2 are
scheduled for completion in January 2011. This will increase school capacity to 125 students at
any one time. Complying with Brazilian law all classrooms have ensuite bathrooms and
showers. The original school kitchen was very unhygienic, infested with insects and the
equipment old and inefficient. In November we completed construction and fitting of a new,
modern kitchen, fully tiled to ensure it is more hygienic and equipped with a new energy efficient
oven and a refrigerator and chest freezer to allow food to be stored longer. A new food
storeroom has also been built.

To provide the children with an outside play area and an opportunity to practice sports, a section
of wasteland to the rear of the school was cleared in early August and football goals
constructed. This area has proved a great success, providing the children with a safe space to

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play and also to take lessons outside to teach them about the local flaura and fauna. When we
receive our first Sports programme volunteers in March 2011 we are looking forward to
introducing a more structured physical education programme, utilising this space to its full
potential.

 In summary, there have been many successes at the new Mata Escura Phoenix project
during the period June-December 2010:

1 Over 3,100 teaching hours have been completed by the staff and volunteers to children from
18 months to 11 years old.

2 Over 2,100 baths have been given to the children, the majority of whom do not have running
water at home.

3 Over 3,900 pieces of fruit have been distributed

4 Over 3,500 breakfasts distributed

5 Over 3,500 hot, balanced lunches served to the children

6 Over 3,500 afternoon snacks provided

7 Over 700 weekend food parcels have been sent home with the students to help ensure they
are fed whilst not at the school.

8 5 local Bahians receive regular income

9 45 children have received a new school uniform (required by Brazilian law) free of charge

10 A new modern and hygienic kitchen has been constructed in the school.

11 4 new classrooms have been constructed and the existing classroom has been renovated.

12 A section of waste land has been cleared to create a playing field and football pitch for the
children and a staircase built to provide access from the school buildings.

13 A new, more spacious and safe school playground has been constructed.

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Table of Contents
Executive Summary ........................................................................................................ iii
Table of Contents ............................................................................................................vi
List of Figures ..................................................................................................................vi
List of Appendices ...........................................................................................................vi
1.1 Introduction ............................................................................................................... 7
1.2 Financial situation of our target families ................................................................. 10
1.2.1 Bolsa Familia ........................................................................................................ 10
1.2.1 The Cesta Basica ................................................................................................. 11
1.2.2 Put into numbers .................................................................................................. 11
1.2.3 Additional costs .................................................................................................... 11
1.2.4 Conclusion............................................................................................................ 12
2.0 Mata Escura community teaching ....................................................................... 12
2.1 Objectives ............................................................................................................... 14
2.1.1 Literacy and numeracy ......................................................................................... 14
2.1.2 Food and fruit ....................................................................................................... 15
2.1.3 Celebrations ......................................................................................................... 15
2.2 Classroom-based Teaching .................................................................................... 16
2.2.1 Training and Methods........................................................................................... 16
2.2.2 Achievements in Mata Escura .............................................................................. 17
2.2.3 English in Mata Escura ......................................................................................... 21
3.0 Financial Support .................................................................................................... 21
3.1 Charity Challenge 2011 ........................................................................................... 22
3.2 GVI Charitable Trust................................................................................................ 22
4.0 References .............................................................................................................. 22
5.0 Appendices ............................................................................................................. 23

List of Figures
Fig. 1 – Classrooms in Mata Escura
Fig. 2 – Volunteer teaching numeracy
Fig. 3 – Lunchtime
Fig. 4 – Children at the Christmas party
Fig. 5 – Volunteers in a teaching workshop
Fig. 6 – Group of older students
Fig. 7 – Students studying hard
Fig. 8 – New classroom under construction
Fig. 9 – New modern kitchen
Fig. 10 – Students competing in the new playing field
Fig. 11 – Students collecting plant specimens for a nature project
Fig. 12 – Happy kids

List of Appendices
Appendix 1 – Children’s attendance in Mata Escura

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1.1 Introduction

The first Global Vision International (GVI) Phoenix Project was initiated in Guatemala in 2002 in
San Andrés Itzapa, a Kakchiquel-speaking indigenous community. Soon after, in 2004, another
project was opened in Santa María de Jesús, also, Kakchiquel-speaking. In the same year,
Phoenix started operations in Honduras, firstly on fresh water tubing projects then later on,
working in Estanzuela and then San Rafael at the beginning of 2006. Many of the older
population speak Chortí. The Phoenix Secondary school was founded in 2008 in San Rafael. In
2005, operations started in Ecuador, in the Kichwa-speaking communities of Urcusiqui, Muenala
and Huayrapungo, with work in a new community, Larcacunga, beginning in 2007. In 2006 work
began in Perú, primarily in Socabaya though then moving to two Quechua-speaking
communities in Sachaca outside the base town of Arequipa; Maldonado and Triunfo. Work
commenced in Canacota and Ampi, in the Chivay region in 2009. Our work in Nicaragua started
in 2008, with operations relocated to the community of La Thompson in January 2009 and the
nearby Buenos Aires project opening in 2010. Most recently in June 2010, the Phoenix Brazil
project was opened in the favela of Mata Escura, on the periphery of the city of Salvador in the
North-East of the country.

Salvador is the poorest city in Brazil and capital of Bahia, the poorest state. Statistics show that
53.5% of Salvador’s population of 2.9 million people live below the poverty line, this is compared
to a national average of 31.06% (index mundi). Salvador has the largest proportion of the
population of African descent outside of Africa – the figure stands at 81% (BBC). Whilst Brazil is
a generally well integrated country, there still remains a degree of institutionalised prejudice and
a lack of opportunities for the African descendent population of Salvador.

The vast favelas which are located around Salvador’s periphery are almost exclusively inhabited
by the African descendent population, many of whom are recent migrants to the city. The rural
population leave the drought ravaged interior of the state for the capital looking for work,
however employment prospects are slim. Unemployment for the African descendent population
stands at 27%, whilst white unemployment in the city is at 18.5%. In addition to this the average
salary for the African descendent population is 50% less than the average salary for white
‘Soteiropolitanos’ (inhabitants of the city of Salvador) (Salvador Info).

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Crime is at endemic levels throughout the city, which is the capital of the state’s marijuana and
cocaine trafficking industry. Gang violence in the favelas is also on the increase. The current
murder rate in Salvador stands at 36.2 per 100,000 inhabitants (O Globo), compared to a
national average of 25.2. To put this into context, a recent study ranked the country of El
Savador as the ‘murder capital’ of the world, with 48.8 homicides per 100,000 inhabitants,
Colombia ranks 2nd with 43.8 homicides per 100,000 and Venezuela 3 rd with 29.5 (RITLA). If
Salvador were a country, it would rank 3rd on this list. Despite widespread publicity of these
critical levels of violence, crime still attracts many adolescents who are drawn by the notion of
an easy route to improving their financial status and feel there are few other options open to
them. The number of adolescents involved in drug trafficking in the city has increased by 800%
since 2006, with 223 under-16s prosecuted for drug trafficking offences in Salvador during 2010
(Correio). In a discussion about what the children wanted to do when they grew up, one 5 year
old student at the school told Phoenix project staff that he wanted ‘to be a thief, because a thief
gets everything he wants and doesn’t have to work for it’, this same child had witnessed his own
father, who was involved in the local drug trade, shot dead in front of him by the police just a
month earlier.

Another major issue faced by the inhabitants of Salvador’s favelas is poor public health and
sanitation. Almost 1/3 of the city does not have sewage lines or septic tanks (Salvador Info).
Infant mortality stands at 24.42 per 1000 live births, the national average for Brazil is 18.91.
Most recent studies show 10.72% of Salvador’s babies are born seriously underweight and
10.21% of children aged 6 and under are classified as malnourished. Tuberculosis levels are
rising, currently standing at 120.99 cases per 100,000 inhabitants, vastly higher than the
national level of 41.74 (Ministry of Health).

The favela of Mata Escura is seriously affected by the problems of crime, poor public health, a
lack of sanitation and chronic unemployment. Housing in the community is very poor with the
large majority of families living in one room dwellings. The town is home to the state prison of
Bahia and many of the inhabitants originally located there to be close to relatives who are or
were inmates. As a result the favela suffers from additional stigma which negatively affects its
inhabitants and prevents the area from obtaining the same upward mobility that some favelas
have experienced.

Illiteracy levels in the area are high. Levels of illiteracy for Bahia as a whole stand at 19.8%,

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whilst there are no official figures for favelas such as Mata Escura, levels here are undoubtedly
higher than the state average (Index Mundi).

Other serious social problems affecting the area include drug and alcohol abuse, prostitution,
teenage pregnancy and violence – both domestic and gang related. Almost all of the families
that we are working with are affected by one or more of the above.

It is GVI Phoenix’s belief that one of the most effective ways of improving standards of living is
through education, though this is not always available in the poorest of communities, such as
Mata Escura.

Mata Escura has a population of just over 100,000 people. There are 2 state schools in the
town, which accept children from age 7 upwards, however students are required to purchase
their own uniforms and school materials, something which is often out of the financial reach of
the families we are working with (see 1.2). Inability to pay for uniforms and materials causes
many children to drop out or never enter the education system. We must also consider the fact
that by 7 years old many children have developed an earning potential for their families or are
simply looking after themselves for the majority of the day and do not enter school. The only
alternative option for pre-7 years schooling in the favela is a private crèche – enrolment at which
is not a possibility for GVI Phoenix’s target families. As children become older motives for
dropping out of education increase as their earning potential rises. A very large number of
school age children in Salvador work as street vendors, selling newspapers, refreshments etc,
renting deck chairs on the beaches, shining shoes in the commercial district or in other low paid
roles in the service and tourist industries. In addition to this the migratory patterns of the
population, who come and go from the city and the favelas looking for employment, affect
children’s school attendance and ultimately result in dropouts. Teenage pregnancy is also
another serious obstacle to the completion of schooling. Currently national rates for enrolment in
secondary school stand at 79% and are undoubtedly less favourable in the poor state of Bahia.
This shows a large drop off from the 98% of 7 year olds who enter primary education
(UNESCO).

Since arriving in Mata Escura we have noted that the children often appear extremely tired in
school. We have noted signs of sleep deprivation, including poor concentration, susceptibility to
illness and sleepiness and irritability in the mornings. We find the children are prone to falling

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asleep at their desks. Many mothers work late in the evenings, in domestic employment and
also in prostitution. Families are also affected by alcoholism and parents often stay out in the
local bars until very late in the evening. As a result we are aware that many students habitually
stay up, often out in the streets until the early hours of the morning. Recently our school director
Eraldo found a group of our 5 year old students playing out in the favela at 4am in the morning.
Due to family problems and cramped living conditions, when the children do sleep at home this
sleep is often disturbed.

Illness is common amongst the students, with skin parasites such as ringworm reaching
endemic levels during various periods throughout the year. We have also witnessed a very high
prevalence of fungal skin infections, which have caused scarring and hair loss. Coughs and
colds were very common throughout the period June – December 2010 and a flu bug in
December caused 5 children to miss 3 weeks of school. Many ailments go without medical
attention due to financial constraints, in particular insect bites, which in dirty living conditions
and a tropical climate quickly become infected. One 2 year old child missed 1 month of school
due to an infected bite on his leg, which became septic and prevented him from walking.

1.2 Financial situation of our target families

The following reveals the short-comings of family income and reasons behind lack of education,
mal-nourishment and lack of access to healthcare (GVI Phoenix).

1.2.1 Bolsa Familia

The majority of the parents that GVI Phoenix is working with in Mata Escura are unemployed
and living on the ‘Bolsa Familia’, Brazil’s recently introduced social security cheque. This may
from time to time be supplemented by irregular work, such as clothes washing or leaflet
distributing, but for the large majority of parents the Bolsa Familia is the only regular form of
income. The Bolsa Familia is capped at a maximum of of R$160 per month, for a family with 4
children under 16, after 4 children the amount does not increase. R$160 is equivalent to US $85
per month. With prices in Brazil more closely equated to European countries than the rest of
South America, this figure does not go very far at all. Some families may benefit from
occasional, unofficial work, which tops up what they receive from the Bolsa Familia, however
based on the number of children they have many families also do not qualify for the full R$160
maximum allowance, therefore it is fair to take R$160 as a average monthly income for our
target families.

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1.2.1 The Cesta Basica

The Cesta Basica, is a tool used for tracking the cost of the basic foodstuffs needed to feed a
family for one month, it includes staple products such as cooking oil, beans, rice, milk, meat and
vegetables etc. Due to massive variations across the vast nation of Brazil it is necessary to
focus on the city of Salvador when examining these figures. The official current cost of the
Cesta Basica in Salvador is R$210.64 per month (Departamento Intersindical de Estatística e
Estudos Socioeconômicos, DIEESE) based on a family of five. The cost of the cesta basica is
also negatively affected by annual inflation, which in Salvador is currently at 5,08% (DIEESE). If
we consider that for the majority of our target families the only source of income is the Bolsa
Familia, capped at R$160 per month, we can immediately see problems arising. The table
below puts these figures into a more digestible context:

1.2.2 Put into numbers

Family Monthly Income in USD$: $85
Cesta Basica in USD$: $118
Remaining in USD$: -$33

1.2.3 Additional costs

From the -$33 bottom line, one must also deduct the following:

1 Drinking and drugs, on average, alcohol and drug abuse can use from a third to a half of
the family income:
2 Illness, medicines
3 Transport – need to travel into Salvador
4 Clothing
5 Elderly relatives, unable to work
6 Family events, like births, weddings, deaths
7 Loan repayments
8 Mobile phone credit/Electricity Bills – to look for work families require access to a
telephone

One must take into account that this extra money has to come from the family income, which
would have gone into the Cesta Basica

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Put into figures, calculated on a monthly basis, based over one year:
Family Income: $85
Drinking and drugs: -$28 (based on a third of income)
Medicines: -$4.16 (based on $50 a year)
Unforeseen events: -$4.16 (based on $50 a year)
Transport: -$16.66 (based on $200 a year*)
Clothing: -$8.3 (based on $100 a year)
Elderly relatives: from Cesta Basica
Family events: -$6.25 (based on $75 a year)
Loan repayments: - $10.00 (based on $120 a year)
Mobile phone/electricity: - $4,16 (based on $50 a year)
Balance: $3.31

Note, that in the above table, nothing has been taken into account for food. After deduction of all
of the above costs $3.31 is left to feed the family each month, dramatically less than the $118
required to purchase the Cesta Basica.

1.2.4 Conclusion

Using these figures, one can deduce the reason why children are mal-nourished, uneducated,
unclothed, receive little medical care etc. The family income just is not enough for all the
eventualities of life.

2.0 Mata Escura community teaching

We currently work in one community, Mata Escura, the first language is Portuguese and families
are predominantly unemployed and claiming the Bolsa Familia. The majority of families are
single parent. Those parents that work are employed in domestic service, prostitution, unofficial
and irregular work– such as washing clothes, unloading materials, washing cars or street
vending. Adult iliteracy is moderately high, and more prevalent amongst women.

Mata Escura
In June 2010 we began work at the Educandario Creche Comunitaria Sonho Vovo Clara
(‘Educational Community Creche Grandmother Clara’s Dream’) in Mata Escura on the periphery
of the city of Salvador. The school was founded in 2004 by local man Eraldo Barbosa who

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wanted to provide a safe environment for mothers to leave their children, enabling them to look
for work and improve their families’ situation. The school is housed on land belonging to Eraldo.
When GVI Phoenix arrived in June 2010 a severe lack of funding had caused student numbers
to dwindle to just 12. The buildings were in a state of disrepair, the school was 100% reliant on
food donations so meals were erratic and there was no teacher or educational direction.
Children spent the majority of each day playing with a handful of broken toys, sleeping or sitting
in silence. Since then, with the hard work of volunteers and the school staff the atmosphere and
productivity of the school has been overhauled. Student numbers have grown to 51. 2 more
classrooms, a new kitchen and a new playing field have been constructed and 2 more
classrooms are scheduled for completion early 2011. The children have been divided into 3
classes based on age and ability and receive 3 hours of teaching per day from volunteers, 3 hot
meals and a piece of fresh fruit.

Fig. 1 – children doing arts and crafts in Mata Escura

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2.1 Objectives

GVI Phoenix’s objectives for working in Mata Escura are to provide free, first-time and
sustainable education for children who would otherwise not have access to education due to
economic or social constraints. Many families also do not understand the need for education, so
getting the children into school is one of the challenges. Working with children on a full time
basis from 18 months to 7 years we have a unique opportunity to provide access to literacy and
numeracy teaching that they may not be in a position to obtain when they reach national school
age. We also offer reinforcement classes for children studying in the national school system,
which is notoriously blighted by overcrowding, strikes, closures, lack of resources and poor
teaching standards.
Our work can be divided into the following parts:

2.1.1 Literacy and numeracy

To provide first-time teaching in basic literacy and numeracy and continued teaching in the latter
and also both natural and social science, arts and crafts. English is taught for the older children
who attend for reinforcement classes and we are looking to open this out to adolescents and
adults in the local community.

Fig. 2 – Volunteer teaching numeracy

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2.1.2 Food and fruit
To provide daily fruit, breakfast and 2 hot meals for the children, so their vitamin intake is higher,
they have something in their stomachs to enable them to concentrate and their susceptibility to
illness is reduced. We are also providing weekend and holiday food packages to help ensure
the children are fed whilst not at school.

Fig. 3 – lunchtime

2.1.3 Celebrations

We feel it is important to celebrate the various occasions in Brazil, not least the children’s
birthdays, which we do each month. Other celebrations include Day of the Child, Mother’s Day,
Father’s Day, Independence Day, Black History Day and Christmas.

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Fig. 4 Children at the Christmas party

2.2 Classroom-based Teaching

The volunteers teach their own classes, in Portuguese, with help from more experienced
volunteers and/or GVI Phoenix staff. They must lesson plan, using the curriculum and textbooks
provided, along with other materials we have. Any costs incurred to undertake their classes are
reimbursed.The majority of volunteers choose to take Portuguese classes at the beginning of
their program.

2.2.1 Training and Methods

Using the Brazilian curriculum for day to day teaching, volunteers can plan lessons as per what
is being taught in national school, with the vocabulary needed shown in the books. All lessons
are conducted in Portuguese. One-on-one teaching workshops and group lesson planning
meetings are carried out in the community to provide extra support. A presentation is given on
teaching during the first week the volunteer is in the project, which is given in conjunction with

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the Teaching Manual that is sent to the volunteer before arrival in the country. If numbers of
volunteers allow, a new volunteer will team teach with an existing volunteer for the first week,
with the aim to takeover that class in the second week. When numbers are high we utilize team
teaching methods regularly as many of our students are very young and require extra
assistance to adjust to classroom based learning. GVI Phoenix staff are on hand to help out,
give ideas lesson plan and support.

Fig. 5 – volunteers in a teaching workshop

2.2.2 Achievements in Mata Escura

We have seen many achievements in the first 6 months:

Increased enrolment at the school – from 12 to 51 students and more arriving every week!

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Fig 6. Group of older students

Fantastic progress made in the classroom – with children who had little or no classroom
experience back in June making huge strides in learning how to read, write, count and express
their artistic talents!

Fig 7. Students studying hard!

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A complete overhaul of the decrepit and dangerous school facilities, creating a much more
attractive and safer environment for children to study

Fig 8. New classrooms under construction

Fig 9. New, modern kitchen

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A new sports field for the children to safely play and compete

Fig 10. Students competing in the new playing field

Fig 11. Students collecting plant specimens for a nature project

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Improved food programme combating the malnutrition which affects many of students.

Fig 12. Happy kids

2.2.3 English in Mata Escura

English is taught to the older children and those who attend for reinforcement classes. Lessons
are taught by a native English speaker following a curriculum based on ESL curriculums. They
are given interactive lessons with the opportunity to speak and interact in English during their
lessons with each other and their teacher, listen and read English to develop their
understanding and pronounciation of the language and have fun doing so! For many students
this provides a unique opportunity to learn English from a native speaker – English teaching in
the national schools and in private courses offered locally is of a notoriously poor standard. We
aim to expand this English teaching programme to offer classes to local adults and teenagers.

3.0 Financial Support

The substantial fixed costs and variable costs to run GVI Phoenix in Brazil is covered mainly (up
to 75%) by volunteer fees and the rest by the GVI Charitable Trust. This is of course dependent
on volunteer numbers.

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3.1 Charity Challenge 2011

Over the past 2 years volunteers, staff and intrepid extras in Guatemala have raised
approximately $50,000 for the GVI Charitable Trust through the Volcano Challenge. We are
currently looking into a Brazilian equivalent, hopefully to begin in 2011 or 2012 and most likely
to be based in the dramatic scenery of the Chapada Diamantina national park – Bahia’s answer
to the Grand Canyon!

3.2 GVI Charitable Trust

We rely on the GVI Charitable Trust to make up the difference between the money we receive
from GVI volunteers for fixed costs, and what we need overall. These are our only 2 sources of
income. Volunteers raise money before and after they join us, running marathons, weddings etc
and also through Standing Orders. The GVI Charitable Trust is registered in the UK, Charity
Registration number: 1111494. 100% of all money raised through the Trust comes to us in the
field, as GVI covers all administration costs.

It is forecast that we will need $30,000 in 2011 to cover these extra costs through the GVICT.

4.0 References

UNDP – United Nations Development Program, Human Development Report 2007/8

UNESCO Database: http://www.unicef.org/infobycountry/brazil_statistics.html
Statistics - http://www.childinfo.org
GVI Phoenix – Eraldo Barbosa, Mata Escura, Brazil, 2010
Departamento Intersindical de Estatísticas e Estudos Socioeconômicos (DIEESE),
http://www.dieese.org.br/rel/rac/tradez10.xml#SALVADOR
RITLA – Rede de Informação Technologíca Latino-Americana, http://www.ritla.net.br/
Salvador Info, www.salvador.info
Ministry of Health, www.saude.ba.com.br
Globo.com,http://oglobo.globo.com/pais/mat/2008/01/29/o_ranking_das_capitais_
brasileiras_com_maior_taxa_de_homicidios_por_100_mil_habitantes-339346604.asp
Index Mundi, http://www.indexmundi.com/

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Correio newspaper

5.0 Appendices

Appendix 1 – Children’s Attendance in Mata Escura

CLASS 1 Age Attendance (%)

Gabriel 1 88
Erick 1 29
Miguel 1 19
Pabro 1 18
Samara 1 96
Joaquim 2 81
Ludmila 2 88
Jhenyfer 2 52
Alexandro 2 76
Camila 2 16
Rian 2 38
Alonso 2 71
Kauane 3 89
Renata 4 98
Heloisa 4 98
Carina 4 9
Gisele 6 98
CLASS 2 Age Attendance (%)
Rodrigo 4 95
Iran 4 83
Nadson 4 61
Kauan 4 89
Luan 4 81
Carolaine 4 75
Luis Otavio 4 42
Vitoria 4 94
Carol 4 92
Geovana 5 91
Vito 5 33

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Paulinha 5 93
Camielle 6 72
Eulario 6 9
Vitoria 6 26
Talita 6 33
Mateus 7 95
Anderson 10 90
CLASS 3 Age Attendance (%)
Fabricio 4 99
Jackson 4 19
Mariana 4 19
Gustavo 5 42
Marcela 5 29
Diogo 5 85
Francielle 6 99
Emilly 6 81
Gabriel 6 98
Geisa 8 99
Reinforcement Age Attendance (%)
Michelle 7 9
Djair 9 85
Sidmea 9 7
Estefany 9 9
Vitoria 11 72
Iziqkiel 11 62

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