Implementing Learning Cities in Brazil

More than 180 people, including representatives from various national, state and municipal government organisations, universities and NGOs, representing 40 municipalities of Brazil came together to the first learning cities workshop on 2 and 3 June 2015 in the Brazilian city of Jaboatão dos Guararapes. The workshop was organised by the prefecture of Jaboatão dos Guararapes and the UNESCO Institute for Lifelong Learning (UIL), with the support of Frente Nacional de Prefeitos (FNP) [National Front of Mayors].

The workshop discussed the concept of learning cities and provided insights into actions for and experiences of developing learning cities in Brazil. Municipalities in the process of becoming learning cities, such as Jaboatão dos Guararapes (Brazil), Sorocaba (Brazil) or Ybycuí (Paraguay), shared their experience and progress in building a learning city with participants. They provided insights into both the theory and the practice of building a learning city. This workshop marked an important step towards promoting the building of learning cities in Brazil.

Dania Pilz, the representative of the Organization of Ibero-American for Education, Science and Culture (OEI) highlighted that “When a city or a region mobilises all its resources in all sectors to enrich the human potential, and interconnects the process of formal, non-formal and informal education to promote lifelong learning, that is what we call a learning city”.

Ana María Freire, from the Paulo Freire Institute, took the opportunity to stress the importance of the teaching–learning process exemplifying Paulo Freire’s teaching for building learning cities.

Raúl Valdés Cotera from the UNESCO Institute for Lifelong Learning (UIL) explained that the process of building a learning city is composed of various stages which need to be adjusted to the respective local context. Among these stages are (1) establishing a plan to turn a city into a learning city; (2) creating a coordinated structure involving all stakeholders; (3) generating enthusiasm; (4) making sure that learning is accessible to all citizens; (5) establishing a monitoring strategy; and (6) ensuring sustainable funding.