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Nueva fecha de cierre: 15 de Octubre ! visita: http://www.concursolacvox.org/index.php?lang=es

 

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Canal interescolar, EDUCAVISION CHILE, Informativo mensual

 El 15 de Septiembre en el auditorio de la carrer de Ciencias de Materiales de la Universidad Técnica Federico Santa Maria, realizamos el lanzamiento de la escuela audiovisual de Liderazgo, Comunicación y Medio Ambiente para niños y jóvenes de la región de Valparaiso.

En este evento expusieron el profesor Magglio Aranda del departemiento de Ciencias de materiales quien se refirió al desafío del proceso de recyclaje de Tetra Pack, Mario Orellana del núcleo de electrónica industrial y mecatrónica NEIM de la UTFSM presentó el preimer video educativo científico de una serie que será distibuido en los colegios de la región y Eduardo Saveedra, de educavisión Chile,  realizó la primera sesión audiovisual de la escuela.

Ver más en: http://www.educavisionchile.cl/

Canal Interescolar, EDUCAVISION CHILE

        ¿Te atreves a hacer un corto, clip musical o spot medio ambiental en 24 horas? Nosotros          te lo producimos.

Si eres un estudiante de 7° a 3° de educación media y tienes una idea brillante para un corto, te daremos 24 horas para hacerla realidad. Ese es el desafío: en 24 horas tendrás que filmar y montar el corto de tus sueños. INSCRIBETE AHORA

Escuela de Formación para Niños y Jóvenes sobre Medio Ambiente, Liderazgo y Comunicación”, solo hasta el 31 de Agosto

Visita: http://www.educavisionchile.cl/

 

Contacto: canalinterescolar@gmail.com

Young people appeal to world leaders at UN Summit on Climate Change

 By Miriam Azar

NEW YORK, USA, 22 September 2009 – A delegation of young people appealed to world leaders for meaningful action today at the UN Secretary-General’s Summit on Climate Change. The group of 13 young participants, ranging from 14 to 18 years of age, asked leaders to come together and make a difference on environmental sustainability.

“I would ask world leaders to bring climate change to the highest of their agenda,” added Sayed Aown Shahzad, a 15-year-old originally from Pakistan. “I come from an agricultural background, and climate change has affected us adversely – socially and economically. My country has a population of 162 million and faces this dilemma, as does the rest of the world.”

At the request of the Secretary-General’s Climate Change Team, UNICEF organized the delegation of youths living in the United States but representing diverse nationalities. They greeted heads of state and government with personal stories about how climate change has affected their lives.

Concern about health effects
Dayanara Veliz, 16, from the New York City borough of the Bronx, expressed concern about the health effects of climate change.

“Climate change creates warmer temperatures, which increase air pollution. Bronx County has some of the highest rates of asthma in the United States,” she explained. Dayanara noted that her sister suffers from asthma, and she recalled going to the hospital with her mother late at night on several occasions when her sister had asthma attacks. “It’s scary to think how many kids around me are in danger,” she said.

Shantanu Kumar Roy, 17, a Bangladeshi living in New York, remembers how it once rained for three weeks on end in his hojme country. “My entire neighborhood was flooded, and water filled our home. Epidemics broke out. My grandmother and I were affected by cholera and were hospitalized for two weeks.” he said.

Marcos Almada, 17, said he first recognized the effects of climate change when a dry spell in his native Paraguay damaged the livelihoods of his family and community. “Without rain, the crops were not able to grow and many people lost their harvest, which was their main source of income,” he recalled.

United to address climate change
Besides presenting their own testimony about climate change, the young participants detailed the issues they want world leaders to address.

The youths assisted in the production and narration of a short film that was shown at the summit. In it, they proposed a series of climate-change solutions, including floating schools and gardens in flood plains, drip irrigation in drought-prone areas, and expanded solar and wind power.

They also pointed out that young people around the world are keenly aware of the need to protect their communities and nations from the effects of climate change – and that they’re taking action to adapt to the risks, and to mitigate the consequences by reducing or eliminating emissions.

“Its aggravating when I realize, as a 17-year-old, that some adults disregard global warming and climate change as impending world issues simply because they can’t see the long-term impact,” said Indy Li, whose family background is in eastern Europe and China.

Working in partnership
UNICEF has been collaborating with its partners on various climate-change initiatives – notably the Unite for Climate platform for young people and the Children’s Climate Forum in Copenhagen.

The agency’s partners in these and other initiatives encompass a wide range of UN agencies and non-governmental organizations. UNICEF also works with youth and advocacy organizations, such as the World Association of Girl Guides and Girl Scouts, Children in a Changing Climate and 350.org – as well as research institutes like The Energy and Resources Institute, the Earth Institute at Columbia University and the Mediterranean Centre for Sustainable Development Programmes. Private-sector partners include Google and YouTube.

Today’s summit in New York brings governments together to advance negotiations toward a global agreement at the UN Conference on Climate Change, which will take place in Copenhagen this December. The participation of young people at the summit highlighted their right to engage in an issue that will have a direct impact on their future.

“If climate change continues, it will certainly affect my children and grandchildren,” said Marcos Almada. “They would feel the impact of climate changes on the water and food supply, among many other consequences.”

“El 30 % de la población indígena no completó la escuela primaria”

18/09/2009 | Desde la red ANDI América latina: http://www.redandi.org/

 

   ARGENTINA

Así se sufre la desigualdad educativa en las comunidades aborígenes del país: según las propias estadísticas oficiales, el 78,2% de la población indígena de 15 años y más tiene el secundario incompleto, mientras que un tercio no completó la primaria o no tiene ninguna instrucción.
   No sólo eso: la tasa de analfabetismo para los niños y las niñas indígenas mayores de 10 años es tres veces y media mayor que la tasa nacional, que se ubica en el 2,6%. Según la última Encuesta Complementaria de Pueblos Indígenas (ECPI) del INDEC los niños y las niñas mbyá guaraní de Misiones, y wichí de Chaco, Formosa y Salta, tienen las tasas de analfabetismo más altas aún: 29,4% en el primer caso y 23,4% en el segundo.
   Es por ello que el Fondo de la Naciones Unidas para la Infancia (UNICEF) lanzó el jueves último la Campaña por los Derechos de la Niñez y la Adolescencia Indígena, para visibilizar las vulneraciones específicas de derechos que sufre esta población en Argentina. La campaña busca llamar la atención, reducir la indiferencia, y movilizar a toda la sociedad.
   Andrés Franco, representante de UNICEF en Argentina, aseguró que “Unicef decidió lanzar esta campaña por cuatro cuestiones que nos parecen fundamentales.      
   Primero, si queremos llegar a indicadores de desarrollo social adecuados debemos reducir las disparidades  sociales como lo son las situaciones de niñas, niñas y adolescentes indígenas. El otro punto tiene que ver con la relación estrecha que hay entre pobreza y origen étnico, indicador que nos dice dónde debemos poner nuestros esfuerzos, que en este caso, será en visibilizar la situación de la niñez indígena. La tercera cuestión es que en una democracia no podemos hacer análisis de costo-beneficio, es decir, no podemos pensar que porque la población indígena es minoritaria puede esperar. Es más barata la educación en grandes centros urbanos y más costosa en poblaciones indígenas. Este pensamiento es peligroso. Y finalmente, nuestra campaña se basa en reconocer los derechos individuales y colectivos de las niñas, niños y adolescentes indígenas. Derechos que son complementarios y no excluyentes”.
   La falta de una alfabetización eficiente explica buena parte del retraso y el abandono escolar. Entre los 8 y los 14 años, en algunas comunidades wichí y mbyá guaraní, se registran tres años o más de retraso. Estos estudiantes representan el 65,3% de los casos en la una, y el 43% en la otra.
   Elena Duro, especialista en educación de Unicef, aseguró que “la escasez de datos sobre la situación de la educación de la niñez y adolescencia indígena es un indicador de que no es prioritaria en la agenda educativa”. Y en la misma sintonía opinó Zulma Ortiz, especialista en salud de Unicef, para quien, “al igual que en educación, hay carencia de datos sobre la situación sanitaria de niñez y adolescencia indígena. Las leyes están, pero no se cumplen. No hay programas de salud que incluyan a los pueblos originarios, que reconozcan su autodeterminación. Y la falta de reconocimiento de la medicina tradicional, muchas veces, impide que se salven vidas de niños”.
   La población escolarizada en el país alcanza a 1.300.000 niños y niñas en el nivel inicial, 4.700.000 en el nivel primario y 1.800.000 en el secundario. El 0,9% de todos los estudiantes del país es indígena, esto es, cerca de 80.000 alumnos distribuidos en los tres niveles: 11.000 en el inicial, 50.000 en la primaria y 15.000 en la secundaria.
   Diduvina Tapia es maestra de la escuela de Humahuaca,  donde se filmaron los spots televisivos de la campaña. Ella destacó que se hizo un trabajo previo con las y los niños para que sus voces y opiniones sean tenidas en cuenta para visibilizarlos, terminar con la indiferencia y llamar la atención sobre la riqueza cultural indígena. “Encarar esta campaña con Unicef es una manera de resguardar a los pueblos originarios”.
   Por su parte, Matías Melillan, comunicador mapuche, indicó que “hay que incluir en la currícula de las escuelas la cosmovisión indígena que no se enseña en ningún espacio académico. La currícula escolar debería incorporar la verdadera interculturalidad porque somos distintos, y no hay que tener miedo a esa realidad: debemos convivir con nuestras distintas realidades y cosmovisiones”.

Brenda, tenacity made child communicator

    The 200 hundred kilometers separating the community of El Ermitaño, located in Santa Barbara, Honduras from the Guatemalan Border are not a problem for Brenda. Neither is the four hours bus ride. She does not say it bui it appears - judging by her active presence in the workshop held by the network of adolescents and children communicators, which took place from March 16^th until March 18^th, with the support of UNICEF and the Cultural Center of Hibueras.

 Brenda prefers having her long hair tied up, shining over the grey cardigan identifying her as a member of the network; she confesses that it is more convenient, especially when interviewing people. Just a few words exchanged with this young lady are enough to be aware of her critical and witty thinking, as well as her commitment towards Children’s Rights. “We are Children, but we know how to act in several topics. I don’t like it when they decide for me; I have the right to participate, to know what is good and what is not”.

 The two years she had spent among the network helped her realizing what her rights were, and how she could pass the info to the other kids in her country.

“Trough interviews, photos, or reports, we want to show the world that we also have the right to be part of the decisions. And this is what every children should know”, stated in a polite but energetic tone this 13 years old adolescent.

Multiplying Participation

The Santa Barbara network is one of the seventies networks that allow children participation among the Honduran Society. It is part of a program, developed by UNICEF with the collaboration of the local authorities- municipalities- that combines in a single initiative, adolescent participation together with the Medias.

 Trough audiovisual reports on community topics, children are using their right to receive and spread information, the general objective being to encourage them to have their say in the decisions affecting them.

It all resulted in TVC Infantil, a TV program directed to children and broadcasted every Saturday via Televicentro en Tegucigalpa.

 Brenda is carefully preparing her interview with the Hibueras Multicultural Center´s Director.

Whenever a doubt pops up in her head when writing them in her notepad, she would just ask. The multiplying effect of television makes it highly important to watch the content and the body of each report. You can not improvise an interview.

 Brenda knows it very well. For this reason, she takes all the tips she can from the training classes UNICEF is organizing for the new members of the network. During these two days classes, young communicators are given a chance to learn about Children’s Rights, as well as audiovisual techniques, by doing the presentations and interviews for the report that will be broadcasted by Canal 10 in a few weeks.

 Dreams and Creativity

“I am learning something not only necessary and interesting, but which is also useful to express what we have been accumulating; it helps me forgetting some of my problems”, admits Brenda. She ensures, as well, that these activities are bringing creativity in her life and she is therefore motivating the children in her community to join this project and “extend their activities outside their houses or schools”.

From the Unites States, where he leaves, her father helps her persevering in the network.

Her mother is proud and her little sister wants to follow in her footsteps: she wants to contribute to change in the community. Brenda, seated on the grass, sees herself as “a teacher or a journalist” in the future. Sometimes, being part of the Network also helps outlining the dreams.

 

Texts y Pictures Ianire Molero

Cooperante  Vasca

 

 

 

 

Free Translation from the original text in Spanish 

Brenda, la tenacidad hecha comunicadora infantil

  Tegucigalpa 30 marzo 2009.-Los 200 kilómetros que separan la comunidad de El Ermitaño -ubicado en Santa Bárbara – frontera entre Honduras y Guatemala-  no suponen un problema para Brenda. Las cuatro horas de autobús, tampoco. No lo dice, pero se deduce a juzgar por su activa presencia en el taller de capacitación de la Red de Comunicadores Infantiles y Juveniles, que se celebró del 16 al 18 de marzo en la cabecera de este departamento, con el apoyo de UNICEF y el Centro Cultural Hibueras.   

 Prefiere atar su larga melena, que luce sobre el chaleco gris que le identifica como miembro de la Red. Confiesa que así está más cómoda, sobre todo, si es para hacer el papel de entrevistada. Sólo hace falta intercambiar un par de frases con ella para darse cuenta de su sentido crítico y su compromiso con los derechos de la niñez: “Somos niños, pero sabemos desenvolvernos en varios temas. No me gusta que decidan por mí, tengo derecho a participar en las decisiones, a saber lo que es bueno y lo que no”.

 Los dos años que lleva formando parte de las Redes de Comunicadores Infantiles le han servido para tomar conciencia de sus derechos y hacérselo saber a otros niños y niñas del país. “Quiero demostrarle al mundo con entrevistas, fotografías o reportajes que nosotros también tenemos derecho a intervenir en las decisiones. De eso hay que informarles a otros niños y niñas del país”, argumenta esta adolescente de 13 años, con una energía que arropa en tono amable.

 Multiplicando la participación

La de Santa Bárbara es una de las 70 redes de comunicadores que posibilitan la participación de la infancia hondureña en la sociedad. Se enmarca en un programa de UNICEF que, en conjunto con las municipalidades de cada departamento, combina la participación adolescente y los medios de comunicación en una misma iniciativa.

 El objetivo es que la niñez opine sobre las decisiones que le afectan a través de su derecho de recibir y difundir informaciones, un ejercicio que se concreta con reportajes audiovisuales sobre los asuntos de sus comunidades. El resultado es TVC Infantil, un programa hecho por niños y para niños, que cada sábado se transmite por los canales de Televicentro, en Tegucigalpa.

 Brenda prepara minuciosamente las preguntas para la directora del Centro Multicultural Hibueras. Si le surgen dudas al escribirlas en su libreta de notas, simplemente, pregunta. El efecto multiplicador de la televisión hace imprescindible cuidar el fondo y la forma de cada reportaje. Por eso, la estructura de un guión o la preparación de una entrevista no se improvisan.

Brenda lo sabe muy bien. Es por ello que saca el máximo provecho a los cursos de formación que UNICEF imparte periódicamente a los integrantes de las redes, donde aprenden sobre derechos de la niñez y técnicas audiovisuales. Éstos duran dos días y los participantes cubren la práctica haciendo las presentaciones y entrevistas para el reportaje que emitirá Canal 10 en unas semanas.

 Creatividad y sueños

“Estoy aprendiendo algo necesario e interesante pero, además, sirve para sacar lo que tenemos acumulado; me sirve para olvidar algunos problemas”, reconoce Brenda. Asegura, además, que estas actividades ponen el punto de creatividad en su vida. Y anima, además, al resto de los niños y niñas a incluirse en este proyecto para que “nuestras actividades no sólo se limiten a casa y colegio”.

 Desde Estados Unidos, donde reside, su padre le apoya para que persista en la Red. Su madre está orgullosa y su hermana pequeña desea seguir los mismos pasos: quiere ser un agente de cambio en la comunidad. Brenda, sentada sobre el césped, se ve en un futuro como “maestra y periodista”. A veces, la actividad en la Red también ayuda a perfilar los sueños.

 

 

 

 

 

 

 

Texto y Fotos Ianire Molero

Cooperante  Vasca

 

 

Aprende con los superhéroes a navegar seguro en la web

Ver Artículo completo: La Crónica de Hoy: http://www.cronica.com.mx/nota.php?id_nota=453672

Abiertas las inscripciones para el Prix Jeunesse Iberoamericano – Festival de Producciones Audiovisuales para Niños y Jóvenes

    Brasilia, 15 Setiembre del 2009 - 

 

 

Están abiertas las inscripciones de participantes del 4º Festival Prix Jeunesse Iberoamericano. Como dicta la tradición de este festival, la competencia se hace de modo integrado con el debate y la posibilidad de formarse en el campo de la producción audiovisual hecha para niños y adolescentes. Es por eso que es una oportunidad única de encuentro entre productores de contenido y medios, productores culturales, educadores y demás interesados. Las tres primeras ediciones iberoamericanas del festival sucedieron en Santiago (Chile)

Hay dos posibilidades para a participación: inscripción como votante (ver las sesiones y las conferencias, discutir los contenidos y votar) e inscripción como observador (puede elegir cualquier de las actividades del evento para participar).

Los cupos son limitados y el 20 de Septiembre es el último día para inscribirse.

El Festival tiene la colaboración de la oficina de UNICEF en Brasil. Además, durante el evento, se dará a conocer un libro del escritor cubano Pablo Ramos: La niñez y su universo audiovisual, que tiene el apoyo de la oficina de UNICEF en Cuba.

Lázaro Ramos visits the Indigenous Village of Pataxó de Coroa Vermelha in the State of Bahia

 The latest UNICEF ambassador in Brazil, Lázaro Ramos, was greeted by more than 250 children and adolescents at the Indigenous School Culture Center in the indigenous village of Pataxó de Coroa Vermelha, em Santa Cruz Cabrália, on the southern coast of the State of Bahia. The 30-year-old Bahian actor took some time off from shooting the new season of the Brazilian TV series, O Pai Ó, in Salvador, to visit the Protected Territory for Children and Adolescents Project, which is being run in partnership with the United Nations Fund for Children and the Young Tribes Institute (ITJ), with the support of Veracel Celulose. The project promotes the protection of indigenous adolescents from sexual violence, child labor, HIV/AIDS, teenage pregnancy and drugs and aims to help strengthen the municipal network for attending the needs of children and adolescents. The Ambassador took part in some of the rituals of the Pataxó people, heard testimonials from students, educators and local leaders. Village girls and boys paid tribute to the actor and he granted them an interview. The following are extracts from this interview.

 

 

What was your childhood like?

My father did shift work and my mother was a housemaid. They didn’t have much free time to spend with me. It was my great-aunt Dindinha who really brought me up. My family is originally from Ilha do Pati, in the municipality of São Francisco do Conde, in Bahia. Dindinha left the community to live in Salvador. I was brought up very strictly alongside my cousins. We weren’t allowed to go out on the streets, but we had a marvelous back-yard to play in.

 

Were you involved in any projects like the Protected Territory for Children and Adolescents?

I lived in Garcia, a lower middle class neighborhood in Salvador. I was involved in the Playtime Project, which provided sports and leisure facilities for the community. I got involved in the school theater. The theater helps you to build up strong values. I didn’t think about being a better adolescent. It’s great to get to know about projects like yours that promote art education and the protection of children and adolescents. It’s great to be working together to fight sexually transmitted diseases and the sexual exploitation of children and adolescents.

 

Did your parents talk to you about sex?

Not in my wildest dreams! (laughs) My parents didn´t know how to talk about sex, but my cousin André… (laughs) He talked about sex, but not about prevention. I understood the difficulty my parents had with this, because they were from another generation and the subject was taboo. But I think it’s important for parents and children to talk. Nowadays we shouldn’t pass up the opportunity to talk and ask for information about sex and prevention.

 

 

 

What was it like appearing on stage for the first time?

I was really nervous. I was ten and I was performing in “The Good Witch”. I forgot my lines and had to ad lib. When I’d finished, everyone said: Who is that kid? (laughs) I guess that’s when I found out that I could act. (laughs)

 

What hás acting taught you?

I’ve been acting for 20 years. The Olodum Theater Group taught me to sing and dance and act on the stage, but the most important thing they taught me was to like myself. It gave me something to say for myself. I found out who I was. It’s vitally important to accept who you are. You’re not always accepted for what you are wherever you go. The group taught me to like myself and that was my greatest lesson.

 

Did you experience a lot of hardship at the start of your career?

My first career was as a pathology lab technician, but I always acted as well. It’s a difficult profession, because there are lots of talented people but there aren’t openings for many of them. The Group taught me to believe in myself and look after myself. Acting also gave me the opportunity to learn to listen and to look people in the eye. Being part of a group of like-minded people helped a lot.

 

Have you ever experienced any kind of discrimination in the course of your career?

Openly, no. I think that the career I built up in the theater and the cinema protected me from that somehow. Starting out in a group like the Olodum Group, where I was in contact with a diverse range of people, gave me something special right from the start. The first characters that I played in movies weren´t necessarily intended to be played by a black actor. Then, strangely, when I became better known, that changed a bit. Some parts that I am invited to play nowadays are labeled “black character”. I believe that the place of each and every one of us is where we dream of going and not what the label says.

 

What led you to accept the role of UNICEF Ambassador?

When you come from a community that experiences hardship, you want to change that. I was getting more and more successful in what I do and people began to listen to what I was saying. I decided to do my bit to ensure that people have the right to a better life. In this country, we could look after children and adolescents better. I received the invitation to be Ambassador because UNICEF realized that I was saying things that had to do with their mission. It was a meeting of minds. I’m pleased about it and I understand that it’s a great responsibility.

 

How do you see indigenous people?

I must confess that the only things I know about your people is from what I learnt at school or read about in books and interviews. This is the first time I’ve actually visited an indigenous village. I’m glad that my first field visit, as UNICEF Ambassador in Brazil, is in Bahia. I love my home state and I believe in communities that think about what their values are, as you do in Pataxó de Coroa Vermelha. This is giving me the opportunity to learn more about indigenous children and adolescents. You told me that you wanted to be seen by outsiders as brothers and sisters in the struggle against discrimination. I’ll take that message that I have learnt from you away with me.

 

 

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