Distributor:  Bullfrog Films
Length:  26 minutes
Date:  2011
Genre:  Expository
Language:  English
Grade level: 7-12, College, Adult
Color/BW:  Color
You must register and login to preview and purchase items.
You might also be interested in...

Early Life 2 - In The Mayor's Footsteps - Brazil

New to Docuseek2? Please register and login to preview and/or license this film. If your institution has already licensed this film, you will need to access this page from your institution's network to watch the film. For help on using Docuseek2, please visit our help wiki.

Mayor Amilcar Huancahuari visits Brazil to assess efforts to promote early childhood development there.

Early Life 2 - In The Mayor's Footsteps - Brazil

Every year, the Mina congregation in Sao Luis, Brazil, choose a child Emperor and Empress. Watching this year in the tropical heat is Mayor Amilcar Huancahuari. With the new Brazilian government emphasizing Early Child Development, Amilcar wants to know whether Latin America's richest country can follow the Mina example - or whether violence and poverty are still hindering children's chances of fulfilling their potential.

Outside Sao Luis, Amilcar finds the sons and daughters of shrimp fishermen learning ballet. In the hills beyond Fortaleza he learns how the playground can become a classroom. In the drug favelas of Rio, he sees the classroom turned into a playground for learning.

Mayor Amilcar also journeys to the Modernist capital, Brasilia, to discuss his trip with the Minister for Human Rights. Will he find enough exciting ideas to help the kids back home in Peru?

'It is mesmerizing to watch the Mayor as he interacts with the children and families in Brazil as his genuine interest in their stories is so clear. This video explains the connection between exposure to violence and brain development, with an appearance from Professor Jack Shonkoff of Harvard University. Throughout his travels in Brazil, the Mayor explores innovative approaches to education, learning and socialization. The video shows children at work and play, demonstrating the tactics that the Brazilian government and communities are using and that the Mayor finds so remarkable. Viewers will witness a juxtaposition of the joyful children who are revered and the effects of violence, poverty, and economic disparities.' Mary Jane Eisenhauer, Assistant Professor, Early Childhood Education, Purdue University North Central

'These powerful films focus on the all too often ignored fact that growing up in poverty, with the high levels of domestic and community violence that often accompany it, can profoundly impact early development. Inspirational Mayor Amilcar Huancahuari of Peru takes us on a heartfelt journey looking at how violence affects young children in his country. Then, he explores groundbreaking programs designed to counteract the harm caused by the violence in the lives of poor children in Brazil that he hopes to bring back to Peru. Anyone who sees these deeply moving films will be more highly motivated and better equipped to promote political, economic and social justice for children, in their own communities and around the world.' Dr. Diane E. Levin, Professor of Education, Wheelock College, Author, Teaching Young Children in Violent Times

'Promoting Mayor Huancahuari's plans for a future where children have the opportunity to fulfill their highest potential, both DVDs are uplifting and very highly recommended, especially for public and school library DVD collections.' The Midwest Book Review

'The Mayor is a positive role model because of his unshakeable resolve to break the cycle of violence. His intent to shape public policy to create safe, loving, and nurturing environments for children is laudable. The DVD supports curriculum in family studies, policy studies, social work, and education. The documentary would be helpful to those with an interest in the provision of social services to children and families; it is particularly recommended viewing for those who are concerned about public policy with regard to children's rights and healthy development.' Wendy Highby, University of Northern Colorado, Educational Media Reviews Online

00:00:00:15     --:--:--:--

- [speaking Spanish]

 

00:00:02:07     --:--:--:--

Bradshaw: At our invitation,

Mayor Amilcar of Huamanga, Peru,

 

00:00:06:03     --:--:--:--

a fervent believer

in catching kids young,

 

00:00:09:07     --:--:--:--

has already traveled

across Peru,

 

00:00:11:28     --:--:--:--

from the Andes to the Amazon,

 

00:00:15:00     --:--:--:--

seeing the effects on children

of poverty and violence.

 

00:00:20:00     --:--:--:--

Now, to find some answers,

he journeys on to Brazil,

 

00:00:24:02     --:--:--:--

Latin America's biggest

and richest country,

 

00:00:27:14     --:--:--:--

and to the seaport

of São Luis.

 

00:00:31:06     --:--:--:--

- [speaking Spanish]

 

00:00:32:27     --:--:--:--

- I have traveled

thousands of kilometers,

 

00:00:35:22     --:--:--:--

from the Pacific Ocean

to the Atlantic Ocean,

 

00:00:38:05     --:--:--:--

to the other side

of South America

 

00:00:39:26     --:--:--:--

to learn how they treat

their children here,

 

00:00:44:19     --:--:--:--

how children are perceived

in this society.

 

00:00:46:28     --:--:--:--

I want to talk

to families here

 

00:00:49:04     --:--:--:--

who might have

a different vision

 

00:00:50:28     --:--:--:--

of development,

sustainable human development,

 

00:00:54:02     --:--:--:--

one fair for all.

 

00:00:55:24     00:00:58:09

That's what I want to learn

in this country.

 

00:01:31:09     --:--:--:--

[people talking

and drum beating]

 

00:01:35:09     --:--:--:--

Bradshaw: The old city center

of São Luis,

 

00:01:38:07     00:01:43:06

in the northeast of Brazil,

is a place of mystery.

 

00:01:45:07     --:--:--:--

To Amilcar Huancahuari,

the visiting Mayor from Peru,

 

00:01:49:21     --:--:--:--

it's like

a magical realist novel,

 

00:01:55:15     00:01:59:11

colonial buildings

trapped in time.

 

00:02:03:16     00:02:07:14

And the Mayor has discovered

something even more amazing...

 

00:02:16:18     --:--:--:--

For São Luis still has

an Emperor and an Empress,

 

00:02:22:03     00:02:26:00

Amilcar attending a feast

in their honor.

 

00:02:27:23     --:--:--:--

Their Excellencies' ages?

 

00:02:30:05     00:02:35:16

Christopher is 11

and Janaina 9.

 

00:02:51:05     --:--:--:--

In the Liberdade neighborhood

close by,

 

00:02:53:19     --:--:--:--

Amilcar had already learnt

 

00:02:55:05     --:--:--:--

how the Mina congregation

venerates children.

 

00:02:59:00     --:--:--:--

He'd visited the home

of the Mina priest

 

00:03:01:17     --:--:--:--

who helped select

this year's Emperor,

 

00:03:03:18     --:--:--:--

Afro-Catholicism

regarding childhood as holy

 

00:03:08:04     --:--:--:--

and recognizing it's at risk.

 

00:03:11:24     --:--:--:--

- Look, this is

the Liberdade community.

 

00:03:14:14     --:--:--:--

The name of the community

is "freedom."

 

00:03:16:24     --:--:--:--

Today it's become a community

full of risks.

 

00:03:20:04     --:--:--:--

But we are uniting forces

 

00:03:22:06     --:--:--:--

to take young people away

from crime and from drugs.

 

00:03:26:03     --:--:--:--

Bradshaw: The Emperor

has no official role,

 

00:03:28:18     --:--:--:--

but that doesn't stop him

dreaming.

 

00:03:31:20     --:--:--:--

- If you really were an Emperor,

what would you like to do?

 

00:03:35:08     00:03:37:13

- Help people.

 

00:03:39:19     --:--:--:--

- [speaking Spanish]

 

00:03:41:13     --:--:--:--

- By taking them

off the streets,

 

00:03:45:27     00:03:49:03

by giving them a better life.

 

00:03:52:08     --:--:--:--

Bradshaw: The Emperor

and Empress are on their way

 

00:03:55:16     --:--:--:--

to Sunday service

along with their subjects.

 

00:04:00:03     --:--:--:--

They're not the only Christians

 

00:04:01:14     --:--:--:--

to tap into ancient beliefs

in Brazil's northeast.

 

00:04:05:15     --:--:--:--

Amilcar wants to know more.

 

00:04:08:00     00:04:14:05

What's the reality behind

this vision of childhood?

 

00:04:19:11     --:--:--:--

- [speaking Spanish]

 

00:04:21:27     --:--:--:--

Bradshaw: Amilcar had visited

the Empress at home.

 

00:04:25:21     --:--:--:--

He'd had a sneak preview

of that dress...

 

00:04:28:20     --:--:--:--

- [speaking Spanish]

 

00:04:31:14     --:--:--:--

Bradshaw:

And of the Empress's manifesto.

 

00:04:34:12     --:--:--:--

- Hmm?

- [speaking Spanish]

 

00:04:37:15     --:--:--:--

- [speaking Portuguese]

 

00:04:40:15     --:--:--:--

- Teach mothers

 

00:04:41:23     --:--:--:--

that they should not

abandon their children,

 

00:04:44:06     --:--:--:--

make them work,

 

00:04:45:11     00:04:48:10

not hit them,

not mistreat them.

 

00:04:52:12     --:--:--:--

I think that it's because

when you hit them,

 

00:04:54:22     --:--:--:--

the child learns that

 

00:04:56:18     00:04:59:21

and does it

with their own children.

 

00:05:03:06     --:--:--:--

Bradshaw:

It's not just religion

 

00:05:04:20     --:--:--:--

that's behind

Janaina's insights.

 

00:05:07:04     --:--:--:--

Her mother, Claudia,

is an anthropologist

 

00:05:09:19     --:--:--:--

who's worked

with the Brazilian government.

 

00:05:12:02     --:--:--:--

She believes there's a lesson

in her own story.

 

00:05:15:10     --:--:--:--

- My family was very poor.

 

00:05:17:19     --:--:--:--

I went to study so that

I could have a better life.

 

00:05:20:05     --:--:--:--

I did not try to steal.

 

00:05:21:26     --:--:--:--

I had many friends who died

in the hands of the police,

 

00:05:25:12     --:--:--:--

died because they used drugs.

 

00:05:27:13     --:--:--:--

Not me.

I wanted a different life.

 

00:05:30:04     --:--:--:--

So I want to show Janaina

where her family comes from.

 

00:05:34:06     --:--:--:--

Does she have a better life

today than I did,

 

00:05:36:25     --:--:--:--

a more structured life?

 

00:05:38:23     00:05:40:17

She does.

 

00:05:42:15     --:--:--:--

- Well, Claudia has explained

 

00:05:43:27     --:--:--:--

that violence can indeed be

connected to poverty

 

00:05:46:01     --:--:--:--

but not necessarily so.

 

00:05:47:27     --:--:--:--

Violence interacts

with poverty.

 

00:05:49:29     --:--:--:--

That is, you can be poor,

 

00:05:51:12     --:--:--:--

but you can construct families

that are not violent.

 

00:05:53:28     --:--:--:--

That depends

on how you work with the family,

 

00:05:56:04     00:06:00:05

how you educate a child

right from the earliest age.

 

00:06:01:17     --:--:--:--

[drums beating]

 

00:06:04:17     --:--:--:--

Bradshaw: The Emperor, Empress,

and their entourage

 

00:06:07:13     --:--:--:--

arrive in church.

 

00:06:08:25     --:--:--:--

It's the Festival

of the Holy Spirit,

 

00:06:13:20     00:06:16:06

and it's hot inside.

 

00:06:18:09     00:06:23:03

But these children are protected

from the heat on the streets.

 

00:06:28:02     --:--:--:--

- When a child

gets closer to the church,

 

00:06:31:00     --:--:--:--

that child will find it easier

to stay away from things

 

00:06:34:08     --:--:--:--

like drugs, like alcohol,

like stealing.

 

00:06:38:04     --:--:--:--

Bradshaw: But staying away

from stealing isn't so easy.

 

00:06:42:05     --:--:--:--

- While we were

about to leave the church,

 

00:06:45:18     --:--:--:--

the churchgoers were robbed

by armed men.

 

00:06:48:04     --:--:--:--

This is profoundly worrisome,

because the children

 

00:06:50:16     --:--:--:--

are not only exposed

to this situation,

 

00:06:52:22     --:--:--:--

but they also live permanently

with acts of violence like this.

 

00:06:56:23     --:--:--:--

What can we expect from children

exposed permanently

 

00:06:59:28     00:07:02:21

to situations of violence?

 

00:07:04:11     --:--:--:--

Bradshaw:

Two years ago,

 

00:07:06:00     --:--:--:--

we investigated Amilcar's fears

about children and violence.

 

00:07:10:16     --:--:--:--

For him, it's personal,

 

00:07:12:19     00:07:17:21

Huamanga racked by political

violence in the '80s.

 

00:07:20:09     --:--:--:--

We learned the Mayor's right--

 

00:07:22:18     --:--:--:--

babies from loving, stimulating,

and peaceful homes

 

00:07:25:17     --:--:--:--

learning far earlier

than we once thought

 

00:07:27:29     --:--:--:--

but science showing

children's brains

 

00:07:30:07     --:--:--:--

are also uniquely vulnerable

to violence and neglect.

 

00:07:34:07     --:--:--:--

- There's no question,

no question at all

 

00:07:37:07     --:--:--:--

that we're learning

more and more

 

00:07:38:21     --:--:--:--

about how the early foundations

for learning

 

00:07:42:00     --:--:--:--

and physical and mental health

and behavioral regulation,

 

00:07:44:24     --:--:--:--

which includes the possibility

of violent behavior later on,

 

00:07:49:11     --:--:--:--

the foundations are built

in early childhood.

 

00:07:53:14     --:--:--:--

Bradshaw:

Brazil says

 

00:07:54:20     --:--:--:--

early child development

is a priority.

 

00:07:57:09     --:--:--:--

Amilcar wants to know

if anything's already working

 

00:08:01:06     --:--:--:--

in a country where violence

can be endemic.

 

00:08:05:23     --:--:--:--

The fishing village

of Guarapiranga,

 

00:08:08:11     --:--:--:--

on the edge of São Luis:

 

00:08:10:17     --:--:--:--

Amilcar's heard

of a remarkable experiment here.

 

00:08:15:12     --:--:--:--

Jacinte, mother of Christiane,

scrapes a living from the sea.

 

00:08:20:18     --:--:--:--

- [speaking Portuguese]

 

00:08:22:21     --:--:--:--

- Sometimes

we get enough to sell

 

00:08:24:21     --:--:--:--

so we can buy other food,

like the rice and beans.

 

00:08:27:10     --:--:--:--

But sometimes we have

to hustle a living someway,

 

00:08:29:26     --:--:--:--

because just fishing

 

00:08:31:24     --:--:--:--

is not enough

to support our family.

 

00:08:34:22     --:--:--:--

- [speaking Spanish]

 

00:08:36:06     00:08:37:22

- No.

 

00:08:39:22     --:--:--:--

Bradshaw: Children here

attend the local state school.

 

00:08:44:02     --:--:--:--

To Amilcar, these lessons

don't exactly look experimental.

 

00:08:48:20     --:--:--:--

- [speaking Portuguese]

 

00:08:53:18     --:--:--:--

Bradshaw: But these kids

are not just learning by rote.

 

00:08:56:28     --:--:--:--

They're learning how to act out

their frustrations,

 

00:09:00:11     --:--:--:--

like the bus

that never turns up.

 

00:09:04:15     --:--:--:--

- They are going to do

 

00:09:06:05     --:--:--:--

a little theater sketch

about the bus,

 

00:09:08:11     00:09:13:12

the difficulty it has

reaching these communities.

 

00:09:15:23     --:--:--:--

Bradshaw:

It's become a ballet class,

 

00:09:18:06     --:--:--:--

an introduction

to a rich man's art form.

 

00:09:23:13     --:--:--:--

- They are very motivated.

 

00:09:25:06     --:--:--:--

They are really enthusiastic,

really excited.

 

00:09:27:21     00:09:31:01

It's all they talk about:

ballet, ballet, ballet.

 

00:09:33:25     --:--:--:--

Bradshaw: These are the children

of fishermen,

 

00:09:36:09     --:--:--:--

of security guards,

and of the unemployed:

 

00:09:40:20     00:09:44:11

elite art

for the socially excluded.

 

00:09:46:06     --:--:--:--

- What changes have you noticed

in your daughters

 

00:09:48:09     --:--:--:--

after they started ballet?

 

00:09:50:13     --:--:--:--

- If they don't

have an activity like this,

 

00:09:53:02     --:--:--:--

they can lose interest

in their studies,

 

00:09:55:13     --:--:--:--

get pregnant early,

even in adolescence.

 

00:09:58:08     --:--:--:--

So the ballet prevents that.

 

00:10:00:07     --:--:--:--

They start searching

for a better way

 

00:10:01:27     --:--:--:--

of spending their energy.

 

00:10:03:24     00:10:05:27

It helps them learn,

you understand?

 

00:10:08:24     --:--:--:--

- They are more confident.

 

00:10:10:08     00:10:12:16

Now they believe

in themselves more.

 

00:10:14:25     --:--:--:--

Bradshaw: Amilcar believes

these ballet classes

 

00:10:17:14     00:10:21:07

hidden away in Guarapiranga

are a revolution.

 

00:10:25:12     --:--:--:--

- That activity they are doing

with the children

 

00:10:27:15     --:--:--:--

between 5 and 12 years old

is really something

 

00:10:30:13     --:--:--:--

that breaks with all the schemes

I've seen anywhere until now.

 

00:10:34:12     --:--:--:--

They are girls and boys that are

dedicating themselves to ballet,

 

00:10:37:17     --:--:--:--

an activity almost unknown

 

00:10:39:17     --:--:--:--

in a rural community

like this one, Guarapiranga.

 

00:10:43:19     --:--:--:--

What I've been able to see

 

00:10:45:00     --:--:--:--

is that these boys

and these girls are growing up

 

00:10:47:23     --:--:--:--

with a different way

of thinking.

 

00:10:49:09     00:10:52:08

They are growing up

with a different mentality.

 

00:10:55:10     --:--:--:--

Bradshaw:

São Luis--

 

00:10:57:07     --:--:--:--

child emperors, ghetto girls

turned government advisers,

 

00:11:01:16     --:--:--:--

child ballet.

 

00:11:02:26     --:--:--:--

Magic enough.

 

00:11:04:25     --:--:--:--

But time for realism.

 

00:11:08:29     --:--:--:--

- I think that the kids have

better opportunities here,

 

00:11:11:17     --:--:--:--

even though they live

in poverty.

 

00:11:13:13     --:--:--:--

They have more support,

 

00:11:14:24     --:--:--:--

but I still think

it's not enough.

 

00:11:18:23     --:--:--:--

Bradshaw:

What Amilcar really wants

 

00:11:20:08     --:--:--:--

to take back to the Andes:

 

00:11:22:06     --:--:--:--

a whole new approach

to learning.

 

00:11:25:08     --:--:--:--

So his Brazilian journey

now takes him

 

00:11:28:12     --:--:--:--

from São Luis to Fortaleza

 

00:11:34:03     00:11:39:28

and then inland to the hills

of Ceará state and Aracoiaba.

 

00:11:42:06     --:--:--:--

Amilcar's heard

 

00:11:43:16     --:--:--:--

Aracoiaba is doing

what he's trying to do in Peru

 

00:11:46:26     --:--:--:--

and start early.

 

00:11:48:25     --:--:--:--

The idea:

learn in the playground,

 

00:11:51:20     --:--:--:--

not just the classroom.

 

00:11:54:10     --:--:--:--

Girls learn about winning,

 

00:11:57:07     00:12:00:03

kids about concentrating...

 

00:12:04:08     --:--:--:--

And homemaking.

 

00:12:06:04     --:--:--:--

And they all still spend

the afternoon in class.

 

00:12:11:13     --:--:--:--

- If all this

wasn't here,

 

00:12:13:20     --:--:--:--

they'd be doing

something else,

 

00:12:15:02     --:--:--:--

like drinking and drugs,

legal and illegal.

 

00:12:18:17     --:--:--:--

And violence--

 

00:12:19:27     --:--:--:--

if it wasn't

for this play center,

 

00:12:21:25     --:--:--:--

there would be even more.

 

00:12:23:20     00:12:27:09

Bradshaw: It's not just about

keeping kids off the streets.

 

00:12:31:10     --:--:--:--

Chaos in the playpen?

 

00:12:33:06     --:--:--:--

Not really.

 

00:12:34:16     --:--:--:--

It's carefully designed

to encourage social values.

 

00:12:39:13     --:--:--:--

- This is not individual work.

 

00:12:41:29     --:--:--:--

They're generally in groups.

 

00:12:43:17     00:12:47:10

The idea is to improve

the socialization of the group.

 

00:12:49:03     --:--:--:--

Bradshaw:

Beyond this oasis of play,

 

00:12:52:08     --:--:--:--

the reality of poverty.

 

00:12:56:23     --:--:--:--

[people singing]

 

00:12:57:24     00:13:00:08

[all speaking Spanish]

 

00:13:03:07     --:--:--:--

- [speaking Spanish]

 

00:13:08:04     --:--:--:--

Bradshaw: The toys

have been bought here

 

00:13:10:00     --:--:--:--

by specially trained

play assistants.

 

00:13:12:25     00:13:17:12

Their job: to show children

and mothers how to play.

 

00:13:21:24     --:--:--:--

- Better coordination,

 

00:13:23:02     --:--:--:--

better perception of things.

 

00:13:25:04     --:--:--:--

They have learned

 

00:13:26:05     --:--:--:--

how to organize

themselves better

 

00:13:28:20     --:--:--:--

and interact with the toys.

 

00:13:30:23     00:13:34:08

They have really come on

a long way with this project.

 

00:13:38:08     --:--:--:--

Bradshaw:

But this is a poor town,

 

00:13:40:07     --:--:--:--

and funds are limited,

 

00:13:42:16     --:--:--:--

these play sessions

just 30 minutes a fortnight.

 

00:13:46:21     --:--:--:--

Then the toys are taken away.

 

00:13:49:09     --:--:--:--

- Of course,

in the beginning of the project,

 

00:13:51:11     --:--:--:--

she wanted to keep the toys.

 

00:13:53:07     --:--:--:--

But we can't.

 

00:13:54:07     --:--:--:--

We have to take them away.

 

00:13:56:09     --:--:--:--

We have to play

with other children too.

 

00:13:58:20     --:--:--:--

And we would say, "Another day,

when I come back to visit,

 

00:14:02:20     --:--:--:--

I'll bring the toys back."

 

00:14:04:20     --:--:--:--

Then in the beginning,

they cried,

 

00:14:06:23     --:--:--:--

and when we see something

like that,

 

00:14:08:16     --:--:--:--

it touches your heart,

 

00:14:10:04     --:--:--:--

because we have to take

the toy away.

 

00:14:12:05     --:--:--:--

The toy is not staying

in their homes, right?

 

00:14:15:10     --:--:--:--

Bradshaw:

Amilcar's heard

 

00:14:16:18     --:--:--:--

the government

is helping poor families here

 

00:14:19:17     --:--:--:--

and right across Brazil

 

00:14:20:29     --:--:--:--

not with toys but cash.

 

00:14:24:00     --:--:--:--

To find out more,

he calls on a local family

 

00:14:26:19     --:--:--:--

he selects at random.

 

00:14:28:13     --:--:--:--

They're a little surprised

to receive a Mayor from Peru.

 

00:14:32:02     --:--:--:--

But Raimunda and Francisco,

most hospitable.

 

00:14:36:25     --:--:--:--

- How do you support

your family?

 

00:14:39:15     --:--:--:--

- We get assistance from--

amongst other things,

 

00:14:41:29     --:--:--:--

we get assistance

from Bolsa Escola, you know,

 

00:14:44:25     --:--:--:--

the Bolsa Familia.

 

00:14:46:17     --:--:--:--

- So tell me

about Bolsa Familia.

 

00:14:48:02     --:--:--:--

How does it work?

 

00:14:49:28     --:--:--:--

- Well, I receive 160 reals.

 

00:14:53:07     --:--:--:--

I used to receive 130.

 

00:14:55:11     --:--:--:--

Then there was an increase,

right?

 

00:14:57:11     00:15:00:15

It went up 30 to 160.

 

00:15:02:10     --:--:--:--

And then I can buy things

for lessons:

 

00:15:04:22     --:--:--:--

the school uniforms,

the notebooks, pencils.

 

00:15:08:27     00:15:12:12

And now we have to buy the shoes

and the uniform.

 

00:15:15:09     --:--:--:--

Bradshaw:

A son sleeping after school

 

00:15:17:11     --:--:--:--

and a teenage daughter

diagnosed by Amilcar,

 

00:15:20:15     --:--:--:--

who's a surgeon,

with a benign lump.

 

00:15:23:13     --:--:--:--

To help pay for basic needs,

 

00:15:25:27     --:--:--:--

the family get monthly

government cash handouts.

 

00:15:28:21     --:--:--:--

The nationwide scheme:

 

00:15:30:25     --:--:--:--

Bolsa Familia,

previously Bolsa Escola,

 

00:15:34:10     --:--:--:--

the government's main weapon

against child poverty.

 

00:15:37:16     --:--:--:--

One condition:

children go to school.

 

00:15:41:03     --:--:--:--

- We don't have anything

to sell

 

00:15:43:17     --:--:--:--

to pay for what we bought,

 

00:15:45:05     --:--:--:--

so we need to find exactly

the right amount of money.

 

00:15:48:04     --:--:--:--

It's really useful,

Holy Mary.

 

00:15:50:10     00:15:52:14

Thank God for the Bolsa Familia.

 

00:15:54:07     --:--:--:--

Bradshaw:

Last stop in Aracoiaba:

 

00:15:56:13     --:--:--:--

the Mayor behind all this,

lawyer Marilene.

 

00:15:59:20     --:--:--:--

- [speaking Portuguese]

 

00:16:03:06     --:--:--:--

Bradshaw:

Sundown on her ranch.

 

00:16:06:09     --:--:--:--

Two Mayors,

Peruvian and Brazilian,

 

00:16:08:25     --:--:--:--

with a common mission

 

00:16:10:03     00:16:12:28

to effect change

by starting young.

 

00:16:15:00     00:16:17:23

[both speaking Spanish]

 

00:16:19:13     --:--:--:--

- It's very good,

what you have done.

 

00:16:21:04     --:--:--:--

I have learned a lot

in your city.

 

00:16:22:23     --:--:--:--

There were things

that I hadn't seen

 

00:16:24:06     --:--:--:--

before I came here.

 

00:16:25:11     00:16:27:19

I saw them,

and I learned a lot.

 

00:16:30:13     --:--:--:--

So I will copy

much of what you have done.

 

00:16:32:13     --:--:--:--

I will copy it in Peru.

 

00:16:33:27     --:--:--:--

- I will go there too

and copy what you are doing.

 

00:16:37:10     --:--:--:--

- I'll invite you

so that you can go there

 

00:16:39:04     --:--:--:--

and see what we are doing too.

 

00:16:41:07     --:--:--:--

Bradshaw:

From the hills around Fortaleza

 

00:16:43:08     00:16:46:08

to the drug favelas

of Rio de Janeiro.

 

00:16:53:11     --:--:--:--

Rio is preparing

for the Olympics

 

00:16:55:20     --:--:--:--

and for the football World Cup.

 

00:16:57:27     --:--:--:--

But swathes

of this beautiful city

 

00:17:00:21     00:17:02:21

are still lawless.

 

00:17:05:04     --:--:--:--

Amilcar wants to visit

the Candelária Church.

 

00:17:10:01     --:--:--:--

In 1993, eight street children

were shot dead here

 

00:17:14:01     00:17:16:02

by renegade police.

 

00:17:22:08     --:--:--:--

- Visiting the Candelária Church

caused a deep pain in my soul.

 

00:17:26:24     --:--:--:--

Imagine that those

innocent children--

 

00:17:29:18     --:--:--:--

victims of violence,

 

00:17:30:26     --:--:--:--

abandoned by society

and their families--

 

00:17:33:15     --:--:--:--

were also victims of the forces

of order, of the police.

 

00:17:37:06     --:--:--:--

In their hands,

they got nothing but death--

 

00:17:40:17     --:--:--:--

an absurd death,

an innocent death.

 

00:17:43:28     00:17:46:12

That should never happen again.

 

00:17:57:24     --:--:--:--

Bradshaw:

In the north of Rio,

 

00:17:59:02     --:--:--:--

over 100,000 people live

in the Complexo da Maré favela.

 

00:18:04:08     --:--:--:--

Kids here are quick to say

why they can be slow to learn.

 

00:18:09:08     --:--:--:--

- The main difficulty

for children

 

00:18:12:13     --:--:--:--

is the drug traffic

in the favela.

 

00:18:15:02     --:--:--:--

It stops us learning properly,

 

00:18:17:11     --:--:--:--

because it's like this:

you go out in the street,

 

00:18:20:23     --:--:--:--

and you run the risk

of getting shot at any moment.

 

00:18:25:24     --:--:--:--

Bradshaw:

Yvonne Bezerra de Mello

 

00:18:28:05     --:--:--:--

was so moved

by the Candelária massacre,

 

00:18:30:20     --:--:--:--

she devoted herself

to helping street kids here.

 

00:18:33:24     --:--:--:--

She's started a new kind

of schooling,

 

00:18:36:06     --:--:--:--

bringing the playground

into the classroom,

 

00:18:39:03     --:--:--:--

as Amilcar's about to discover.

 

00:18:41:28     00:18:44:02

- Okay?

So let's go.

 

00:18:45:08     --:--:--:--

[speaking Portuguese]

 

00:18:48:28     --:--:--:--

Bradshaw:

In this history class,

 

00:18:50:12     --:--:--:--

the first 15 minutes:

warming up.

 

00:18:53:10     --:--:--:--

[children reciting in unison]

 

00:18:56:09     00:18:59:29

Talk first, write later.

 

00:19:02:19     --:--:--:--

- The kids

have to learn orally first.

 

00:19:05:06     --:--:--:--

They have to understand.

 

00:19:07:00     --:--:--:--

- How much time do they have

for this, for oral learning?

 

00:19:10:12     --:--:--:--

- For oral learning,

maybe 35 to 40 minutes.

 

00:19:14:03     --:--:--:--

This is a history class,

so the teacher,

 

00:19:16:10     --:--:--:--

in the first 15 minutes,

will only do oral learning.

 

00:19:19:23     --:--:--:--

[upbeat music playing

and children singing]

 

00:19:23:19     00:19:27:25

Bradshaw: Ballet here too--

Brazilian ballet, capoeira.

 

00:19:32:25     --:--:--:--

- Singing history,

 

00:19:34:14     --:--:--:--

because it's the best way

to remember things.

 

00:19:38:05     00:19:40:06

[children singing]

 

00:19:48:04     --:--:--:--

Bradshaw: Mental exercises too,

memorizing numbers...

 

00:19:51:20     00:19:54:20

[all speaking Portuguese]

 

00:20:09:16     --:--:--:--

Bradshaw:

And learning to lead.

 

00:20:12:22     --:--:--:--

- Once a month,

the children are the teachers.

 

00:20:16:25     --:--:--:--

all:

Two, three, four, five.

 

00:20:18:21     --:--:--:--

- [speaking Portuguese]

 

00:20:20:09     --:--:--:--

[all counting in Japanese]

 

00:20:23:17     --:--:--:--

Bradshaw:

Once they're warmed up,

 

00:20:26:07     --:--:--:--

they're ready to write.

 

00:20:27:27     --:--:--:--

But there's a reminder

 

00:20:29:11     --:--:--:--

of why Yvonne believes

a new approach is needed:

 

00:20:33:12     --:--:--:--

children still the victims

of violence--

 

00:20:37:05     --:--:--:--

in this case, quite random.

 

00:20:40:25     --:--:--:--

- I got shot.

 

00:20:42:29     --:--:--:--

- You got shot?

 

00:20:44:10     --:--:--:--

And how? What were you doing?

Where were you?

 

00:20:47:10     --:--:--:--

- I was at home,

on the balcony.

 

00:20:49:21     --:--:--:--

I thought

I was going to die.

 

00:20:51:27     00:20:53:28

It's hurt a lot,

and it stings.

 

00:20:55:29     00:20:58:29

- [speaking Spanish]

 

00:21:01:10     --:--:--:--

Bradshaw:

Yvonne's ideas

 

00:21:02:23     --:--:--:--

for a more active

participatory child education

 

00:21:06:11     --:--:--:--

are influencing

many schools in Rio.

 

00:21:09:09     --:--:--:--

She says they're grounded

in the scientific discoveries

 

00:21:12:11     --:--:--:--

that inspired

Amilcar's journey.

 

00:21:15:28     --:--:--:--

- When a child

is under stress,

 

00:21:17:27     --:--:--:--

their cognitive capacity

to think declines.

 

00:21:21:17     --:--:--:--

This is proved

by neuroscience.

 

00:21:24:07     --:--:--:--

All scientists know it.

 

00:21:26:19     --:--:--:--

So I believe

governments who know this

 

00:21:29:15     --:--:--:--

have to take charge and change

the children's schooling.

 

00:21:32:15     --:--:--:--

- [speaking Spanish]

 

00:21:33:21     --:--:--:--

- Yes, change the old system,

 

00:21:35:17     --:--:--:--

because it excludes

these children.

 

00:21:37:23     --:--:--:--

Just like you do,

like you do.

 

00:21:40:13     --:--:--:--

[both speaking Spanish]

 

00:21:43:00     --:--:--:--

Bradshaw: Is Yvonne's enthusiasm

really justified

 

00:21:45:11     --:--:--:--

by the scientific evidence?

 

00:21:47:16     --:--:--:--

In the hills

of Rio's Santa Teresa,

 

00:21:50:08     --:--:--:--

where Amilcar's staying,

he's about to meet

 

00:21:52:12     --:--:--:--

Yvonne's adviser,

Dr. Evelyn Eisenstein.

 

00:21:55:26     --:--:--:--

She believes

in new teaching methods

 

00:21:58:12     --:--:--:--

that counteract the effects

of stress and violence,

 

00:22:01:29     --:--:--:--

which can otherwise

physically alter

 

00:22:04:08     --:--:--:--

the way young brains work.

 

00:22:07:10     --:--:--:--

- [speaking Portuguese]

 

00:22:10:16     --:--:--:--

- Children

are not mini-adults.

 

00:22:12:24     --:--:--:--

Their brains are developing

all the time,

 

00:22:15:29     --:--:--:--

and the synapses are forming.

 

00:22:18:09     --:--:--:--

And we have several hormones

that are doing their work,

 

00:22:22:03     --:--:--:--

mainly what we call

corticotrophin.

 

00:22:27:04     --:--:--:--

So when a child experiences fear

or is scared

 

00:22:31:20     --:--:--:--

or feels hungry,

the child reacts,

 

00:22:35:09     --:--:--:--

producing various hormones

 

00:22:37:13     --:--:--:--

that will alter

the brain structure.

 

00:22:40:21     --:--:--:--

And then there will be

repercussions

 

00:22:43:05     --:--:--:--

for the rest of the lives

of these children.

 

00:22:47:23     --:--:--:--

Bradshaw:

What Amilcar wants to know:

 

00:22:49:24     --:--:--:--

why the need to start young

isn't more of a public issue.

 

00:22:55:07     --:--:--:--

- Maybe because the children

don't vote.

 

00:22:57:13     --:--:--:--

I don't know.

 

00:22:58:14     --:--:--:--

But it is important

 

00:22:59:25     --:--:--:--

that we now have these movements

toward social rights.

 

00:23:03:24     --:--:--:--

It's important that governments

have the political will.

 

00:23:07:19     --:--:--:--

We already have the Convention

on the Rights of the Child

 

00:23:10:23     --:--:--:--

for more than 20 years.

 

00:23:12:26     --:--:--:--

These rights have to be

transformed into public policy.

 

00:23:17:26     --:--:--:--

Bradshaw: From Rio,

Amilcar flies to Brasília,

 

00:23:21:12     --:--:--:--

the capital,

where public policy is made.

 

00:23:26:06     --:--:--:--

Its modernist buildings

represent

 

00:23:28:09     --:--:--:--

a powerful centralist

state tradition in Brazil.

 

00:23:32:21     --:--:--:--

Brazil's government

has included kindergartens

 

00:23:35:25     --:--:--:--

and fighting child labor

in its antipoverty program.

 

00:23:39:28     00:23:43:15

Amilcar wants to know,

are there enough resources?

 

00:23:47:24     --:--:--:--

The new human rights minister

 

00:23:49:20     --:--:--:--

did her thesis

on children and violence.

 

00:23:53:08     00:23:56:08

- [speaking Portuguese]

 

00:23:59:11     --:--:--:--

- It is still very hard

 

00:24:01:03     --:--:--:--

to present finalized numbers

and price quotes,

 

00:24:04:25     --:--:--:--

but we know that today we have

around 20 million children

 

00:24:08:27     --:--:--:--

between zero and six years old,

 

00:24:12:29     00:24:16:24

and we know most of them

are among the poorer families.

 

00:24:19:16     --:--:--:--

So all the policies that are

focused on assisting the poorest

 

00:24:24:08     00:24:28:06

have to be designed primarily

for the care of the child.

 

00:24:35:05     --:--:--:--

- What has impressed me the most

in this visit to Brazil

 

00:24:37:21     --:--:--:--

is that, yes, there are

experiences and models

 

00:24:40:13     --:--:--:--

that can work

for the children.

 

00:24:42:04     --:--:--:--

You can rescue a child

that has been violated,

 

00:24:45:07     --:--:--:--

that has been the victim

of mistreatment.

 

00:24:47:11     --:--:--:--

There is a way of doing it

that works.

 

00:24:50:02     --:--:--:--

And this will enable me to do it

in my home,

 

00:24:52:20     --:--:--:--

in Huamanga in Ayacucho.

 

00:24:54:16     --:--:--:--

We can find a way

to rescue the children

 

00:24:56:25     --:--:--:--

who have been victims of social,

political, and family violence

 

00:25:00:19     --:--:--:--

and give them opportunities

for their development,

 

00:25:03:10     --:--:--:--

give them opportunities

for their full growth.

 

00:25:06:00     --:--:--:--

Without a doubt,

this job

 

00:25:08:07     00:25:10:26

is a task we will begin

in Ayacucho.

 

00:25:15:02     --:--:--:--

[upbeat band music]

 

00:25:18:17     --:--:--:--

Bradshaw:

Back in São Luis,

 

00:25:20:06     00:25:24:15

Christopher and Janaina prepare

to hand over their crowns...

 

00:25:28:19     00:25:33:00

Next year's Emperor and Empress

already chosen.

 

00:25:35:12     --:--:--:--

There's a lot to be done

 

00:25:36:23     --:--:--:--

to make the reality in Brazil

match the Mina ideal.

 

00:25:41:00     --:--:--:--

But as he takes his leave,

 

00:25:42:12     --:--:--:--

the Mayor from Peru

wishes them well.

 

00:25:45:29     --:--:--:--

- To the child Empress

and the child Emperor,

 

00:25:48:16     --:--:--:--

I want to wish

 

00:25:49:27     --:--:--:--

that this love that they

have been given lasts forever

 

00:25:52:23     --:--:--:--

and that somehow they can learn

and give this love

 

00:25:55:21     --:--:--:--

to the children of their people,

of Brazil,

 

00:25:58:08     00:26:00:03

and of the whole world.

 

00:26:04:13     00:26:06:02

[cheers and applause]

 

00:26:13:12     --:--:--:--

Bradshaw: To find out more

about early child development

 

00:26:15:21     --:--:--:--

in Latin America and globally,

 

00:26:17:19     00:26:21:28

visit our website:

tve.org/lifeonline.

 

Citation

Main credits

Bradshaw, Steve (Director)
Bradshaw, Steve (Screenwriter)
Bradshaw, Steve (Narrator)
Burlamaqui, Luciana (Producer)

Other credits

Music, Audio Network; translator, Bia Carniero; camera, Ricardo Cabellos; editor, Sotira Kyriacou.


Distributor credits

Luciana Burlamaqui

Luciana Burlamaqui
Steve Bradshaw
Series Consultant: Jenny Richards
Production Managers: Ernesto Cabellos, Davina Rodrigues, Nic Preston
Camera: Ricardo Cabellos
Editor: Sotira Kyriacou
A Television Trust for the Environment Production

Docuseek2 subjects

Brazil
Maternal and Child Health
Government Policy
Social Policy
Education
Poverty
Early Childhood Education

Distributor subjects

Anthropology
At-risk Youth
Brazil
Child Development
Child Labor
Conflict Resolution
Developing World
Early Childhood Development
Economics
Education
Ethics
Geography
Global Issues
Globalization
Health
Human Rights
Latin American Studies
Philosophy
Poverty
Psychology
Social Psychology
Sociology

Keywords

Mayor Amilcar Huancahuari, Brazil, early childhood development, Mina, Sao Luis, child emperor and empress, Brazilian Government, Peru, hindering children's potential, Latin America, violence, poverty, children learning ballet, Guarapiranga,Fortaleza, drug favelas, Complexo da Mare, Yvonne Bezerra de Mello, Rio, Candelaria Church, Aracoiaba, playground as classroom, Dr. Evelyn Eisenstein, corticotrophin, Convention; on the Rights of the Child,; Brasilia, Afro-Catholicism, Bolsa Familia, Bolsa Escola,; "In The Mayor's Footsteps - Brazil"; Bullfrog Films

Welcome to Docuseek2!

Docuseek2 is a streaming platform of the best documentary and social issue films available for the higher education community.

Anyone may search for titles and find detailed information about the titles. To preview films or license them for streaming, you must register and login.

Currently, we support online registration for anyone affiliated with a higher education institution. Please inquire if you are with a K-12 district or school or with a public library.

Click the Close button to get started!