Booklet EARTH CHARTER

earth charter

Franca Brazil

* Written by Beatriz Nobile ( PM iGCDP - Earth Charter), Emily Melo and Jennifer Fernandes (members of Earth Charter team) .

Illustrated by VirgĂ­nia CorrĂŞa. (member of Human Resources).

I. About the Booklet: This Booklet is a guide to support the partipants (exchange students as well the AIESEC members) of Earth Charter AIESEC initiative in Franca – Brazil that will take place in the partner schools.

II. About the Earth Charter: The Earth Charter Initiative was discussed for the first time in 1992 in Rio-92 by some governments and nongovernmental organizations. However, due to the incompleteness of the document at the time, the initial idea, for lack of consensus among governments, wasn’t come true. However, the International Green Cross and the Earth Council, with support from the Dutch government, accepted the challenge to develop "Earth Charter".

In 1995, in Hague, Netherlands, in the presence of 60 representatives, the Earth Charter Commission was formed to organize a worldwide consultation for two years. In 1997, under the leadership of Maurice Strong (UN) and Mikhail Gorbachev (Green Cross International) was drafted the 1st draft of the initiative. Early in 1999, Steven Rockefeller wrote the 2nd draft and finally on 12 to 14 March of 2000 the Earth Charter was ratified.

The "Earth Charter Initiative" is the name given to a global network of diverse people, as well as organizations, national institutions and governments, through volunteer work, seek to promote and implement the values and principles of the Earth Charter. Moreover, this effort has emerged as a civil society initiative and has opened the formal accession of opportunity for all those who want to disseminate the principles of this cause.

The International Earth Charter (IEC) is formed by a board and a secretariat, both with the deployment of the mission's objective and vision of the Earth Charter Initiative. It endeavors to promote the dissemination and adoption of the principles and support the growth and development of the initiative. The IEC was established in 2006 as part of an important process of reorganization and expansion of Earth Charter activities.

It is also important to remember that although the Council of the International Earth Charter provides leadership and guidance to expand the initiative, it does not administer or directly control the Earth Charter Initiative. The initiative is not formally regulated in any way. The Council is responsible only for the governance of Earth Charter International.

The Earth Charter Commission was formed by the Earth Council and Green Cross International in early 1997 as an independent international organization, both organizations oversaw the consultation process and drafting of the Earth Charter, approving the final text of the document and the publishing in 2000.

III. Goals: 1. To raise awareness worldwide of the Earth Charter and to promote understanding of its inclusive ethical vision.

2. To seek recognition and endorsement of the Earth Charter by individuals, organizations, and the United Nations.

3. To promote the use of the Earth Charter as an ethical guide and the implementation of its principles by civil society, business, and government.

4. To encourage and support the educational use of the Earth Charter in schools, universities, religious communities, local communities, and many other settings.

5. To promote recognition and use of the Earth Charter as a soft law document.

Like the Universal Declaration of Human Rights are considered to be morally, but not legally, binding on state governments that agree to endorse and adopt them

The Earth Charter initiative project aiming action and change, had the initial participation of UNESCO and then became an initiative by the civil population. This project we are talking about in this Booklet (The Project Global Citizen Earth Charter) is an initiative of Earth Charter Brazil and AIESEC in Brazil, and also the Endorsement of UNESCO, which is the international partner of AIESEC and an important key to the legimacy Earth Charter.

In Franca

Here in Franca, is one of the cities in Brazil which are participating in this national project of AIESEC. You will be part of the change of kids and teenagers lifes acting in the AIESEC Franca’s school partners.

Which are: I) Colégio Da Vinci, GLOBAL CITIZEN II) ETEC Dr.Júlio Cardoso iii) EE Prof Carmem Munhoz Coelho.

** We will also send you a booklet about the schools

Initiative of

EARTH CHARTER

EARTH CHARTER

Endorsement

Earth Charter Endorsement

PS

Endorsement of the Earth Charter by individuals or organizations signifies a commitment to the spirit and aims of the document. It is an indication that they intend to utilize the Earth Charter in ways that are appropriate given their situation.

You can endorse the Earth Charter on-line: http://cartadaterrabrasil.org/eng/endorse.html Earth Charter principles The Earth Charter project, supported by the Brazilian Ministry of Environment, preaches the development of a more just, sustainable and peaceful society through its principles, which are: I - Respect and care for the community of life: to cherish for all of the things offered to us by the Earth, so that future generations will also have access; as well as show tolerance to all types of diversity II - Ecological integrity: to protect and care for the environment in a responsible and sustainable way III - Social and Economic Justice: defending universal human rights, such as the right to have a dignified life, to equal access to education, health and economic opportunities IV - Democracy, nonviolence and peace: to promote the strengthening of democratic institutions and stimulate social participation in decision-making processes, so the government must be increasingly transparent and conscious of its commitment to the population; as well as raise a more broadminded culture that shares the idea of nonviolence

The 4 pillars of Education by UNESCO:

The activities performed in the Earth Charter project are based on the four pillars of education presented by UNESCO: learning to know, through the exercise of learning to learn; as a consequence of that first ability, there is learning to do, which means the improvement of skills acquired with social experiences and team work; learn to live together, in other words, understanding the interdependence between each of us and respect diversity on behalf of a more harmonious coexistence; and finally, learning to be, that is when individuals ensure their wholesome development and conquer the monopoly of knowledge itself, so they may have freedom of thought to reflect and become more critical.

About the Project Global Citizen Earth Charter: Job description: The project consists in workshops (around 1 hour) based on the Earth Charter principles and focused in ludic activities/dynamics (for the younger) or critic presentation (for the older) for the awareness of Earth Charter.

Public's age is 10 - 16 and most of them have a low social-economic living. In addition, the trainee must prepare itself for the language barrier since most of its public does not know English. Few have basic English or a teacher will support the trainee with the discipline of the public and translate something, but the trainee should think of an effective and simple way of speaking and thru the support of its own workshop).

1 - Complete the training on Amana-Key platform, which will help the trainee with the classes about the Earth Charter principles, as the 4 pillars of education; 2 - Read the booklet about the project (which is included some suggested dynamics); 3 - Develop for 5 weeks activies based on the contextualized themes focused in the excellency of the project; 4 - Participate in the ONLINE LEAD before the arrival, the LEADs and the specific trainings, as well the oficial AIESEC events; 5 - Participate in the weely meeting of the project's planning, registering the executed activities; 6 - Act with engagement, ethics and pro-activity.

Which are the materials for the workshops? * This booklet can support you for the devolpment of the workshops *Amana-Key online platform for trainings about the Earth Charter *Also what you find important and your ideas

KEEP IN MIND:

PS

It is not a class but a workshop, focused on dynamics It must be creative or critic (depending of the public’s age) the dynamics The goal is the change: the awareness, the critic view about the world we live and take action about it Each school has a different reality, so it will be a different impact

SCHEDULE OF ACTIVITIES: 1) TRAINING 2) CULTURAL PRESENTATION I Earth Charter principle II Earth Charter principle III Earth Charter principle IV Earth Charter principle * (The principles not necessarily this order) How to work with all that?

Here we propose a structure for you to work with the principles conciliated with the 4 pillars of education.

- Learning to know; present the initial information about the principle - Learning to do; explain the activity to the public - Learning to live together; this activity necessarily will be in groups so they can work in teams - Learning to be; the reflection: why we are talking about this? The importance? Which are the practical actions? What you can do?

Now, some *suggested dynamics and some subprinciples to present for the public: * Ask the team to create a situation where there is respect and another which there is no respect I. RESPECT AND CARE FOR THE COMMUNITY OF LIFE 1. Respect Earth and life in all its diversity. (ALL THE SUBTOPICS) 2. Care for the community of life with understanding, compassion, and love. (ALL THE SUBTOPICS) 3. Secure Earth’s bounty and beauty for present and future generations. (ALL THE SUBTOPICS)

* Create in the UN’s some style a debate which the teams must point out the main problems of the world related to nature and why II. ECOLOGICAL INTEGRITY 1. Adopt patterns of production, consumption, and reproduction that safeguard Earth’s regenerative capacities, human rights, and community well-being.

ALL THE SUBTOPICS - Especially with teenagers, to stimulate the importance of a conscious vote!

- Promote the development adoption, and equitable transfer of environmentally sound technologies.

Internalize the full environmental and social costs of goods and services in the selling price, and enable consumers to identify products that meet the highest social and environmental standards.

- Ensure universal access to health care that fosters reproductive health and responsible reproduction.

2. Protect and restore the integrity of Earth’s ecological systems, with special concern for biological diversity and the natural processes that sustain life.

ALL THE SUBTOPICS (TO ILLUSTRATE TE WORLD WE LIVE) 3. Prevent harm as the best method of environmental protection and, when knowledge is limited, apply a precautionary approach.

Especially with teenagers, to stimulate the importance of a conscious vote!

- Ensure that decision making addresses the cumulative, long-term, indirect, long distance, and global consequences of human activities.

- Prevent pollution of any part of the environment and allow no build-up of radioactive, toxic, or other hazardous substances.

*Ask the kids which profession must the girls and boys exercise and why. After that, deconstruct these images by showing them important roles women played in history as well men. Example: cooking usually is linked to girls, but great chefs of the world are men.

III. SOCIAL AND ECONOMIC JUSTICE 1. Eradicate poverty as an ethical, social, and environmental imperative.

(ALL THE SUBTOPICS) 2. Affirm gender equality and equity as prerequisites to sustainable development and ensure universal access to education, health care, and economic opportunity. (ALL THE SUBTOPICS) 3. Uphold the right of all, without discrimination, to a natural and social environment supportive of human dignity, bodily health, and spiritual well-being, with special attention to the rights of indigenous peoples and minorities. (ALL THE SUBTOPICS)

* Take a situation where most of the times violence is common, for example soccer in Brazil. Ask each each one of the team to choose a different soccer team (or any other thing) and make them stimulate the dialogue between them.

IV. DEMOCRACY, NONVIOLENCE, AND PEACE 1. Strengthen democratic institutions at all levels, and provide transparency and accountability in governance, inclusive participation in decision making, and access to justice. (ALL THE SUBTOPICS) 2. Treat all living beings with respect and consideration. (ALL THE SUBTOPICS) 3. Promote a culture of tolerance, nonviolence, and peace.

ONLY: - Encourage and support mutual understanding, solidarity, and cooperation among all peoples and within and among nations.

- Implement comprehensive strategies to prevent violent conflict and use collaborative problem solving to manage and resolve environmental conflicts and other disputes.

- Recognize that peace is the wholeness created by right relationships with oneself, other persons, other cultures, other life, Earth, and the larger whole of which all are a part.

After all ... Now, thats the start to impact lives !!!

Come to franca Come to

EARTH CHARTER If you liked the PROJECT, want to be part of it, or if you are just curious, contact us ... So, we can get in tough with you.

NOME: Beatriz Nobile EMAIL: beatriz.nobile@aiesec.net

NOME: Jennifer Fernandes EMAIL: jhe-vieira@hotmail.com NOME: Emily Melo EMAIL: emilymelo21@gmail.com