Development

Community
Bachelor's Degree in Administration and Educational Management

Faculty of Education and Psychology Sciences (FACEP)

AGE Department

Pedagogical University
John Carlos Raposo Beirão Street No. 135, Maputo

Phone: (+258) 21-320860/2 or 21-306720

(+258) 21-322113

Open and Distance Education Center

Distance Learning Program
Avenida de Mozambique, Olympic Village Condominium, block 22 building 4, ground floor, Zimpeto

Phone: (+258) 82 3050353

cead@[Link] / [Link]@[Link]
Technical data

José Lourenço Neves

Scientific Review: Suzete Buque

Review of Distance Education Engineering and Instructional Design: Suzete Buque

Linguistic Edition: Salomão Massingue

Technical editing/Typesetting: Valdinácio Florêncio Paulo

Cover Layout: Valdinácio Florêncio Paulo

Cover Base Image: Gaël Epiney

First Edition © 2017

Printed and Bound by

© All rights reserved. It may not be published or reproduced in any form or means - mechanical or
electronic - without the permission of the Pedagogical University.
Index
Module Overview i

Unit 1: General Notions of Community Development one

Lesson No. 1 3
Historical Evolution of Community Development .................................................... 3
Conceptualization and historical evolution of Community Developmento ............. 4

Lesson No. 2 8
Main Concepts Inherent to Community Development................................... 8
Development, Community, Social Groups, Social Intervention..................... 9

Unit 2: Areas of Community Development Action 21

Lesson No. 1 23
Relationship between Community Development and Education...................................................... 23
Relationship between Community Development and Education ............................................ 23

Lesson No. 2 27
Community Development and Health
Community Development in Healthe .............................................................. 28

Lesson No. 3 31
Relationship between Community Development and Social Exclusion................................... 31
Community Development and Social Exclusion ............................... 31

Lesson No. 4 36
Relationship between Community Development and Macro-Social Action ........................... 36
Community Development and Macro-Social Action

Unit 3: Community Development and Adult Education 45

Lesson No. 1 47
Education VS Development
Conceptualization ............................................................................................ 47
Lesson No. 2 53
Community Development Vs Adult Education............................................... 53
Community Development Vs Adult Education ..................................... 54

Unit 4: The Community Development Process 61

Lesson No. 1 63
Stages of Community Development............................................................... 63
Stages of Community Local Development (CLD) ....................................... 63

Unit 5: The Process of Social Intervention in Community Health 71

Lesson No. 1 73
The Strategies of Social Intervention
The Strategies for Social Intervention in Health Development
Communitys ......................................................................................................... 74

Lesson No. 2 77
TECHNIQUES FOR COMMUNITY HEALTH PROMOTION - An Example
Practical: Participatory Diagnosis and Prioritization of Problems.................................... 77
Community Health Promotion Techniques: Participatory Diagnosis and
Prioritization of Problems

Lesson No. 3 82
Systematization of information that involves the prioritization of problems and the design
from the Challenge Network......................................................................................................... 82
Systematization of information, which involves the prioritization of problems and the
drawing of the Challenge Network. ................................................................................ 83

Lesson No. 4 89
The Socialization of Information and the Participatory Planning of Intervention
Community.
Information Socialization.
Development of the Community Intervention Plan ................................................ 90
1st Social Mobilization......................................................................................... 91

Lesson No. 5 94
Educommunicationo ............................................................................................................. 94
2nd Educommunication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
3rd Training of environmental educators in health and sanitationo .......................... 97
Lesson No. 6 101
Monitoring and Evaluation of the Process ..................................................................... 101
Monitoring and Evaluation of the Processo ............................................................ 101

Lesson No. 7 107

Systematization of the Process .......................................................................................... 107
Systematization of the Process................................................................................. 107

Unit 6: Macro-Social Development Experiences in the World and the Case of

Mozambique 113

Lesson No. 1 115

Modernization Paradigm– Dualist Models and the Paradigm of Poverty– Models
Productivists.................................................................................................................. 115
Modernization Paradigm - Dualist Modelss .............................................. 116
Paradigm of Poverty– Productivist Models ................................................ 117

Lesson No. 2 120

The Dependency Paradigm–Protective and Market Paradigm and Models
Neo-liberals................................................................................................................... 120
The Dependency Paradigm and Protectionist Models.............................. 121
Market Paradigm and Neo-liberal Models............................................. 122

Supplementary readings for the Module 125

Module Overview
Introduction
BE WELCOME AO MODULE DE
Community Development

The Community Development Module in the Course of

Administration and School Management (AGE) constitutes an introduction to

basic knowledge of Community Development.

In fact, the analysis of the development processes of

communities are essential to understand the problems that affect
education, therefore, the development of communities depends on
education.

This module will allow you to develop techniques and knowledge.

to be able to interpret and analyze the different factors that intervene
in the process of developing the communities and thinking
critically the reality, considering the transformation of the various
development sectors, including education, in promotion
of the improvement of quality of life.

Dear student, as you can see, this subject

participates in the human, social, and technical formation of the individual, through

of the development of basic knowledge of theorization and of

planning of development in the communities.

Thus, to better understand the content, the module is

structured in 5 units and 19 lessons contained within them
units in which you will be able to develop learning about the
Community Development.

i
Objectives of the Module
When you finish studying this Module, you should be able to:

Identify the object and the theoretical-methodological bases of

study of Community Development;
Explain the evolution of Community Development;

Discuss the relationship between community development,

economic and social functions of the state and citizenship;

Evaluate the basic concepts of development

community

Characterize the different models of development

community;
Apply community development methodologies
in solving local problems;
Build the methodology of community development
in its various phases;

Who is the Module intended for

This module was designed for all those who are enrolled in
Degree Course in Administration and Management of Education
distance, provided by the Faculty of Education Sciences and
Psychology (FACEP)

Evaluation
Students will be required to solve the exercises that
they are presented at the end of each lesson and presented in the week
preparation for the exam a sheet containing all the exercises

ii
 resolved. It should be noted that the work must be submitted to the tutor.
local.

To assess the level of understanding of the material, a test will be conducted.

written at the end of each specialty tutorial section totaling
2 written tests and finally we will have an exam at the end of the semester (normal)

and recurrence).

Activity Icons

Dear student, to help you navigate the study of this module and
easily text markers of icon type were used. The icons
were chosen by CEMEC (Center for Mozambican Studies and
Ethnoscience) of the Pedagogical University. Consideration was given to the
Mozambican cultural diversity. Below is the list of icons,
what the figure represents and the description of what each of them indicates in

module:

1. Exercise Activity 3. Self-Assessment

sieve
wooden spoon with
[hoe in activity] food to taste
4. Example/study of 5. Debate 6. Group work
case

[Game Ntxuva]
bonfire hands together

iii
7. Take note/Attention 8. Objectives 9. Reading

[batucada playing] shining star open book

10. Reflection 11. Time 12. Summary

[sitting around the campfire]

[sol]
baobab
13. Terminology 14. Video/Platform 15. Comments
Glossary

[Dictionary] computer
Speech bubble

Exercise (work, exercise) – The hoe relates to a

type of work, indicates that it is necessary to work and put into practice or
apply what has been learned.

2. Activity - The spoon with the food to taste indicates that it is

it's time to engage in an activity different from simple reading, and
check how learning is taking place.
3. Self-Assessment – The sieve allows for the separation of elements, that's why

indicates that there is a proposal to verify what has or has not been done

learned.

iv
4. Example/Case study - Indicates that there is a case to be solved
compared to the game of Ntxuva where each game is a case
different.
5. Debate - Indicates the suggestion to join others (in person or
using the digital platform) to exchange experiences, for new
learnings, as is customary around the campfire.
6. Group work - For its completion, there is a need for
mutual aid, that they support each other
7. Take note/Attention - Attention call
8. Objectives - guidance for organizing your study and that
what one should learn to do or to do better
9. Additional reading - The book indicates that it is necessary to obtain

additional information through books or other sources.

10. Reflection – The baobab is robust and strong. It indicates a moment to
strengthen your ideas to build your knowledge.
11. Time - The sun indicates the approximate time you should dedicate to

completion of a task or activity, study of a unit or

lesson.
12. Summary – Represented by people sitting around the campfire
as it is customary to tell stories. It is the moment to
summarize or summarize what was covered in the lesson or unit.
13. Terminology/Glossary - Represented by a reference book,
indicates that the important terminology in this lesson is presented or
So a Glossary is presented with the most common terms.
important.
14. Video/Platform - The computer indicates that there is a video for
to be seen or that there is an activity to be carried out on the platform
digital teaching and learning.
15. Balloon with text - Indicates that there are comments to help you
check your answers to the activities, exercises, and questions of
self-assessment.

v
 Contents
General Notions of
Lesson No. 1 3 Development
Historical Evolution of Development
Community........3 Community
Conceptualization and historical evolution of
Community Development.......................4

1
Lesson No. 2 8
Main Inherent Concepts Regarding
Community Development....8
Development, Community, Groups
Social, Social intervention.............................9

Page 2 - 19

Unit 1: General Notions of Community Development

1
Introduction
Dear student, in this unit, you will be able to learn content
about the historical evolution of Community Development, how
area of economic-social and scientific-academic interest; it may
to learn, likewise, the discussion around the basic concepts of this
area of knowledge.

Furthermore, you will have the opportunity to know the existing relationship.

between Community Development and other areas of knowledge,

especially School Administration and Management.

Objectives of the unit

Thus, upon completing this unit you will be able to:

Identify the importance of historical knowledge.

Explain the historical evolution of Development
Community.
Characterize the object of study of Development
Community as a curricular subject;
Define the main concepts inherent to
Community Development;
Explain the importance of the study of Development
Community in the planning process, Administration
and Education Management.

Community Development, Historical Evolution, Sciences of

Education.

Terminology

2
Lesson No. 1
Historical Evolution of Community Development

Introduction
In this lesson, you will be able to learn about the history of the study of
Community Development in the universal context.

It is important that you learn about this history to understand the

origin of the concept and the action of promoting development to
level of the communities.

This knowledge will allow you, in the capacity of Manager and

Educational planner has knowledge and discernment
to better plan, considering the need to develop
the communities.

Upon completing this lesson, you will be able to:

Explain the historical evolution of Development

Community;
Identify the factors that drove the emergence of
Community Development;
Define the basic concepts of Development
Community.
Objectives

Conceptualization, historical evolution, basic concepts,

object of study.

Terminology

3
Conceptualization and historical evolution of
Community Development
When we talk about Community Development in the media
it is common to hear an expression of irony or
distrust such as, for example, 'I've heard this before' or 'another one
"program to deceive the people." In fact, the expression is not new and,
for a long time, marked the implementation of the programs
governmental.

The idea of community development as a program

governmental emerged in the post-World War II period, with
the division of the world into capitalist and socialist blocs, and with the beginning

from the Cold War, as a strategy of the capitalist countries to ensure

your social order.

Based on the idea that poverty made the people

receptive to communist propaganda and that aid to the peoples
underdeveloped would revert in economic benefits to the USA,
the proposed practical action for community development consisted of
in the implementation of technical and social assistance programs in
poor countries, mainly in Latin America.

It was after the second world war that the development

community-based has established itself as a complementary method of

social intervention to address the social issues of

"conjuncture". (Carmo, 1999: 78). This demonstrates that, with the

worsening of social issues after 1945, society in

general begins to worry about their future, originating the
community development as a form of intervention
social.

From the 1950s onwards, the UN dedicated itselfeto systematize and disseminate

community development as a "process through which

each people participates in the planning and execution of programs
that are aimed at raising the standard of their lives. This implies in
indispensable collaboration between the governments and the people to make

4
effective viable and balanced development schemes
(FRANCISCO, 2007).

Notice that this definition translates the essence of the components

current analysis of development, such as participation
active community, participatory planning, capacity building and the
articulation between civil society and public power.

Activity

Situation A - "The district government of Massingir went to open holes in

water in the village of Banga, because it only obtained the precious
liquid in the river of elephants, where the conflict between man and animal occurred.

However, the community continues to fetch water from the river,

allegedly because those who drink from the water of the fountains would be

bring to you and your family all the spirits of the dead and their
problems. This fact could have been avoided if the opening of
fountains were built after consulting the dead and they
they authorized, which did not happen.

Situation B - 'The FDC built a unit with the community

sanitary in the village of Matutuine. The process involved, beyond
the administrative structures of the district, the traditional leaders,
local traditional doctors and the local population. Among many
aspects that involved the community, it is important to highlight a
training aimed at the elderly women of the community who were exercising the

the role of traditional midwives to start providing services of

birth at the health unit. Thus, the community felt quite
engaged in the process, so much so that today the births are performed
in the health unit.

From the reading you made of the two situations presented above, which one
it reflects the true meaning of promoting development
community? Justify your answer.

Comments on the activity

5
Would it be possible for the actions taken to promote the
development in your community takes into account the
real needs of this, without this participating in the planning and
decision-making on what to do. I suppose not, and I would agree.
with me.

This is how you and I can conclude that the

community development é important factor no
development of a country, as it is a way to ensure the
social well-being of the members belonging to themselves
communities. In this sense, we understand that it is relevant to

community participation in its process.

Thus, community development is constituted as:

A technique for promoting man and mobilizing resources
human institutional, through active participation and
democratic participation of the population in the study, planning, and execution of

community-level programs aimed at improving the

your standard of living (CARMO, 1999).

Note that, in the process of community development, there must exist

a connection between social institutions/NGOs/associations
community and the beneficiary communities of the projects that
we aim to promote your development.

Thus, community development has been gaining its

attribute and playing its role, which is mainly to develop
the community through social projects. For this to happen, the
planning is essential for good professional performance
part of Social Workers, becoming an instrument of
work for the promotion of community development.

Everything that is processed requires a well-organized plan, with

well-defined tasks and objectives, justifying the meaning
attributed to the concept of development. With this, the
community development is a process of social change
planned and conceived to promote the well-being of the population

6
 as a whole in conjunction with the dynamic process of
development.

Lesson summary
Community Development is the process through which each
the people participate in the planning and execution of programs that
are meant to raise the standard of their lives. This occurs where it is
I need to gather the economic, human, and social resources.
cultural and political aspects existing within the community itself that
let us evaluate how the development takes place
same. With this organize oneself, become aware, plan of
participatory way, to empower oneself, in such a way that it is
community choosing the development priorities,
monitor and evaluate the process and the collective usufruct of
benefits of a continuous and progressive.

Self-assessment
What do you understand by Community Development?
2. What are the factors that stimulated the emergence of
Community Development?
3. Talk about the purposes of Community Development.

7
Lesson No. 2
Main Concepts Inherent to Development
Community

Introduction
In this lesson, you will learn about the main concepts
that allow the understanding of the meaning of the promotion of

Community Development.

This knowledge will allow you to apply each concept to

its real significance in the planning process.

Upon completing this lesson, you will be able to:

Upon completing this lesson, you should be able to:

Explain the concepts of development, community, groups

social, social intervention;
Differentiate the concepts of development, community,
social groups, social intervention.
Objectives

Development, Community, Social groups, Social intervention.

Terminology

8
Development, Community, Social Groups
Social intervention.

Concept of Development

Development is a very broad concept, encompassing the factors

economic, social, cultural, political, and religious.

Development is a process of economic transformation,

political and social, through which the growth of the standard of living
tends to become automatic and autonomous. It is a process
social global, in which the economic, political, and social structures of
a country undergoes continuous and profound transformations (UNDP,
2002).

The development aims to expand the possibilities of man in

obtain the resources to meet your needs, in power
to participate in the social and political life of a state. Thus,

Development is a process of economic transformation,

political and social, through which the standard of living growth
tends to become automatic and autonomous. It is a process
global social, in which economic, political, and social structures
a country undergoes continuous and profound transformations. It does not have

it makes sense to speak of development only in economic or political terms,

it's just social... if development does not bring along
social and political changes, if the development
social and political was not for a time the result and the cause of
economic transformations, it will be because we actually did not have

development. The changes observed in one of these

sectors must have been so superficial, so epidermic, that they do not
"they will leave marks" (Brsser-Pereira, 2003, Apud Tenório, 2007: 72).

As you can see, the development currently advocated will

but beyond simple economic growth, or thinking about

9
 separate social development, as it incorporates multiple
dimensions where the center is the man–development.

Thus, this development must ensure access to education,

health, housing, security, family income, enjoyment of freedoms
policies and fullexercise of citizenship among others.

Read the text:

Think of the following: the Mangue family has 6 members (father, mother, 4 children),

whose father is a senior manager at a company and earns a salary of 45

Activity
a thousand meticais, with the right to a personal vehicle, to the Domestic Mother. The son

the 21-year-old attends the 2nd year of Literacy and the 3 children
younger ones do not go to school because the father does not create conditions. Many

often the purchase of food, hospital expenses, and clothing

they depend only on the salary of 4,000 meticais from the eldest son.

Based on what you have just studied about development, is it that the
the scenario of the Mangue family reflects the meaning of the concept

development? Why?

I hope your answer was no, for sure. Why? Because

there is a lot of wealth generated in the family, which is 49 thousand meticals, but it is not

reflect on her well-being.

Comments
That means most of the wealth generated has a dark destination,
only a small part is reflected in the satisfaction of the indicators of
family well-being and, because it is insufficient, it is in a
difficulties.

10
 Mozambique is considered today as a country in the process of
development due to exerting effort, or
policies aimed at ensuring access to basic conditions of
health, education, housing, and others to the entire population, although
Example
still insufficient.

Continuing with our lesson, let's see more next.

fundamental concepts of the module.

Community

It is common to hear or read the term community applied to

design small rural (villages) or urban aggregates
(blocks, neighborhoods), but also to professional groups (e.g.:
medical community, scientific community), to organizations
(school community), or to more complex systems like countries
(national community), regions (European community) or even the
world seen as a whole (international or global community)
(CARMO, 1999: 72).

However, "A characteristic that unites all the designations is the

presence of a given similarity that confers an identity to
system designated by community, which determines a boundary
among the elements that belong to you and those that are
themselves" (Idem.).

Thus, a community must have characteristics that define it,

in a certain geographical area, united by feelings that
manifest their habits, ideas, customs, and values that the
representing, with the aim of seeking and promoting the
development of the same.

11
 Read the following text:

We dare to expose the community as the meeting point of the

citizen with the collectiventhe courtyard of social life, interacting,
Activity
sharing solidarity ties, common interests, beliefs, a feeling
of well-being, belonging, and inclusion. It is the reference point of
action and social intervention. It is the core of group activity, of
institutional organization and the development of personality
human.

Based on the above statement, I would ask: which community do you

belong? Why?

For sure, relateayour community with the place where you live, be it
a city, a town, a village or just a neighborhood but of which
they are part of an economic, material, and sociocultural heritage
Comments common.

The primordial factor inherent to it is undoubtedly a participation.

true to its members in public life through work
community and the organization of its own community. For that
if you want to be active in your community, you need to know it intimately.
way to intervene on it.

Still within our lesson, we will now see more concepts.

fundamentals of the module.

Social Groups:

Social groups are defined by the interaction established between the

people and the existing sense of identity; in other words, it is
the basic form of human association.

12
 However, what differentiates social groups from the so-called 'aggregates'

"social" is precisely the way of interaction between people, that is,

a crowd at a parade corresponds to a social group and
not necessarily to a social group, since they share,
some way, an ideal, a curiosity, however, during its
effectiveness, establish the minimum of communication and relationships

social.

Social groups are those in which the members have

narrow or wide ties, hence the existence of primary groups and
secondary.

Primary groups - those in which the members have ties

narrower, closer, providing greater intimacy and
cohesion, within which common interests extend for long
deadline, being, at times, replaced by affection.

1.

Your family is a primary group for you. In it, even if

if one of the members changes their interests, they do not cease to belong
Example
to the group.

Secondary Groups: are formed by individuals with interests

commons that, after being satisfied, within a certain period, may
end with the dissolution of the group. For example: colleagues from
group, they have the common interest of completing the course, after that

the group dissolves.

As groups grow, they can become formal or

informal, that is, with explicit or implicit rules. A group
it can be transformed into an organization, that is, a group of
people united around a goal, forming a

13
 combination of individual efforts for the sake of purposes
collectives.

2.

In our country, we can find Political Parties, or still

a football team, the educational institution they attend
UP, and much more, like secondary groups.

Read the following text:

Mr. João, father of three children, married to Mrs. Joana for 17 years, is
employee of the Ministry of Education and Human Development
Activity
he lives in the T3 neighborhood with his family. He loves football, so much so

who is one of the Partners of the Matola Sports Club. Frequently

have been at the field with many other fans to watch the games
from the favorite team.

Based on the text above, can you distinguish what the Social Group is?

primary, secondary and a social aggregate?

Have you discovered the groups? If you haven't figured it out, you can go back and read the lesson about

the social groups. You can also read about Social Groups at the address.
[Link]
Comments
Finally, still within our lesson, we will now see the last one.
fundamental concept of the module.

Social Intervention

This concept emerged in Europe, due to the influence of the parties

socialists on the society of capitalist nature countries.

14
 It is defined as an 'action on social situations'
that are generated or were generated by factors that directly or

indirectly contribute to the imbalance of the social system or

for a disaffection of people towards the forms of
social and economic organization"(Moura, 2016).

This aimed essentially to bridge the social issues that

resulted from the capitalist system such as, for example, difficult access
basic health services, education, housing, old age pension,
, with which the majority of the proletarian population was confronted.

As a solution, the governments decided to implement this policy.

intervening in areas where the population felt the effects of the

needs, channeling, in this way, the resources for them.

However, there was no effective participation in this process.
target population, or in other words, the planning was centralized and the
communities participated as mere receivers, or beneficiaries.

It is in this line of thought that, considering some deficiencies of the

social intervention in these molds led to development

community-oriented, a new social intervention that empowers the
segments of the population in the process of promoting well-being
local.

Read the following text:

According to Moura (2006:77), the action of Social Intervention is identified

as a way of acting on:

Activity
Episodic, temporary or chronic situations of danger that
they can have both an individual and a group character,
community, territorial;
Recognized situations of social risk that can both
to present a local character as global.

15
 Based on the understanding you had of the above text, provide examples.
concrete actions that respond to episodic situations in the community.

a) Situations of local social risk and explain why

Do you consider it in such a way?

Did you manage to identify? Did you proceed with the explanation? If not,

achieved, note that for this you must take the meanings into account
of the concepts of episodic situations, within the community and of
Comments situations of local social risk. At the end of this exercise,
procure fitting within the context of social intervention.

Finally, I advise consulting this bibliographic reference.

MOURA, Maria Helena Fernandes. Social Service and Models of
Intervention: from industrial society to risk society. Porto, Porto,
University of Porto. 2006, pp 76-89. Available at
Invalid URL or text to translate.
The provided text does not contain translatable content..
Captured on 10/24/2016. Compare with the answers of your
colleagues.

The children of a community of shepherds and farmers do not go to

school due to her absence. The state, as a way to resolve,
build a complete primary school. This is a social intervention to
a situation of local social risk. But, it may happen that children
Example
they continue not going to school. Why? Because the community does not
participated as a decision-maker of what was really needed, as it was a
external intervention.

If the community had been part of the choice of priorities in the area
in education, I might choose a school with an art component
the trades, or professional technician who would better prepare your children
about agri-forestry. Or maybe I would choose another priority that

16
 could align with the need for education of your children. The latter
it is community development.

Lesson Summary
The concept of development currently advocated is that which
place Man at the center of it, that is, talk about development
It is about improving the quality of life of Man.

The community, although the geographical factor is important, it must

to be united by feelings, habits, ideas, customs, and values that
they represent, with common goals and aspirations.

The social groups are those in which the members have bonds.
narrow or wide or even momentary, hence the existence of
primary and secondary groups.

The Social Intervention currently aims at the empowerment of

segments of the population in the process of promoting well-being
local, through a process of community development.

Self-assessment
1. Comment on the following statement: Development is not
economic growth?

What do you understand by community?

3. Which social group do you belong to by attending the course of

AGE? Explain your choice.

17
Self-assessment comments of unit I
Exercises of Lesson-1

Your answer to question 1 should cover the following aspects: a

participation of the community and all the stakeholders involved, the
planning of actions aimed at improving well-being. For the
Question 2 you should highlight what happened with the division of the world
in capitalist and socialist blocs, the role of the UN in favor of
community development. For question 3, highlight the issues.
aimed at improving the quality of life of the community.

Lesson 2 Exercises

To answer question 1, you must differentiate between these two concepts.

highlighting, for the concept of Development, man as the
center, the need to promote well-being related to the
development indicators, while economic growth is
related to wealth.

Your answer to question 2 should highlight the sense of belonging of a

group, the occupation of a certain territory, the group's objectives
the problems faced by it. For question 3 see the
explanation of the Secondary Group. Therefore, seek to clarify your choice.

18
Supplementary readings of the Unit
CARMO, Brother. Community Development: University
Open. Lisbon. 1999.

FRANCISCO, António Álvaro. Community Development In

Mozambique. Contribution to Its Critical Understanding.
Maputo, Ciedima, 2007.

MOURA, Maria Helena Fernandes. Social Work and Models of

Intervention: from industrial society to risk society. Porto,
University of Porto. 2006, pp 76-89. Available at
[Link]
[Link]/bitstream/.../Servicesocialmodels [Link],
capture on 10/24/2016

UNDP. Mozambique: Human Development Report.

Mozambique, Maputo, United Nations Program for the
Development, 2002.

TONÓRIO, Fernando G. Citizenship and Local Development. River

Grande do Sul, Unijuí, Brazilian Association of Publishers
University women. 2007.

19
 Contents

Areas of Action
Lesson No. 1 23
Relationship Community Development and
of Development
Education..........23
Relationship Community Development and
Community
Education.............................23

2
Lesson no. 2 27
Community Development Relationship
Health..................27
Community Development in Health28

Lesson No. 3 31
Relationship between Community Development and
Social Exclusion............................... 31
Community Development and Exclusion
Social..... 31

Lesson No. 4 36
Relation between Community Development and
Macro-Social Action.....................36
Community Development and Action
Macro-Social......................36

Page 22 - 43

Unit 2: Areas of Community Development Action

21
 Introduction
In this unit, you will learn about the performance of
Community Development in Education, Health, social exclusion,
macro-social action.

Thus, you will also be able to learn about the relationship that exists between the

Community Development with Education, Health, Exclusion

social, and with the macro-social action.

Objectives of the unit

By completing this unit, you will be able to:

Relate Community Development and Education;

Relate Community Development and Health;

Relate Community Development and Social Exclusion;

Relate Community Development and Macro-social Action.

Community Development, Education, Health, Exclusion

Social, Macro Action - social.
Terminology

22
Lesson No. 1
Community Development and Education Relationship

Introduction
In this lesson, you will learn about the importance of study of
Community Development in the planning and management process
of education.

In this way, you will be able to learn to relate Development

Community involved in the planning and management process of education.

Upon completing this lesson, you will be able to:

Describe the importance of Community Development

in Education;
Explain the importance of knowledge of the factors and
Objectives phenomena that influence the development of
communities for better planning and management of
education.

Community Development, Education.

Terminology

Relationship between Community Development and Education

The understanding of the dynamics of processes, factors, and phenomena

that influence the development of communities, has a

crucial importance in the investigation of educational characteristics
of a population.

23
 The knowledge about the communities by the education staff is
very important for the best performance of your functions, thus
as an important factor for curriculum planning, having
taking into account the social reality of each community where the school is located

inserted.

This knowledge aims to adapt the curriculum to each

social situation and the development strategies used by
communities in the sense of the school becoming practically useful
in the daily life of communities.

Currently, educational planning incorporates, in its

actions for the active participation of communities in education management
at the level of curriculum production to school management in
community, as well as the use of the school to enhance the
community in matters related to local development.

For example, the local curriculum introduced in the National System of

Education in Mozambique aims to form citizens
capable of contributing to the improvement of your life, the life of your
family, community and country, starting from the consideration of
local knowledge of the communities where the school is located (INDE, 2003)
According to CASTIANO, 2005).

Therefore, this is one of the examples of a strict relationship between the

Community Development and Education. Because the local curriculum

it constituted a space for the convergence of knowledge formally
constituted in the teaching programs with knowledge from the community
with a view to improving the quality of life of the community.

Produce a short text regarding the school-community relationship.

from your neighborhood, village, administrative post or village. After
produce the text, socialize with your colleagues, to see the
Activity diversity of actions carried out in the community of each one of
you, fruits of the relationship between school and community.

24
 When producing the text about an action carried out as a result of
community school interaction, you may not find something written, but
you can consult the local school, the residents, the Parents' representative and

Comments Parents in the school council. For your guidance,

name of the school
achieved results.

The school embedded in its community can develop projects

educational programs aimed at empowering communities in techniques that
aim for a better and rational exploration of the available resources,
based on integrated and sustainable development.
Example
You can participate in this process, assuming that the main
activity in your community is agriculture, the school along with the
community can empower local farmers about the best
techniques to combat uncontrolled wildfires, the best ones
crops for the type of soil and climate present there, and other aspects.

Thus, all the changes that may occur in the social sphere,
Economic, political, and cultural aspects of the community deserve attention in

process of educational planning aimed at providing better

responses to the challenges of education and communities.

In this way, the need for a greater is evident.

understanding the real situation regarding development alternatives
what communities use, society's expectations about the
education and its contribution to the development of communities.

25
Lesson summary
The knowledge of Community Development is extremely
importance for the process of Administration, planning and management
from education, as this will enable better responses to
challenges of education and communities.

Self-assessment
1. Describe the importance of Community Development
in Education?
2. Pay attention to the following statement:

Community Development is a discipline

essential for the future education manager to be able to
perform its functions without restrictions
a) Comment

26
Lesson No. 2
Community Development and Health Relationship

Introduction
In this lesson, you will learn about the importance of studying
Community Development in the process of health promotion.

Thus, you will be able to learn to relate to Development

Community and the process of promoting Community Health.

This knowledge is important because you will have theoretical support.

scientists that allow you to promote health in the community,
through the incorporation of activities aimed at promoting health
at the community level, in your planning as an education manager.

By completing this lesson, you will be able to:

Describe the importance of Community Development

in Health;

Explain the relationship between Development

objectives Community and community health.

Community Development, Health.

Terminology

27
Community Development in Health
The knowledge of the dynamics of processes, factors, and phenomena
that influence the health of communities, has an importance
crucial in investigating the characteristics of health of
communities.

This knowledge will allow planning actions to be carried out

about the community health plans aimed at improving the
well-being.

The determining factors of health in a given community such as

psychic, biological and social (social inequalities, conflicts
social, activities practiced, etc.), can be individual and/or
collectives.

Thus, the realization of the epidemiological and environmental survey of

a location allows for the understanding of the incidence rate of
diseases related to lack of sanitation infrastructure.

Another important aspect to highlight is the fact that health/disease

they are social constructs in which society inscribes its vision of
world and imposes its organization's mark. Beyond its
biological reality, the understanding of health and disease is relative,
variable with societies and historical periods (SILVA, 2001).

Therefore, the truth is that the experience of health and illness and the

behaviors referred to her are conditioned by the

circumstances of existence and by the forms or lifestyles that
they are molded.

Thus, with the study on health in the community, it is discovered

also the influence of social representations of common sense in
differential medical tendency for classification as a disease,
attribution of diagnoses and definition of treatments, according to the
social groups.

That is, the perception of health and, for example, of a certain

disease in your community may be different from that of others

28
 communities. Thus, the educational strategy for health promotion,
based on the diagnosis and participatory assessment of the community
local.

This process can be triggered in a partnership between school, health and

the community. There, collective efforts can be developed aimed at
to overcome potential health problems in the community. The
The school council serves as a means and space for convergence of
opinions and presentation of activity proposals aimed at
finding better solutions for schools and health
community.

In a partnership between school, health center, and community, it can be carried out

the survey of diseases that are associated with water transmission,

in the absence of sewage collection and treatment and waste disposal, as well as the

Example consequences of inadequate drainage of rainwater in your

community.

Thus, we can conclude that health education

the community emphasizes the empowerment of individual agents and
collectives aimed at raising awareness about health, the
diseases and their causes. Thus allowing for the development of
the ability to choose and decide what to do to prevent
situations that may negatively compromise health
community.

Make a list of environmental health issues in your area.

community, neighborhood or village.

Explain how it could be included in the school's activity plan.

Activity
Answer this question and share it with your colleagues to see.
the diversity of problems that each one encountered in their

29
 community and how it proposed the incorporation of these into the agenda
school

In this activity, seek to list only the problems that affect your
community and see the instruments that regulate school planning,
the functioning of the school and the collegiate bodies of the school. Thus,
Comments find in them the space for placing these problems as being
one of the aspects to be addressed in the school's meetings.

Lesson summary
Health promotion supports personal and social development.
community through the passage of information, education for the
health and the development of life skills.

This way, it increases the options available for people

exercise greater control over their own health and the health of
environment that surrounds it, as well as options that lead to
health.

Self-assessment
1. Explain the relationship existing between Development
Community and Health.
2. What are the determining health factors in a given
community.

30
Lesson No. 3
Relationship between Community Development and
Social Exclusion

Introduction
In this lesson, you will be able to learn about the relationship between the

Community Development and Social Exclusion.

You will also be able to understand the importance of Development

Community-based in solving the problems resulting from Exclusion

Social.

By completing this lesson, you will be able to:

Explain the relationship between Development

Community and Social Exclusion;

Describe the importance of Community Development

Objectives in the solution of problems resulting from Social Exclusion.

Community Development, Social Exclusion

Terminology

Community Development and Social Exclusion

The conception of social exclusion and inclusion evolves over time.
and situation, characterized by an open and flexible definition
(Lopes, 2006; Wixey et al., 2005 cited in BORBA and LIMA, 2011).

31
In a first sense, social exclusion can refer to the notion of
"to stay on the sidelines". Perhaps it would be necessary to start by acknowledging

that exclusion is related to dissatisfaction, the discomfort of

all human beings when they find themselves in situations in which not
you can achieve what you desire and aspire to for yourself and for the
your family (ESTIVILL, 2003).

From this point of view, exclusion would have a certain weight.

subjective, supported by material and symbolic actions. It will be
It is also necessary to remember that sometimes exclusion follows
certain trends, habits or dominant ideas.
You, for example, may feel excluded from certain benefits.
like the lack of a paved road in your neighborhood. This
exclusion is inherently experienced in a negative way.

However, there is a conceptual convergence of social exclusion that

points to the main reason the internationalization of the economy
neoliberal that surpasses individual control, beyond character
multidimensional that manifests with the deprivation of rights
(Lopes, 2006; Barry, 1998; Hunter, 2000; Kowarick, 2003;
Lesbaupin, 2000; Mazza, 2005; Proença, 2005; Sen, 2000; Silver,
2005 apud BORBA and LIMA, 2011.
To better understand this concept, you can access the address
Unable to access or translate content from external [Link] it could
find the various definitions of social exclusion, the factors and the
combat mechanisms.

The phenomenon of social exclusion is a process that affects everyone.

with differentiated conditions and levels. Such a process suggests that the
society is susceptible to social exclusion. In addition to the resources

financial and material, social exclusion includes those who are

limited by a cause or a variety of obstacles, such
such as: discrimination, the lack of local job opportunities,

32
 low qualifications, chronic illness, fear of crime and isolation
geographic (BARRY, 1998; RODRIGUEZ ET AL., 1999; WIXEY
ET AL., 2005 cited in BORBA and LIMA, 2011.

Exclusion can also be positive for a person, a group,

a community, thereby reinforcing its internal cohesion, which results
from this feeling, providing an environment for seeking alternatives
to solve the problems arising from exclusion (ESTIVILL,
2003.

On other occasions, self-exclusion can be one of the conditions for

stimulate artistic and intellectual creativity or a life and reflection
more philosophical-religious.

Artists produce art objects that reflect various facets.

from social exclusion such as poverty, hunger, among others.

Therefore, social service included in development of

community is a platform that works with children, youth,
Example
adults and elderly in the social intervention process, with the aim
to defend the guarantee of human rights and citizenship.

Thus, the Social Worker inserted in the programs of

Community Development plays an important role,
fundamentally in the elaboration, execution, and evaluation of policies
social together with administrative bodies, entities, and organizations
with a view to satisfying the needs of the communities that
feel excluded.

In this perspective, it is possible to coordinate social projects and work on

advisory of public organizations directly or indirectly,

public and private companies, community associations, NGOs,
social institutions and other entities in the field of Social Work
seeking to eliminate social exclusions.

33
 In this context, think about the following: if in your community there is no

if there were maternal-child health services, you being a

Social Worker. What role would you play to reverse the situation?
Activity Answer this question and socialize with your colleagues to see the
diversity of interventions based on what each of you thought.

In all the responses, you certainly talked about the necessity.

to advocate with the local representatives of the state the need
of installing this service to ensure that the community
Comments benefit the same. What differentiates is the strategy that each one will
adopt.

Thus, the appeal to social mediation as part of the process of

Social Service embedded in community development seeks
minimize the existing conflicts or social problems within
a certain community.

In this way, we can affirm that it constitutes one of the

strategies used to intervene in a specific social demand
and resolve the conflicts between the parties involved, or create conditions
for the allocation of resources to excluded communities.

34
Lesson summary
Social exclusion is related to dissatisfaction, the malaise of
Every human being when they find themselves in situations where they do not

you can achieve what you desire and aspire for yourself and for the
your family. From this point of view, exclusion would have a certain
subjective, symbolic, or based on material actions.

In turn, the Social Service integrated into the development of

community is a platform that works with children, young people,
adults and elderly in the social intervention process, aiming to
defend the guarantee of human rights and citizenship.

Self-assessment
1. Explain what Social Exclusion consists of.
2. Describe the importance of Community Development in
solution to the problems arising from Social Exclusion.

35
Lesson No. 4
Relationship between Community Development and
Macro-Social Action

Introduction
In this lesson, you will be able to learn about the relationship between the
Community Development and Macro-Social Action.

You can still learn about the difference between the actions.
macro, meso and micro social.

Upon completing this lesson, you will be able to:

Macro actions refer to large-scale social interventions that often involve government policy or broad social programs aimed at addressing widespread social issues.

Explain the relationship between Development

Community and Macro-Social Action;
Objectives

Community Development, Macro-Social Action.

Terminology

Community Development and Macro-Social Action

The macro scale of social action in community development

it fundamentally considers the structural and institutional factors
that persist in the organization and structuring of different systems
social and economic and/or states.

36
As you know, for example, the Mozambican state is composed
for a political system, a structure of governance and system
social and economic.

The meso scale consists of structures immediately inferior to macro,

however with representative characteristics of the macro, such as by
example, the governmental structures of a province or a
district.

In turn, the micro scale incorporates relational factors.

whose durability is revealed, among other aspects, in platforms
community interaction social.

For example, the community where you live, marked by relationships of

great proximity in facing challenges.

Both levels are composed of mechanisms of greater or lesser.

formality in the various modalities of intervention and action.
However, at the macro and meso levels, they tend to be mediated by supports.

administrative and institutional representation bureaucratic

organizational. While at the micro level, the interactions between
agents tend to be determined by relational processes more
direct and personalized in the community.

As is obvious, to ensure development in the communities

there should be a kind of continuum developed between the three levels
interrelationship between different scales of intervention.

Thus, a more cohesive society is one in which individuals

have the necessary conditions to appropriate a set
of opportunities so that they can achieve a better well-being
social and economic.

The inducing and/or promoting factors of a macro-social action,

they refer to the pillars that support the action of the Social State.
From here, two fundamental dimensions are defined:

37
 1st The increase policies - which result from the macropolicies of
redistribution and the relationship established with the level of wealth

produced by the economy, highlighting the increase in capacity of

equitable redistribution of resources among the different strata
populations (highlighting the most disadvantaged groups) and the
investment in human capital.

In a potentially agricultural community, facing difficulties of

processing, storage and transportation of cereals, the
local representatives of the power of the State can finance, with the
Local Initiatives Investment Fund (FIIL), projects that
Example
we intend to install a grain processing center,
to increase a transport system like this to the places where
there is a need, or for local, regional, or
national.

As you can see, FIIL aims to finance projects of

disadvantaged communities that need support. This is a
a practice that generates a redistribution of income among value chains
productive, thereby ensuring a dynamic in the local economy
the regional, favoring local communities.

2nd Connectivity policies - these arise from the need to

promote good practices and good relationships among citizens and their respective

communities that undergo re/qualification of service actions

of direct public services to the community. This policy incorporates
most focused actions and direct intervention programs in
community as a result of macro-social action.

38
 The state is concerned with ensuring education for
Mozambicans planning and implementing programs of
expansion of the school network to the most remote areas of the country and

training of qualified teachers for teaching in these places.

Example

As you can see, the school that exists in your community, and
all the others result from direct intervention programs in
community to enhance the training of Mozambicans with
quality.

It presents an action resulting from a policy of increment and another

what results from the Connectivity policy, in your district and in your
community respectively. Socializes with the answers of your
Activity colleagues, to see the diversity of actions based on what each one of
you thought.

In the solution of the activity, take into account the actions taken on
cabo by the Mozambican state known in your district,
locality, community or village. Also explain how they guarantee
Comments the resolution of the problems that undermine well-being in these places.

For more subsidies, you can consult the following reference.

bibliographic CARMO, Renato Miguel do. Notes on Evaluation:
Components and Processes. CIES-ISCTE, University Institute of
Lisbon. 2009. Available me observatory of
[Link] captured on 07/10/2016

39
Lesson summary
The macrosocial action fundamentally encompasses the factors
structural and institutional elements that persist in the organization and

structuring of the different social and economic systems and/or

states.

The success of the macro-social action depends on the interrelation with the

meso and micro scale, where an appropriation of the

development strategies by the communities and where the actions are
of development are directed.

Self-assessment
1. Explain how macro-social action relies on
structural and institutional factors aimed at promoting
community development?
2. What does the success of the MacroSocial Action depend on.

Self-assessment comments of Unit II

Lesson 1 Exercises

The answer to question 1 should highlight the understanding of

dynamics of processes, factors and phenomena that influence the
development of communities.

40
For question 2, highlight the changes that may occur in
social, economic, political and cultural sphere of the community
deserve attention in the process of educational planning.

Exercises of Lesson–2
In this lesson, for question 1, take into account the factors and
phenomena that influence the health of communities. For the
Question 2 is just to identify the factors that determine health.
in a given community.

Exercises of Lesson 3
For this lesson, in question 1 highlight the feeling of being excluded.
and remain on the margins, considering the symbolic and material dimension.

For number 2, highlight the role and purpose of Social Work.

inserted in the community development.

Exercises of Lesson 4

In this lesson, the answer to question 1 covers the factors

structural and institutional in the organization of different systems
social and economic and/or states. The answer to question 2 must
highlight the complementarity between macro-social action and the
meso and micro scale.

41
Supplementary readings
CARMO, Renato Miguel do. Notes on Evaluation: Components and
Processes. CIES-ISCTE, University Institute of Lisbon. 2009.
Available at [Link]
captured on 07/10/2016

CONANT, Jeff and FADEM Pam. Community Health Guide

Environmental. South Africa. 2013.

ESTIVILL, Jordi. Overview of the Fight Against Social Exclusion.

Concepts and Strategies. Switzerland, Geneva. 2003

FRANCISCO, António Álvaro. Community Development In

Mozambique. Contribution to Its Critical Understanding.
Maputo, Ciedima, 2007.

MARTINS, Maria José Seixas. Community Development and the

its educational aspect: Comparative Study between Peterborough and
Chaves. Chaves, 2012.

MOURA, Maria Helena Fernandes. Social Work and Models of

Intervention: from industrial society to risk society. Porto,
University of Porto. 2006, pp 76-89. Available at
[Link]
[Link]/bitstream/.../Servicesocialmodels [Link],
capture on 10/24/2016

MORENO, Celestino Jorge Fortes. Community Development,

Social Service and Social Mediation: Role of the Social Worker as
Social Mediator in the Community Development Process.
City of Praia. Jean Piaget University of Cape Verde, 2012.

42
NUNES, Nuno "Social inequalities and collective action in societies
contemporary: the theoretical fecundity of Pierre Bourdieu and Nicos
Mouzelis" In:Sociology, Journal of the Faculty of Letters of
University of Porto, Vol. XXV, 2013.

[Link] Notebook for Education Actions

Environmental and Social Mobilization in Sanitation. Ministry of
Cities. National Secretariat of Environmental Sanitation, PEAMSS.
Brasília, 2009.

SILVA, Luísa Ferreira Da. Community Health: Participation in a

Regulatory Strategy. 2001.

BORBA, Andreilcy Alvino and LIMA, Herlander Mata. Exclusion and

social inclusion in modern societies: a look at the situation
in Portugal and the European Union. São Paulo, n. 106, p. 219-240,
Apr./Jun. 2011. Available in
Unable to access or retrieve content from the given URL.
captured a
25/11/2016

43
 Contents

Development
Lesson No. 1 47
Community and Education
Education VS Development.................................47
Conceptualization...............47 for Adults
Lesson No. 2 53

3
Community Development Vs Education of
Adults...............53
Community Development Vs
Adult Education....... 54

Page 46 - 59

Unit 3: Community Development and Adult Education

45
Introduction
In this unit you will learn about the relationship between the
Development and Education and Community Development and
Adult Education.

This knowledge is important because you will also be able to learn.

to integrate actions aimed at developing into the education planning
the communities, making use of Adult Education.

Unit Objectives
Upon completing this unit, you will be able to:

Define the concept of Education;

Explain the relationship between Development and Education;

Explain the relationship between Community Development and

Adult Education.

Community Development, Adult Education.

Terminology

46
Lesson No. 1
Education VS Development

Introduction
In this lesson, you will learn about the relationship between Education and the

Development.

The knowledge of this relationship is extremely important for you.

as an educational planner and manager, as the development of
society depends on the education system provides
to its members.

Upon completing this lesson, you will be able to:

Explain the role of education for development.

Relate education and development.

Objectives

Education, development.

Terminology

Conceptualization
The importance of education recognized in the 20th century has

continuing to deserve the proper attention from important

world organizations (see UNESCO, 2005, United Nations
Development Programme, 2008, and about Africa in particular,
UNESCO, 2008 cited by CALERO.

47
For example, according to UNESCO, the 4 educational pillars
for the 21st century will be:
1st Learn to Be. This personal competence has to do with the
self-knowledge, which allows the creation of an identity
own and unique as a basis for a life project throughout
which should continue this type of learning.
2. Learning to Live Together. This social competence has
what to see with the development of attitudes and values that allow
a positive relationship with others (family, friends,
colleagues, etc.) and with the environment (community, city, country,
etc.).
3. Learning to Do. This productive competence relates to
the ability to create and develop transformations in the spheres
environmental, cultural, political and economic, so that, for example, if
develop skills capable of facing the market of
work.
4. Learning to Know. This cognitive competency has to do with
with the recognition of all knowledge about learning to
learning to learn, teaching to teach
and knowing how to know (‘knowing to know’).

As can be inferred from the pillars of UNESCO, education

it constitutes the source of competence development for life.

According to CALLEJA (2008:115), education "is, above all, a

human transformation process through instruction. This short
and profound definition places us before the essence of education - the
instruction.

In turn, CARIDE (1983) cited by MARTINS (2012), states

that education is a creator of development has influence both
in both individual and group opportunities, drives the
social mutability, improves financial commitments and
encourages or distributes wealth in a more equitable manner, that is

48
 provides adjusted conditions for economic development and
social welfare.

Education is both the reason and effect of development.

in the same way, development is likewise cause and effect
from education.

In reality, the very process of development is supported.

Through education, thus, education is an organic part of the process.
of the development of a society, however it may be
formal or informal.

Education can be Formal, which consists of a process of

train and develop people in knowledge, skills,
professionally and character in a structured and certified program.

You attend the AGE course, you are facing an education

The existing education system in the country, from the planning
central in the Ministry of Education and Human Development,
Even secondary and primary schools are part of education.
Example
formal.

Education can also be informal, that which does not have a

structured program in a curriculum, it processes for the level
from family, community, ethnicity, in daily life.

You, for example, have an instruction resulting from education of

your parents at home can educate your children without needing a
curriculum for such.

Therefore, education is the way society has to guarantee

qualified men to promote development.

49
 In turn, development fosters education. Let's see,
you are graduating from this course because there is a need for
qualified people in AGE.

Read the following text excerpted from the work of CALEIRO, António.
Education and Development: what kind of relationship exists? Évora.
University of Evora. Available
Activity [Link]/download/ELA_teaching_researchcaptured
November 21, 2016

In terms of economic competitiveness, this means that the

The advantages of a certain country do not necessarily pass
due to the abundance of natural resources and cheap labor, and yes,
of the work factor that, being better educated/trained, can
make the most of, or rather, the existing technology. Thus, a
an increase in productivity may lead to greater growth
economic, as a result of increases in the level of education.

1. Based on the text above, make a comment about the relationship

between education and development, looking at our

country. Then share the answers with your colleagues, to
see the diversity of actions based on what each of you
thought.

For the resolution of your exercise, you should look at the indicators.
based on a period, it can be 10 years or more. To do this
refer to the UNDP Human Development Reports
Comments (1995), UNDP (2005) or UNDP (2015). Compare the rate of
illiteracy in 1995 and that of 2005 or 2015. Also see the
others and sectors such as health, housing. Finally, compare the levels of

50
 underdevelopment when the global illiteracy rate was
very high, in relation to the moment it starts to decrease.

Through this perspective, it could then be said that education

it would be an appropriate plan to overcome the difficulties of
underdeveloped communities, thus alleviating situations of
poverty and lack of social security.

It is in this context that education serves to solve the problems of

underdevelopment through instruction, training, and preparation for the
future based on the knowledge of the past and experiences of
present.

You can also consult the work of CALEIRO, António. Education and
Development: what kind of relationship exists? Évora. University
of Évora. Available
[Link]/download/ELA_teaching_researchCaptured
November 21, 2016

Lesson summary
Education is both the reason and effect of development.
in the same way, development is likewise reason and effect
in education. In reality, the very process of development
is supported by education, thus, education is an organic part of
development process of a society.

51
Self-assessment
1. Differentiate formal education from informal education.

2. Explain how education is interconnected with the

development.
3. Look for examples in your community that clarify the
interrelationship of education with development.

52
Lesson no. 2
Community Development Vs
Adult Education

Introduction
In this lesson, you will learn about the relationship between Development

Community and Adult Education.

In this way, you will be able to learn to relate education to

Adults with Community Development in the process of
planning and management of education.

You will still be able to take advantage of the knowledge and concerns of

adults for school planning, considering that Education of

Adults constitute an opportunity to promote the
development.

Upon completing this lesson, you will be able to:

Explain the relationship between adult education and the

community development;

Propose pedagogical actions of the school aimed at empowering.

Objectives adult students in knowledge aimed at promoting the
Community Development.

Adult education, community development.

Terminology

53
 Community Development Vs Education of
Adults

Adult education is characterized as a proposal

flexible pedagogy that considers individual differences and the
informal knowledge of students, acquired from experiences
daily and in the world of work.

The adult individual already brings their life experience, which is why there is a

change of what will be taught in order to make it

significant and attractive to captivate the adult.

Adult Education does not only refer us to a question of

age specificity, it brings us to a question of
cultural specificity, considering that the adult who seeks this
type of education is an individual in a situation of unemployment, it is a

worker in search of better living conditions and who fights to

overcome the precarious conditions in which he/she lives.

In your community or neighborhood, there are many families, assuming that

In each of them, a member will attend the education of
adults. The group would consist of people in the same situation
economic social? Certainly, your answer would be no.
Example

Thus, the adult educator must be prepared to work

with each type of life inserted in the classroom in the sense of applying
knowledge in the community and have implications for improvement of the

quality of life.

A good educator-adult interaction contributes to the educational process

of adults, thus enhancing the development of the adult and the
educator.

Moreover, the educator must be prepared for the different

ages you will encounter, as it is necessary to be able to bring them together to

form a cultural group within adult education.

54
Logo that achieves the intended results must assume a
step forward for social planning and the participatory dimension.
Here three components are involved:

1. the community - expresses the problems and the needs that

judges as more important;

2. the technical sphere – it is up to him to propose a series of objectives, such as

consequence of the problems uncovered by the investigation;

3. Political power or administrative authority - selects the

general objectives in the global model of politics, taking into account the

specific context of the community.

It is the concerted social participation in adult education that makes

community intervention is viable and can strengthen and create new
organizational, group, institutional, and community instances.

These new group instances are starting to look at the problems of

common community is that they can ensure the continuity of the
actions undertaken and new ones that transform behaviors,
knowledge and skills for productive social roles, which
allow the affirmation of the individual personality of the members
as a community collective.

This is where adult education is seen as an opportunity to

promote community development. Thus, the planning
The school's educational process should already foresee actions aimed at seeking the

experiences and concerns of adult students, and a platform

of interaction, with them, not only as students, but as
representative members of families from a community, whose
Concern is to ensure the well-being of these.

Thus, the school council together with the adults can identify
the problems and potential individual and collective solutions, and in
to the extent possible, act on them with a view to triggering
positive and significant changes in the community.

55
 As an Education Planner and Manager, present a project
school - community, through adult learners, in the school or
educational institution where you will work in the future. Then
Activity socialize the answers with those of your colleagues, to see the
diversity of actions based on what each of you thought.

For this activity, you must present an idea that includes a

school, a set of problems that the community faces and that
the adult students were presenting during the teaching
Comments discussion of the contents of various subjects.

Thus, the teacher brings these concerns to the school administration and to
school council where they are presented. But for that, the school
must have already included, in your planning, a project or activity
that aims to address the concerns of adults in order to promote
the development in the community.

You can suggest and participate in a training project for

fishermen from the community, in terms of sustainable fishing, if it is
the case. Many other examples can be suggested.

Example But for that to happen, the school or educational institution must
to be attentive to the problems faced by the community,
taking advantage of the presence of adults from the community as students of the

school. Through this way, together with the community and, with it, design

collectively propose solutions.

56
Lesson summary
Community development and adult education go hand in hand.
the two hand in hand with the sole objective of collaborating to the
sustainable development of global society.

Adult education is a tool at the service of

community development, which is the main objective of the
adult education process.

As has been proven over time, both adults

like children, they need to be in constant learning
as a way of adapting to the changes that evolution
socioeconomic changes will come with the passing of time.

Self-assessment
1. What is adult education?
2. Explain how Adult Education contributes
for community development.

57
Self-assessment comments of Unit III
Exercises from Lesson 1
For question 1, highlight the issue of the formality of the process.
in formal education, which does not exist in informal education. For question 2

highlight the effects that education has on development

the reverse. The text of the activity contained in lesson 1 of this unit
they can also help you answer. For question 3 seek
facts that illustrate the relationship between education and development, which are

many for sure.

Exercises from Lesson 2

To answer question 1, consider the characteristic
from adult education. For question 2 highlight the
concerns of the community that adults bring to the room, the
educational institution and the planning it can develop that
includes actions aimed at supporting the community.

58
Complementary readings
CALEIRO, António. Education and Development: what kind of
Is there a relationship? Évora. University of Évora. Available at
[Link]/download/ELA_teaching_research
Captured on 11/21/2016

CALLEJA, JoséM. R. "The Teachers of This Century. Some

Reflections. In. Institutional Journal of the Technological University of
Chocó. 2008 pp. 109-107 Available em
The provided text is a URL and cannot be [Link]
on 08/12/2016.

FONSECA, Fátima. Community Development and Education

Adults. Vila Nova de Gaia. Piaget Institute.

MARTINS, Maria José Seixas. Community Development and the

Your Educational Aspect: Comparative Study Between Peterborough and
Chaves. Chaves, 2012.

SANTOS Henrique. Community Development Vs. Education:

Two Sides of the Same Coin? 2002.

59
 Contents

The Process of
Lesson No. 1 63
Development of
Stages of Community Development
Stages of Local Development Communities
Community (DLC)...........63

4
Pages 62 - 70

Unit 4: The Community Development Process

61
Introduction
In this unit you will learn about the stages of development
community that can assist in the planning and management of
education, with a keen eye on the problems of the communities where the
schools are inserted.

You can also learn about how the process develops

involvement of communities in order to identify problems and
community-level solutions, based on active participation from the
same community.

Unit objectives
Upon completing this lesson, you will be able to:

Identify the stages of Community Development;

Explain the stages of Community Development.

Community development; stages of development

community.

Terminology

62
Lesson No. 1
Stages of Community Development

Introduction
In this lesson, you will learn about the stages of development.
community. This knowledge is important in planning and
education management, as it will allow you to know how to integrate

activities for promoting community development to

plan educational actions.

But also, as a member of a community, you will be able to learn

how to engage in the development process of your
community.

Upon completing this lesson, you will be able to:

Identify the stages of the development process

community;

Explain the steps of the induction process of

Objectives community development.

Stages of community development.

Terminology

Stages of Community Local Development (CLD)

The process of community development is a topic addressed

by various authors, who present methodological proposals

63
 different and other consensual regarding the promotion of
development of communities.

However, in our understanding, in the DLC methodology for its

application, we can present the following steps:

a) Awareness and mobilization of the local community (more

instructed to the least educated, local leaders, all extracts
community social–religious, political, and economic.

This phase is of extreme importance in the process, it aims to

create an awakening of the local community about the local social situation,
the perspective of development of the country, province, and locality
seeking to find synergies among the social actors. This
the activity constitutes a preliminary phase of the entire process.

1. Considering that your community faces problems of lack of

water for domestic consumption, lack of a sanitation unit and a
police station. What should be done so that everyone together can

Example discuss around these problems and find solutions?

As you may notice, it is the awareness and mobilization of

local community that will create this moment, even though they are

known local problems, this stage constitutes the moment

of treating them as a group.

b) Signature of the memorandum term between the civil organization,

community or national non-governmental organization or
foreign and the local Public Power involved in the activity.

c) Contact between the Municipalities and the Training Institutions.

d) Training and awareness of local actors in two

blocks: Public Power and social leaders, seeking to reinforce the role
to be performed by them, the importance of planning

64
participatory, and also for the management possibilities of your
own development process.

Consciousness develops in the social base; it can be naive and

manipulated, it can be critical, problematizing, and objective. And this if
builds through dialogue based on reality, on facts and on
concrete actions.

It is also worth noting that the social bases, however, can

develop a consciousness, assuming the objective reality of
world, of man and things, assuming a continuous process of
development of reality and action upon it, having therein
critical consciousness (Sousa, 1999, apud. Francisco 2007).

Therefore, training constitutes a moment of awakening the

community actors about their reality, about the problems and
proposals for solutions of the same, where they must choose.

Formation of the DLC Council or Forum and selection of the Team

Manager, the body responsible for coordinating the DLIS in
locality.

This must be composed by consensus from the main leadership.

places, elected in the community, in addition, it must be representative of
all political and social sectors present in the locality.

Three representatives also participate in the DLC Council or Forum.

previously determined in the strategy: the manager of
local community, a representative of the State Government and the
local municipality representative.

f) Development of the Local Participatory Diagnosis: refers to the

survey of the local reality, which should include the main
problems and potentialities in all areas (social, economic,
cultural, environmental, physical-territorial, and political-institutional.

65
For its preparation, rely on local leadership - gathered in the
Forum or Local Development Council. From this
diagnosis defines the Local Development Axis, line of
identified action for planning social-oriented actions,
economic, environmental, educational, political.

g) Development Plan elaboration, document

composed of the objectives to be put into practice and their actions
but more relevant, taking into account medium and
long term.

It will be through the Plan that the already identified local potentialities
during the implementation of the local participatory diagnosis, there will be

worked in a way to develop and overcome problems

detected.

h) Preparation of the Local Agenda, a document containing the actions

extracted from the plan and that will be prioritized and articulated with the

partners.

The Agenda runs from the Plan, but is not to be confused with it. The Plan

contains short, medium, and long-term actions, while each

Agenda is made only for the short term.

i) Autonomous preparation for the functioning of the Council or Forum

of DLC. At this moment, the Training Institution starts the

disengagement process from the program and carries out the last
on-site training.

This moment is reserved for reviewing the last issues.

relevant to the strategy, mainly to check if the Council or
Forum is prepared to negotiate the preferred shares in
Local agenda, ensuring that the local community can, by itself, and
continuously develop activities that ensure the
sustainability of the project.

66
 You definitely realize that from phase 1 until now,
the local community has always been accompanied by representatives
places in the state or municipality, including the training technicians.

The actions developed to date with this community,

the community is brought to awaken its attention, maximizing its
knowledge and understanding of local development and
specific techniques for solving the problems at hand.

And this phase aims essentially to allow the community to already be able to

walking by itself.

j) Negotiation of the actions of the Local Agenda; it will be at this moment that

the actions of the agenda will be articulated with the district government,

Municipal, non-governmental organizations, organizations

international, companies, through the intermediation of the Coordination
State of the program that, from this moment on, starts to exercise
the role of articulating agent of the strategy, bridging the
Council or Forum and the other partners.

k) Monitoring and evaluation of results. Regarding this point, it

processes continuously, because from step 1 to the current step the
monitoring is permanent and consists of moments of evaluation in
action.

2. Although at the end of the semester you take a final exam in the subject.
of Community Development, throughout it will make other of
control.
These are used to measure the degree of compression of the material, the
Example
understood contents, the errors and failures in order to eliminate them
errors and improve knowledge.
This is how projects should be developed. An evaluation
continuous that checks the successes and failures, we are facing

67
 monitoring and, finally, a comprehensive evaluation of the project, at the end of it all

the process designed within the scope of the project.

Considering a specific reality, or yours

community, where it is proposed to develop a community project,
make a scheme, or a table containing two columns. The 1st column places the
Activity phases or stages of developing a community project, and the 2nd
list the activities to be developed for each stage.

Be succinct, that is, include only two activities for each phase.

After producing your table, share the answers with those of yours.
colleagues, to see the diversity of actions based on what each one of
you thought.

To compose the table with activities, take into account the

objectives for each stage, including only two activities for
each one.
Comments
Did you manage to create the table? If not, consult the indicated works in the

bibliography, they will support you in resolving the activity.

Lesson summary
In the DLC methodology, success depends primarily on mobilization.
awareness and empowerment of the local community and the
maintenance of dialogue and action spaces with external actors. Without
the collective consciousness and the empowerment of the population would be

It is impossible that she is the author and actor of her own.

development.

Awareness must be linked to a specific reality,

and face it as particular and tied to theory, to practice, the verbalism and
action. For speech without action is "dead", "worthless". In this

68
 process, dialogue plays a fundamental role, as it functions as
the vehicle for exchanging messages and information about the situation

specific.

Self-assessment
1. Talk about the importance of awareness in the process of
Community Local Development.
2. Explain the role of participatory diagnosis.
3. Explain the difference between the agenda and the plan.

Self-evaluation comments of Unit IV

Exercises of Lesson-1

To answer question 1, highlight the development of a

enlightened awareness about the reality of the citizen or member of
a community.

In the answer to question 2, the participation of all those involved is highlighted.

and the relevance of the results of this survey. For question 3

highlights the relationship between the agenda and the plan, and from this relationship is found the

difference related to the aspects to be carried out and expected time

in each of them.

69
Supplementary readings
CARMO, Brother. Community Development: University
Open. Lisbon. 1999.

FRANCISCO, António Álvaro. Community Development In

Mozambique. Contribution to Its Critical Understanding. Maputo,
Ciedima, 2007.

UNDP. Mozambique: Human Development Report.

Mozambique, Maputo, United Nations Program for the
Development, 2002.

70
 Contents

Lesson No. 1 73
The Process of
Social Intervention Strategies73 Social Intervention in
Social Intervention Strategies in Development
from the health of the Communities74 Community Health
Lesson No. 2 77

5
COMMUNITY HEALTH PROMOTION TECHNIQUES - An Example
Practical: Participatory Diagnosis and Prioritization of Problems ....77
Community Health Promotion Techniques:
Participatory Diagnosis and Prioritization of Problems....78

Lesson No. 3 82
Systematization of the information that involves the prioritization of
problems and the design of the challenge Network....................................82
Systematization of information, which involves the
prioritization of problems and the design of the Network
challenges.83

Lesson No. 4 89
The Socialization of information and Participatory Planning of
Community Intervention...89
Socialization of Information.89
Development of the Community Intervention Plan .............90
1st Social Mobilization91

Lesson No. 5 94
Educommunication94
2nd Educommunication95
3rd Training of environmental educators in health and
sanitation97

Lesson No. 6 101

Monitoring and Evaluation of the Process101
Monitoring and Evaluation of the Process ...........................101

Lesson No. 7 107

Systematization of the Process107
Systematization of the Process107

Page 72 - 112

Unit 5: The Social Intervention Process in Community Health

71
Introduction
In this unit, you will learn about action strategies in
intervention on community health and the techniques of
social intervention in Primary Health care in the community.

This knowledge is extremely important for you to know:

first, integrate this component into the planning process of
activities of this kind at the educational institution where he/she works;
second, to better develop alongside the community and technicians
health, actions aimed at improving the environmental health of the
community.

Thus, you will learn based on the examples presented in

unit, how to implement a health promotion action in
community.

Objectives of the unit

Upon completing this unit, you will be able to:

Identify the pillars of the social intervention strategy in

community
Explain the social intervention techniques in the community;
Participate in activities to promote Primary Care
health in the community.

Social intervention techniques, community health.

Terminology

72
Lesson No. 1
The Strategies of Social Intervention

Introduction
In this lesson, you will learn about intervention strategies.
social. This knowledge is important for you because it will give you
necessary bases for the implementation of intervention projects
social in the communities that can be developed by
educational institution where she works.

Upon completing this lesson, you will be able to:

Identify the pillars of the social intervention strategy;

Explain the basic pillars of social intervention in

community.
Objectives

Strategies, Social Intervention.

Terminology

73
 The Strategies of Social Intervention in
Development of the health of Communities
Social intervention in communities must be adjusted.
permanently according to the differentiated contexts and their
transformations. It is an intentional and continuous process of
research-action, where learning occurs through participation and by

experience. The actions and strategies proposed in the Action Plan

are divided into 5 pillars.

1st - The importance of social participation and community organization,

that addresses the need for articulation among the various actors
involved social factors and presents some possibilities of
contribution of these actors in the development of the works of
environmental education in sanitation;

If a project for promotion and development were to be developed in your community

If you were excluded, how would you feel? That's why the participation of
everyone at all stages included in this and in the following pillars is one of
main axes of the process.
Example

2nd - The planning of participatory diagnosis, which highlights

some information about the conduct of diagnostics and presents
a methodological proposal based on generating themes, which
they address the different dimensions of sanitation and seek
provide research information and necessary subsidies
to the assessed knowledge of reality, as well as an adequate
planning of interventions;

3rd - The participatory intervention plan, which clarifies what they are
environmental education interventions in sanitation and presents
some suggestions for actions based on a hypothetical scenario,
considering the possibilities of intervention and mobilization

74
 social, the training of popular environmental educators, the
"socio-environmental educommunication" and the implementation of practices and
social technologies;

4th - The monitoring and evaluation of the process, which highlights the

need and importance of its realization, and presents questions

guides in the construction of monitoring indicators, well
like some questions that seek to assess the criteria of
evaluation of the works;

5th - The systematization of the process, which points to the need and
the benefits of carrying out the analytical systematization of
developed experiences.

This aims to subsidize new initiatives and provide the opportunity for
emergence of positive references. However, the process must be
continuously and, in the presence of a good state of health
The community depends on the continuity of community projects.

Make a diagram, or a table containing two columns. The 1st column contains the

5 estratégias e a 2ª coloca as acções a serem desenvolvidas para cada

strategy. After producing your table, share the answers
Activity of your colleagues, to see the diversity of actions based on what each
one of you thought.

To compose the table with activities, take into account the

the essence of each strategy and conceptualizes actions based on the situation
of health in your community.
Comments
Did you manage to carry out the activity? Now, do the work with others.
two colleagues, sharing the actions that each one thought of, and choose
two best for each strategy and fill the table again.

75
Summary of the lesson
The methodology of intervention in improving community health,
always necessarily goes through the five pillars, namely:
importance of social participation and community organization, the
planning of participatory diagnosis, the intervention plan
participatory, the monitoring and evaluation of the process and the
systematization of the process.

However, once again the collective consciousness and the automation of

population is the key to the success of the process. For the initiative
the population's own responsibility to solve health issues, starting with
recognition of the health situation of the community by itself
community is the key to the whole process.

Self-assessment
1. Identify the five pillars for health promotion
community.

76
Lesson No. 2
COMMUNITY HEALTH PROMOTION TECHNIQUES
A Practical Example: Participatory Diagnosis and
Prioritization of Problems

Introduction
In this lesson, you will be able to learn from a practical example.
one of the fundamental steps in promoting community health,
what is the realization of Participatory Diagnosis and Prioritization of
Problems.

Once again, this knowledge is important because it will equip you.

the necessary bases to develop, together with the community and
health technicians, actions aimed at improving the environmental health of
community.

Upon completing this lesson, you will be able to:

Explain the information gathering technique and

identification of scenarios (Participatory Diagnosis);

Apply the information gathering technique and

Objectives identification of scenarios (Participatory Diagnosis).

Participatory Diagnosis.

Terminology

77
 Community Health Promotion Techniques:
Participatory Diagnosis and Prioritization of Issues

Suggested Topic - Sanitation and Public Health

Objectives - Identify the epidemiological aspects, main

diseases and ailments related to a lack of sanitation, as well as the
existing health promotion structure.

a) Gathering information and identifying scenarios

Participatory Diagnosis

The conducting of the epidemiological and environmental survey of a

locality allows for the knowledge of the incidence rate of
diseases related to lack of sanitation infrastructure.

Thus, identify the diseases in your community that are associated.

to the water supply, to the lack of sewage collection and treatment and of
waste, just like the derivatives of inadequate drainage of water
the rains are the objective of the diagnosis for this topic.

For the realization of the environmental health survey of a

the community may question the following:
Example

What is necessary to know? Guiding Questions

Has any health diagnosis been made in the
What are the most common diseases?
The epidemiological profile of
The diseases present in the community are
community
associated with lack of sanitation?
What are the most common diseases recorded in the
health posts? What are the main symptoms

78
 The existence of units of presented? Is there any program linked to
attention à health na prevention of these diseases?
community; Are there health units in the community? A
Is the service capacity sufficient? How many?
people are treated for diseases related to
lack of sanitary infrastructure?
The programs of
Is there a technical team that carries out diagnosis and
healthcare, with
sanitary improvement actions in the community?
special attention to diseases
Are there health agents working in the community?
of water distribution and
derivatives of the lack of There are health programs for special care.
to diseases caused by lack of sanitation?
sanitation.

As you can notice, at this stage (diagnostic realization), the

issues are concerned with the promotion of human health and with
the integrity of natural ecosystems, however, a series of
problems arising from the lack of sanitation and education
environmental as well, may have been identified.

For example, problems such as the lack of water cleaning and basins.
hydrographic, existence of waterborne diseases, weak
access to information on sanitation and water resources, etc.

The table in the example above presents two columns with questions.
essential in the assessment of the environmental health of your

community/neighborhood or village. Add a column with answers

Activity based on your community.

After producing your table, share the answers with those of your
colleagues, to see the diversity and specificities of the health situation
environmental of the community/neighborhood/locality of each of you.

79
 To solve the exercise, create the table with 3 columns, as
come down and fill in based on the real scenario of your
community/neighborhood/location.
Comments

What is necessary Questions what Responses/situation of

know? They guide community

After sharing with your colleagues, you will see the differences, but it is
it is possible that, in certain cases, the diagnosis has indicated
similar problems.

Thus, based on the reality encountered, the search for

strategies to solve such problems; however, for
understanding them better and seeking possible solutions is necessary
organize the collected data.

With the systematized information, it will be easier to identify the

most significant problems in the locality and develop a Plan for
Intervention for your confrontation.

Thus, we propose the following actions for the next lesson

systematization of information: the prioritization of problems or of
Solutions and the Design of the Challenge Network.

80
Lesson summary
The conduct of the epidemiological and environmental survey through
active participation of everyone in a locality enables the
knowledge of the incidence rate of diseases related to lack of
sanitary infrastructure.

Identify the diseases that are associated with waterborne transmission and the lack of

of sewage and waste collection and treatment, as well as those arising from
inadequate drainage of rainwater and other problems.

Self-assessment
1. Explain the role of information gathering and
identification of scenarios (Diagnosis - Participatory).
What is the purpose of conducting the diagnosis for
sanitation and public health?

81
Lesson No. 3
Systematization of the information that involves prioritization
two problems and the drawing of the challenge network.

Introduction
In this lesson, you will learn about the Systematization of
information that involves the prioritization of problems and the design
from the Network of challenges.

This knowledge is important, as it constitutes another step of

a set of actions carried out aimed at improving health
environmental of the community.

Upon completing this lesson, you will be able to:

Explain the process of Systematization of information

resulting from the participatory diagnosis;

Prioritize the problems in the design of the Challenge Network

Objectives resulting from the diagnosis of the problems in your community.

Systematization of information.

Terminology

82
 Systematization of information, which involves the
prioritization of problems and the design of the Network
challenges.

Prioritization of Issues

Once the information about the community is obtained, we

different aspects related to environmental education and to
sanitation, there is the set of problems identified in each
generator theme.

When there are many problems and goals to be achieved,

to solve or minimize them, it is necessary to prioritize the
most relevant.

You, for sure, although you have many matters to resolve during the day...
day, establishes priorities based on the most urgent needs and
existing conditions to solve them.

Example These conditions would be criteria that guide the decisions you
takes to solve problems. This way, a
project that aims to benefit the community, raising questions and
criteria for selecting priorities.

Thus, to make this selection, it is important to take into account

some questions: What are the real risks that the continuity of
identified problems may pose a risk to public health or to
integrity of ecosystems, in the short, medium, and long term?

Or even, what are the impacts that, when resolved or

minimized, can they bring benefits to everyone? In what way these
Do questions interfere with our reality?

It is necessary to establish criteria to prioritize the

ordering of the solutions to the problems. Such criteria must be
established and agreed upon by the groups that are conducting the

83
works. Social, economic, cultural, political criteria,
Environmental and technical factors must be considered.

In economic terms, it is important to know how much it costs to resolve

You minimize a certain problem, and if these costs are worth it.
regarding the benefits that will be obtained, with the aim of doing
a cost-benefit analysis for each alternative.

In the social criterion, it is important to know whether the solutions considered for the

the problem will encompass the entire community or, at least, to

people who are being affected by the same problem, reflecting
about to what extent such solutions foster equity and social justice.

Regarding the political criterion, it is relevant to highlight whether the community

and the local authorities will support the undertaking and its
continuity, in view of the desire for the well-being of citizens.

It is essential to know about the existing conflicts, even those

that remain hidden, veiled by personal interests, once
which can in many cases result in legitimate processes, in the
which community would benefit.

As for the environmental criterion, it is necessary to know if the investment will bring

greater protection for natural resources that are in some way

being impacted or threatened.

It is important for the sustainability of interventions that the

technologies used must indeed have the concern to comply with such
paper.

Network of Challenges

84
 The identification and prioritization of challenges is a relevant step for
to follow up on the new actions. Only with the completion of this
At this stage, it will be possible to obtain a view of the set of problems.

The strategies outlined for the solution or minimization of a

problems must take into account the effects that will be produced on
other interrelated problems.

Therefore, it is important to have clarity about the network of relationships among them,

drawing it coherently to propose more strategies

assertive.

The identified priority list should guide the development of the Network.
of Challenges and the possible paths to be taken. Next,
the design of a hypothetical Challenge Network is exemplified,
related to hypothetical problems found in the survey
Example
of the environmental health of a community carried out in lesson 2. Such as:

Polluted water from watersheds,

Existence of waterborne diseases,
Poor access to information about sanitation and resources
hydric, etc.

Challenge Network Challenge Network of Challenges

PRIORITY/CHALLENGE: Possible paths

Reality to be faced (Positive agenda)

Water and basin cleaning Adoption of measures by the agents

hydrographic polluters, through the polluter pays principle
payer by demand of the environmental authorities or
of the public ministry.
Eradication of diseases of Search for investments tailored to the
local demands for the reduction of the deficit
water circulation
sanitation infrastructure and the quest for

85
 universalization of access to services of
sanitation. Conducting campaigns.
Access to information about Development of educational processes
sanitation e resources addressed to the clarification about the
sanitation services, the infrastructure
hydric
necessary, the issues of public health.
Strengthening of processes • Establishment of local action groups
of social mobilization Conducting community meetings
Holding public hearings
Strengthening of municipal councils
Holding municipal conferences
Strengthening the Waste and Citizenship Forum
Strengthening of associative bases
(cooperatives, associations, commissions among
others.)
Creation of educational process mechanisms aimed at reflection
social organization about the rights, duties, and possibilities of
organization and social participation, bringing to
the agenda the importance of social organization for
minimization of social asymmetries
Use of technologies Coordination and development of programs
socio-environmental conditions appropriate to alongside:

local reality
Universities
Research Centers
Permaculture institutes
Popular knowledge
Recovery of areas Involvement of the adjacent population in
degraded study process of local conditions,
adaptation and implementation of techniques of
recovery.
Exercise of social control in • Participatory budgeting
inspection two expenses
Action in the existing councils
public and in compliance with the
legislation Strengthening of basin committees

in effect Coordination with the City Council

As you can see, with this step it becomes possible to interconnect

among the problems that can be identified in the lesson table

86
 2, and the definition of the challenges that will be proposed once
they are certainly not isolated. They are part of a network of
multiple relationships, where one is the cause or consequence of others.

Based on the problems identified in the health assessment

environmental of your community, made in the previous lesson, create a table
of the challenge network.

Activity
After producing your table, share the answers with those of your
colleagues, to see the diversity of priorities in each health situation
environmental of the community/neighborhood/locality of each one of you.

To solve the exercise, create the table with 5 columns, as

come down and fill in based on the scenario found in
environmental health assessment of your community
Comments community/neighborhood/location in lesson 2.

3rd
1st 2nd 4th 5th

Answers/situation
What is Questions PRIORITY Possible
action
necessary what /CHALLENGE: paths
to know? They guide
of the community Reality to (Agenda
to be confronted positive)

Pay attention and remember that you already solved it in lesson 2 from 1 to 3.
column. Thus, this exercise constitutes a continuation.

87
Lesson Summary
In the systematization of the information resulting from the diagnosis

participatory, with many problems and objectives to be

affected, to solve or minimize them, there is a need to
prioritize the most relevant.

However, the identified priority list should guide the drafting

of the Network of Challenges and the possible paths to be taken.

Self-assessment
1. Explain the importance of prioritizing problems and the
drawing of the Challenge Network.

88
Lesson No. 4
The Socialization of Information and Planning
Participative of the Community Intervention.

Introduction
In this lesson, continuing from lesson 3 of this unit, you will
learn about information socialization. You will be able to learn
also about the participatory planning of the intervention in
promotion of community health.

This knowledge is extremely important for you as a future

education planner by the need to address by a
participatory planning, not just in community projects
but also in school educational activities.

Thus, upon completing this lesson, you will be able to:

Explain the importance of information socialization;

Describe the participatory planning process in

Community Intervention.
Objectives

Information socialization, participatory planning of

Community Intervention.

Terminology

Socialization of Information.
After identifying the priority problems to be addressed
resolved and made the drawing of the network of relationships to which they

89
 they belong, it is necessary that the information be shared
obtained so far.

Would you like to be informed about the information resulting from a

diagnosis for the promotion of health in your community. Me too.
Therefore, sharing information means making it available to everyone.
those who are interested and who can make use of them.
Example
It constitutes a stage that seeks, furthermore, to clarify the community
about what was done, bringing her up to speed on the problems to be addressed

facing, making her aware and mobilizing her to contribute to the

development of the intervention plan and the implementation of actions
futures.

Thus, it is essential to use the existing means of communication,

valuing "educommunication" as a process to raise awareness and
organize the community for participation in the preparation of the plan
of intervention and monitoring of the work that is being
done or that will still be carried out.

It is also necessary to ensure spaces for dissemination of

information for holding debates and workshops. Provide opportunities
meetings that invite the community for effective participation in the
solution to problems the instrumentalization for future actions and
for the commitment to proactive actions.

Development of the Community Intervention Plan

With the information obtained, derived from the diagnosis,

a community intervention plan must be structured.

Together, organized civil society, public authorities, schools, agencies

governmental, private sector, local community and other forms
civil society organizations can plan actions in

90
 environmental education and social mobilization in sanitation, with the

aimed at addressing the priorities raised in the diagnosis and the

identified challenges. With the following actions:

Social mobilization;
Educomunication
Training of environmental educators in sanitation,
Implementation of socio-environmental practices and technologies.

1st Social Mobilization

The first step towards carrying out environmental education actions

that seek the emancipation of the population and have a critical spirit
The transformer as a reference is to articulate the participation of
various social actors involved.

The goal is to strengthen or establish groups, committees, councils,

forums and bodies of social representation. The constitution of
qualified spaces for discussion, participation and social control is
fundamental for a qualified performance.

After the completion of the socio-environmental diagnosis of the Luis neighborhood,

prioritization of issues and socialization of information related to

Luis Cabral neighborhood, the local community, together with the technical team of

Municipality, the National Civil Aviation Institute began to develop the

Example
intervention plan. Its first action is the mobilization of
local community in the sense of continuously being attentive to the project.

But also, this constituted a moment of group strengthening.

around the objective of promoting the health of the local community, the

91
 made the following communication process easier, as the
the local community felt permanently involved.

As you can see, the community can only be involved

will continuously be permanently linked with the process,
making it appear that this action will only succeed if it is internalized by
this.

Relate the socialization of the information resulting from the diagnosis.

participatory with social mobilization in the construction phase of the plan
of community intervention.
Activity
After completing the activity, share your answers with those of your peers.
colleagues, to see what each of you answered.

To solve the activity, you must understand the socialization of

information and the preparation of the Community Intervention Plan.

Have you replied? If you haven't done so yet, read the lesson again, then
Comments
solve. To further enhance your knowledge, read the work
[Link] Notebook for Education Actions
Environmental and Social Mobilization in Sanitation. Ministry of
Cities. National Secretariat for Environmental Sanitation, PEAMSS.
Brasília, 2009. Available [Link] in
February 21, 2015

92
Summary of the lesson
After identifying the priority problems to be
solved and the drawing of the network of relationships to which they belong has been made,

It is necessary to share the information obtained so far.

disposition of all those who are interested and who can benefit from them
make use.

The next step is participatory planning with the aim of meeting

the priorities raised in the diagnosis and the challenges identified,
whose actions to be carried out are social mobilization;
Educommunication; Training of environmental educators in sanitation
Implementation of socio-environmental practices and technologies.

Self-assessment
1. Why is it important to socialize information?
2. What actions should be taken in the
participatory planning?

93
Lesson No. 5
Educommunication

Introduction
In this lesson you will learn how to proceed with
Educommunication and the Training of Environmental Educators in a

community health promotion project.

This knowledge will allow you to have a foundation on how to

promote communicative education in a promotion project of
community health.

You will be able to apply this knowledge in the execution of future projects.
community members established by the educational institution in which it is located

to work.

Upon completing this lesson, you will be able to:

Apply Educommunication in the promotion of health.

community.

Identify the essential activities in Educator Training

Objectives environmental factors in the promotion of community health.

Educommunication, Training of environmental educators.

Terminology

94
 2nd Educommunication

Educommunication is a fundamental aspect to be observed in

educational interventions, whether practical or training, is the
the need to communicate, to interact with the population to
transmit information about the actions to be developed and the
reasons, benefits, and consequences of its execution.

However, this cannot be a bureaucratic process in which the

information is simply passed in a pre-edited form, without a
accompanied reflection.

The Educommunication Plan cannot be reduced to a means of

disclosure of practical actions and experiences developed, nor the
a professional external service to be hired.

The dissemination and communicative advising are important, but

it is necessary to be part of the adopted pedagogical dynamics, integrated

as a learning opportunity.

The synthesis reveals indeed what has been found, discussed and
approved really constitutes the content of the program or action. Hence
that any member of the community would feel involved in the
process if you are to participate at the moment of communication and reflection
Example
around the summarized issues. But otherwise, they would not feel
involved.

Thus, in Educommunication it is necessary to engage the population,

seeking to trigger processes of collective construction, in which

communication has an educational perspective and the social actors
those involved participate from its development to the selection of means
and the instruments used, acting as emitters and receivers of the
information.

95
This process should be characterized by the clarification of
population and utilization of the various possibilities of communication
existing as learning mechanisms.

In Educommunication on this subject, it is imperative to elaborate on

participatory mode with the community, and convey, in the various
available means, campaigns focused on directed issues
specific such as:

1st Care and necessary measures for combating diseases of

water distribution, to dengue and other epidemics;

2nd Stimulus for the production of seedlings for the planting of native trees

fruit-bearing, medicinal, spice, and ornamental in the yards and

gardens, seeking to contribute to the loosening of the soil and the
consistent improvement in urban drainage;

3rd Separation and selective collection of the solid waste produced;

4th Composting and other forms of repurposing waste

organics;

5th Stimulus and encouragement for the implementation and use of septic tanks

septic systems, dry toilets and other appropriate technologies for the
sanitary sewage

6th Capture, storage, and use of rainwater.

The development of questions in a participatory way makes the activity

easier, as the targets of the process are the ones who will choose the
actions to be developed in order to solve the problems.

96
 3rd Training of environmental educators in health and
sanitation
It is essential to involve the people, groups, and institutions that act.
in training processes in the region, highlighting the universities,
Educational collectives, research centers, technical schools,
NGOs, associations, social movements, among other groups, in
the sense of promoting the training of various social actors
involved, either through regular subjects, courses of
extension, thematic workshops, coordinated technical visits, courses
modular, and countless other possibilities.

The formation processes triggered must seek a

perspective of continuity and permanence, independent of the
timeliness of the invested resources. They must be prepared,
implemented and evaluated with the community as a whole.
Therefore, it should not be an idealized process for the community,
yes, it is built in and by the community.

We list below some possibilities of activities that can

compose a continuous process of educator training
environmental activities for the community, highlighting the following activities:

Example

1st Conduct a socio-environmental mapping of the region containing the

institutions that work with environmental education and sanitation;

2nd Interact with neighboring municipalities/communities/villages

for the establishment of a larger group with experience in
environmental education, social mobilization, health and sanitation;

3rd Promote workshops, mini-courses and thematic workshops in character

permanent, to promote and encourage the action of educators
popular environmental issues.

97
 4th Encourage environmental educators to act in training
from other educators who, in turn, will be acting
directly in your neighborhood.

5th Identify the social actors to be involved in the process of

training, defining the number of people, strategy for
enhance the scope of activities, as well as,
capillarity of the formation process.

6th Map the available public structure in the municipality and the

possibility of institutional support for the availability of space

for the execution of activities.

7th Legitimizing the training process initiated, seeking

involve universities and other institutions that can issue
participation certificates in the process.

8th Encourage and support the formation of popular groups in each

neighborhood, that aim to study the socio-environmental issue of the
region, reflect collectively and intervene in its reality.

9th Develop teaching materials contextualized to the local reality.

Based on the problems resulting from the diagnosis of lesson 2 and in the
priorities identified in lesson 3, identify in your
community/neighborhood/locality the social actors to be involved in
Activity formation process, defining the number of people, strategy for
enhance the scope of activities, as well as the reach
of the training process.

Create a map of the public structure available in your

neighborhood/village/community and the possibility of institutional support for

availability of space for the conduct of activities.

98
 After identifying the social actors and mapping the public structure
available in your neighborhood/village/community, share the responses with the
from your colleagues, to see what each of you did.

To resolve the activity, use the resulting problems as a basis.

of the diagnosis from lesson 2 and in the priorities identified in lesson 3 and
continue the implementation of the promotion project of
Comments health of the community in your neighborhood.

Did you manage to identify the social actors to be involved in

process of formation and producing the local map of the public structure
available? If not, try again, and share the information with the
colleagues, and in pairs solve the exercise.

Lesson summary
The Educommunication Plan cannot be reduced to a means of
disclosure of practical actions and experiences developed, nor
to a professional external service to be contracted. This disclosure
the communication advising is important, but it is
necessary to be part of the adopted pedagogical dynamics, integrated
as an opportunity for learning.

The processes of formation triggered should seek a

perspective of continuity and permanence, regardless of the
timeliness of the invested resources. They must be developed,
implemented and evaluated with the community as a whole.

99
Self-assessment

1. Explain what the Educommunication Plan consists of?

2. What is the perspective of environmental educator training
in health and sanitation.

100
Lesson No. 6
Monitoring and Evaluation of the Process

Introduction
In this lesson, you will learn about how to perform Monitoring.
and the Evaluation of the Process in promoting community health.

It is important that you learn about this stage because you want the plans.
educational, be it the plans conceived and developed in projects
community members need monitoring and evaluation.

Upon completing this lesson, you will be able to:

Explain what Monitoring and Evaluation of the Process is in

community health promotion;

Explain the importance of establishing criteria for

Objectives Monitoring and Evaluation of the Process in Health Promotion
from the community.

Monitoring and Evaluation.

Terminology

Monitoring and Evaluation of the Process

It is important to develop methods and techniques for monitoring

and the evaluation of the work during and after its completion
diagnosis and intervention.

101
 Monitoring a job means following the execution process.
the actions. Monitoring allows to point out what worked and
that which needs to be modified to reach the objective
desired; that is, monitoring allows for evaluation.

You being part of a community in which you are

developing a community development activity, of
Surely he will be attentive to your unfolding.

Example But to better follow the unfolding of activities

you need to have a monitoring plan that contains everything that
what needs to be done, how it should be done, and what result is expected for each

action.

As the process unfolds, it will have the

the possibility to point out what is right and wrong, and at the moment,
suggest alternatives to achieve the desired objective.

Therefore, when conditions are created for monitoring it is

possible to carry out a thorough and careful assessment, enabling
a review of the actions implemented so far and to continue
to work with more safety.

However, for the realization of monitoring and subsequent evaluation,

it is necessary to create indicators. Indicators are parameters that
once defined, they indicate what is happening.

In a training action on environmental education in

Various indicators can be created for sanitation, such as the number
of qualified people, the territorial scope of the training,
skills and competencies acquired etc.

Often the indicators can be presented in the form of

questions. Issues that enable understanding if what was

102
planned was executed, it is good practice for monitoring
the actions.

The suggested indicators presented below refer to

environmental education actions in sanitation, where they are evaluated
information, mobilization, and training actions.

Indicators and criteria for performance evaluation of the action

diagnostic:

(1) The diagnosis is being (or was) carried out throughout the
community? Are there (or were there) difficulties in carrying it out? What is the

percentage of the diagnosed area?

(2) The suggested questions for conducting the diagnosis in

different topics (infrastructure; service quality; legislation;
programs and public policies; participation and social control;
environmental education; environmental impact and social technologies are
are (or were) fully answered? Is there (or was there)
difficulties in answering them? What is the percentage of questions
answered?

(3) All social actors of the Working Group are (or

were) involved in the diagnosis? Everyone is
carrying out (or have carried out) the tasks they committed to?
How many participate (or participated)? What is the percentage? A
Is the composition of the Working Group balanced?

There is (or has been) the incorporation of other social actors

during the diagnosis? How many people entered
No Working Group? What is the percentage?

There is (or has been) collaboration from the community in

Implementation of the diagnosis? What is the percentage of collaboration?

103
Is the diagnosis being (or has it been) completed within the defined time?

Indicators and criteria for performance evaluation for the

implementation actions

Actions were presented in the implementation plan to

solution or minimization of the diagnosed community problems
Are they prioritized?

(2) The problems identified in the participatory diagnosis had

Confrontation processes initiated? What is the percentage achieved?

(3) Environmental education actions are being (or have been)

Were they carried out as planned? What is the percentage?
of actions developed?

Regarding the training work in environmental education

what is the quantity and percentage of courses, lectures, and workshops that
Are being developed (or have been developed)? They reached the
proposed objectives?

What is the percentage of people who participate (or have participated)

two courses, lectures, and workshops?

(6) The actions of educommunication in environmental education are

were (or have been) executed as planned?

What are the means of communication (radio, newspapers, TV, leaflets

etc) that are being (or have been) triggered to participate in
process?

Social control actions over interventions in

sanitation is being (or has been) carried out?

104
 The community is (or has been) mobilized to share in the
actions in environmental education in sanitation promoted?

(10) All social actors of the Working Group are (or

were involved in the actions?

There are (or were) resources for the implementation of the actions.
fully? Where did they come from?

Once the questions have been answered, criteria can be established.

of performance evaluation of the work, which must be
Simple, clear, and direct. A good example is to use percentage.
of performance. Below is highlighted an example:

0% to 20% - Very Poor Performance;

20% to 40% - Poor Performance;
40% to 60% - Average Performance;
60% to 80% - Very Good Performance;
Above 80% - Excellent Performance.

Identify a project within your community.

community development that can be in community health,
for income generation or another. It can also be a project executed
Activity through the school in your neighborhood/community or village. Apply the questions

two indicators and criteria for performance assessment

Indicators and criteria for evaluating performance for actions
implemented.

After applying the questions, share the answers with those of your
colleagues, and conduct a performance evaluation in groups of two
works to assess the level of compliance with the requirements of a
community project.

105
 We believe that there have been projects focused on in your community
health, like building a health center, maternity,
cleaning of ditches, distribution of mosquito nets, etc.
Comments
Considering the issues of the Indicators and criteria of
performance evaluation and Indicators and evaluation criteria of
performance for the implemented actions, please evaluate.

As soon as you finish, share it with your colleague for them to evaluate.
your answers and his.

Lesson summary
Monitoring a job means following the execution process.
the actions. Monitoring allows to point out what went right and
what needs to be modified to achieve the objective
desired; that is, monitoring enables evaluation.

In a training action on environmental education and in

several indicators must be created for monitoring sanitation and
evaluation, such as the number of trained people, the scope
territorial of training, skills and competencies acquired.

Self-assessment
What is the importance of monitoring and evaluation?
work during and after the diagnosis and the
intervention. What does it enable?
2. What is the importance of establishing criteria for
Monitoring and Evaluation of the Process in promoting
community health?

106
Lesson No. 7
Systematization of the Process

Introduction
In this lesson, you will learn about how to proceed with Systematization.
the Process and its importance.

She is important to you because she is a key element.

to have a global idea of the process, not just of the projects
community members, but also in the very planning and management of
education.

By completing this lesson, you will be able to:

Explain the Systematization of the entire intervention process.

in the Development of health in Communities;

Systematize the entire intervention process in

Objectives Health development in the Community.

Systematization of the Process.

Terminology

Systematization of the Process

From the performance percentage, one has an idea of the quality of

work done and how much there is to go to achieve all the
objectives.

107
 When performance is 'Weak' or 'Very Weak', there is much to be
corrected, such as reviewing the objectives in a discussion
collective with the Working Group, review the strategies and give new
heading to work.

The performance 'Excellent' means that the adopted path was

correct and must be maintained. However, it should be emphasized that the

monitoring and evaluation should be constant throughout

process, so that the performance of the actions is maintained
satisfactorily.

The descriptive and analytical systematization of the actions developed is

necessary for the environmental education process to be developed
be a reference.

These are information about the history of the process, the methodologies

used, the assisted communities, the main difficulties and

gaps found, in addition to the experiences of the communities that
contributed to the process.

The management of Nelson Mandela Secondary School, at the end of each

he elaborates a plan of activities for the following year. This plan
one of the bases is the activity report of the current year
that is coming to an end.
Example
In this year's report, we find the synthesis of everything.
what was carried out based on the plan conceived at the end of the previous year,

for the current year. Thus, this summary of the report is included
evaluation of the entire process as well as the strengths and weaknesses.

Thus, this report also constitutes a basis for

future planning. This is the importance of systematization of
process.

108
 In general, the systematization in community projects is a stage
neglected in the process. However, promote references that
may or may not be positive, but will certainly bring learning
to other groups that may develop similar processes is
essential.

The evolution of the process is closely linked to the ability to

learn from lived experiences. In this sense, there is the encouragement
so that the groups that will act with environmental education and
social mobilization in sanitation aims to systematize in a way
faithful, unbiased, and qualified the experiences developed.

Systematize the activities carried out in this unit.

After producing your synthesis, share the answers with your

colleagues, to see the aspects that stood out in their
Activity
answers.

For the resolution of this exercise, the possibilities are diverse, and
can be expressed in texts, videos, interviews, recordings, and the
what more creativity allows.
Comments
However, it should highlight the positive and negative aspects, the points.
strengths and weaknesses, and the attention that must be given to the issues that failed

for any potential new similar processes.

109
Summary of the lesson
The descriptive and analytical systematization of the actions triggered is

necessary for the environmental education process

developed to be a reference. These are information about the
process history, the methodologies used, the communities
assisted, the main difficulties and gaps found, besides
the successful experiences.

Self-assessment
What is the importance of the Systematization of the entire Process
of intervention in the development of health of
Communities.

Self-assessment comments of Unit V

Exercises of Lesson-1

To answer question 1, simply identify the 5 pillars of actions.

strategic proposals in the action plan for social intervention in
community.

110
Exercises from Lesson 2

To answer question 1, about the importance of the survey

epidemiological and environmental of a locality/community,
consider the advantages that the results of this action bring in
relation to the knowledge that the community comes to have of the situation

real in relation to diseases and the causes associated with them.

For question 2, which asks about the purpose of the diagnosis

participatory - epidemiological and environmental survey of a
locality, point out the possible results of this survey, since,
The purpose is to obtain data.

Lesson 3 Exercises

In question 1 of this lesson, highlight the aspects to take into account in

prioritization of problems in the systematization of information
resulting from the participatory diagnosis. Also consider the network
of challenges that result from the prioritized problem(s).

Exercises from Lesson 4

For question 1, about the importance of socialization of
information, highlight communication, clarification and dissemination.

The answer to question 2 consists of listing the steps of the

planning of community intervention.

Exercises from Lesson 5

In question 1, see the role and how Educommunication is processed.
(training, communication participation).

For question 2, highlight the relevance of Teacher Training.

environmental aspects of the community in a health promotion project
community, which consists of looking at the present and future.

111
 Exercises of Lesson 6

In the answer to question 1 that addresses the importance

monitoring and evaluation of the work during and after the
realization of the diagnosis and intervention, highlight the need
of monitoring, of improvement, enhancement.

For question 2, highlight the need to create indicators that

enable monitoring and evaluation.

Exercises from Lesson 7

For the solution of the only question of this lesson, point out aspects that

demonstrate that systematization produces an X-ray of

process, also highlight the advantages it has for the present
project and future initiatives, as well as the possibility of
learning that it provides to any interested party.

Supplementary readings
CONANT, Jeff and FADEM Pam. Community Health Guide
Environmental. South Africa. 2013

[Link] Notebook for Education Actions

Environmental and Social Mobilization in Sanitation. Ministry of
Cities. National Secretariat for Environmental Sanitation, PEAMSS.
Brasília, 2009. Available andm [Link] in
21/02/2015

112
 Contents Experiences of
Lesson No. 1 115 Macro Development -
Modernization Paradigm - Dualistic Models Social in the World and the Case
The Poverty Paradigm - Models
Productivists..................................115 from Mozambique
Paradigm of Modernization - Models

6
Dualists..............................................................116
Poverty Paradigm - Models
Productivists..................... 117

Lesson No. 2 120

The Dependency Paradigm - Protectionists and
Market Paradigm and Neo-Models
liberals.............120
The Dependency Paradigm and the Models
Protectors................ 121
Paradigm of the Market and the Neo- Models
liberals................................122

Pages 114 - 124

Unit 6: Macro-Social Development Experiences in the World and the Case of Mozambique

113
Introduction
In this lesson you will learn about Development Models
Macro - Social community in the world and especially in Mozambique.

This knowledge is important for you as an education manager,

because you will be able to understand the different realities and the contexts in which it

sought to promote the Development of Communities and the results

obtained in our country to date.

Objectives of the unit

Upon completing this unit, you will be able to:

Characterize the experiences of macro development models

social in the World and in Mozambique;

Explain the reasons for the failures of the projects of

Macro-social development in the World and in Mozambique
in particular.

Development models, World, Mozambique.

Terminology

114
Lesson No. 1
Paradigm of Modernization–Models
Dualists and the Poverty Paradigm - Models
Productivists

Introduction
In this lesson, you will learn about development experiences in
World and in Mozambique based on the Modernization Paradigm
Dualist Models and the Paradigm of Poverty – Productivist Models.

The knowledge of these development paradigms applied in

the past will allow you as an educational planner to know the
successes and failures of these models to better plan for the future
development projects.

Upon completing this lesson, you will be able to:

Characterize Dualist Models and Productivist Models;

Explain the reasons for the failure of Dualist Models and

Productivist Models.
Objectives

Paradigm of Modernization–Dualistic Models and the Paradigm

from Poverty–Productivist Models.

Terminology

115
 Paradigm of Modernization - Dualistic Models
In the 1950s-60s, the modernization paradigm emerged along with it.
dualistic models. The traditional and the modern, the rural and the urban, the

agriculture and industry, which are some of the versions of dualism.

In its essence, the versions of dualism advocated that one should invest
in a modern sector with a market-oriented economy and
fed with the surpluses of labor from a
another sector where one lived based on a subsistence economy.

In Mozambique, this model was implemented at the time of

colonial administration. The modern sector was in the hands of the colonists

Portuguese, namely the Industry, Agro-industry, commerce,

services and banking, oriented towards the market.
Example
The traditional was occupied by the Mozambican black population that
he practiced subsistence activities, such as agriculture and pastoralism in
marginal lands that are not very productive, since the fertile and rich lands
In the pasture, they were in the hands of the colonizer.

This black population served as a labor force to feed the sector.

modern: plantation agriculture, industry, commerce, and others.

Among the limitations encountered in the application of these models are

highlight

The migration flow to urban centers is greater than the supply of

job, consequently, subsistence economy becomes increasingly
less able to fulfill its function of social reproduction and the demand
the product of the modern sector tends to decrease;

116
The annual per capita income tends to decrease, although it may be possible
to verify an increase in per capita GDP, it is concentrated in a range
of the society that is not significant in global terms;

(iii) The assumption that there was excess time, leisure, that could be
used in food production, is not verified due to the calendars
agriculture and gender relations within the family production unit, or
leisure is not automatically replaceable by food production;

Finally, there is an increasing marginalization of women who

dedicated to subsistence economy.

Paradigm of Poverty - Productivist Models

The idea that development depended on the existence of the rich.

holders of modernization and poor suppliers of labor force,
was being questioned and replaced by the idea that the poor also
they could do the development as long as productivity was
augmented.

It was about the Poverty Paradigm on which the Models were based.
Productivists gave rise, among others, to the Green Revolution, in the years
1960-70 (MYRDAL, 1968 cited in NEGRÃO, 2001).

In the implementation, however, a series of contradictions arose that did not

had been anticipated at the time of the models' conception, among them are of
mention:

the demand for large public investments in research and

the dissemination of new techniques and technologies increases the rate of
inflation;

117
 The marginalization of women and poorer families in distribution
two earnings due to the pressure to replenish the credit in received inputs
in the technological packages;

(iii) An uncontrollable increase in land leasing due to accumulation

of the debts of the poorest;

permanent tension between the State and the market in the determination of
prices of inputs and outputs for agricultural production (Same).

Read the text below:

This model was applied in Mozambique right after independence

national. The development policy aimed at the socialization of
Activity
field, adopted strategies for the creation of collective plots,
agricultural and livestock production cooperatives, state farms, for
besides the already existing farmers' machambas (agriculture-livestock)

familiar), as well as some small agricultural landowners (agro-

business livestock farming) that remained despite the restructuring.

What model does the text above refer to?

a) Justify your answer.

To provide an accurate response, one must read both paradigms.

presented in this lesson and read carefully the text of the
activity. Thus, you will be able to relate the statement of the activity to

Comments paradigms and justify.

For more help, read NEGRÃO, José Guilherme. How to induce the
development in Africa? Lisbon, CEsA, 2001. Available at
[Link] captured on 02/21/2014

118
Lesson summary
In the 1950s-60s, the modernization paradigm emerged and with it the
dualistic models. The idea that development was dependent
of the existence of rich holders of modernization and of the poor
Labor force suppliers were being questioned and replaced.
for the idea that the poor could also drive development
since productivity was increased.

It was about the Poverty Paradigm on which the Models were based.
Productivists who originated, among others, the Green Revolution, in
1960s-70s.

Self-assessment
1. Explain the reason for the decline of dualistic models.
2. What are the reasons for the decline of Productivity Models.

119
Lesson No. 2
The Dependency Paradigm - Protectionists and
Paradigm of the Market and Neo-liberal Models

Introduction
In this lesson you will learn about development experiences
Macro - social in the World and in Mozambique highlighting the Paradigm of
Dependency–Protectionist and Market Paradigm and Neo- Models
liberals.

The knowledge of these development paradigms applied in

the past will allow you to know the successes and failures of these models
to better plan future development projects.

Upon completing this lesson, you will be able to:

Characterize the Dependency Paradigm - Models

Protectionists or Market Paradigm - Neo Models
liberals;
Explain the reasons for the failures of the Dependency Paradigm.
Objectives Protectionist models;
Explain the situational framework of the Market Paradigm and the
Neo-liberal models.

Dependency Paradigm–Protectionists, Paradigm of

Market and Neo-liberal Models.

Terminology

120
The Dependency Paradigm and Protectionist Models
As a consequence, the questioning of the market's role in the elaboration.
theoretical was gaining ground. The Marxist interpretation of the economy, which until

now outside the monopoly of socialist countries in their Soviet version and
Chinese, extended to Latin America and Africa.

Marxism has renewed itself with the critique of the international market and the

inequality of terms of trade, class relations were analyzed at

global scale and the emergence of the dependency paradigm that gave shape to

protectionist models of the 1970s-80s (PREBISH, 1984; BARAN,

1970 apud. NEGRÃO, 2001.

While radical structuralist models challenged the market,

whatever it was, they opted for the implementation of socialism, the gentle
they argued that dependency, derived from the unequal relations between the
the periphery and the center requires rapid industrialization of the countries in the South to

replace the imports of products from the North.

Among the limitations identified during the implementation of the models

protectionists should be mentioned:

(i) Import control inflates costs;

(ii) Protectionism only benefits a few and rarely translates into
local investment
The protection of the industry lowers the purchase price of the
family producers;
(iv) the prices of agri-industrial products protected from the countries of
They cannot compete with the subsidized prices of
conventionally grown agricultural products controlled by the North

(Same).

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 Market Paradigm and Neo-liberal Models
The difficulties associated with the implementation of protectionist models
fed the neo-classical theories around the rehabilitation of
market paradigm in which population and savings are the main factors
determinants of economic growth. On this paradigm,
based on the neo-liberal models of the 1980s-1990s.

This model was adopted in Mozambique starting from the 1980s when
joined the IMF and World Bank. Under the slogan 'get the prices right' and the
International markets will be conquered, adjustments have been made.
structural, the private ownership of the means of production was consolidated,
Example
instead of public, and capital has globalized.

Thus, it is believed that economic growth would happen in a few years and
gradually would give way to development where social conditions
two citizens would eventually improve (FRIEDMAN, 1980; WORLD
BANK, 1989 apud. NEGRÃO, 2001.

But not everything went as the models predicted, poverty does not decrease.
at the desired pace and in many cases, it was not even foreseen.
eradication, social upheavals increased rapidly taking on quickly the
cities what increased the risk and, consequently, reduced the
essential investment.

Among the main difficulties in implementing neo- models

Liberals are worth mentioning:

The opposite of the theoretical assumption, in the real world markets are
imperfect, incipient or simply nonexistent;

The 'invisible hand of the market' alone brings externalities,

particular against women (opportunity cost of working time) and
the environment ('diseconomies' of scale);

122
 There is a trend for savings to be transformed into capital.
merchant, internationalizing itself, instead of productive investment in
national level;

rural families do not have access to sufficient savings to take

options according to the economic rationality of market signals.

Among the limitations identified below, during the implementation of

models, select only the aspects that interfered negatively
in the success of neo-liberal models.
Activity
markets are imperfect, nascent; the control of imports
inflates costs; 'invisible hand of the market'; a trend is observed
for savings to be converted into merchant capital; the protection of
industry lowers the purchase price for producers

To select the aspects that interfered negatively in

success of neoliberal models, read carefully the 4 models, and
to understand the implications that dictated the difficulties and the failures.

Comments
For more help, read NEGRÃO, José Guilherme. How to induce the
development in Africa? Lisbon, CEsA, 2001. Available at
URL provided does not contain translatable [Link] on 02/21/2014

Lesson summary
The Dependency Paradigm and Protectionist models emerge
with Marxism that renewed itself with the criticism of the international market

and the inequality of the terms of trade, class relations have been
analyzed on a global scale and the paradigm of dependency emerged that
gave body to the protectionist models of the 1970s-80s.

123
 The difficulties associated with the implementation of the models

protectionists fed the neo-classical theories surrounding

rehabilitation of the market paradigm for which population and savings
are the main determinants of economic growth. About this
the paradigm that underpinned the neo-liberal models of the 1980s-1990s.

Self-assessment
1. Explain the reason for the decline of Protectionist models.

2. What are the difficulties presented by

implementation of neo-liberal models.

Comments on the self-assessment of Unit VI

Exercises of Lesson 1
For questions 1 and 2, the solution consists of presenting the series of
contradictions in the implementation of the Paradigms that had not been
envisaged in the design of these.

Lesson 2 Exercises

For exercises 1 and 2 of this lesson, the solution also consists of

present the limitations and difficulties encountered in the implementation
of the two models.

124
Supplementary readings
FRANCISCO, António Álvaro. Community Development In
Mozambique. Contribution to Its Critical Understanding. Maputo,
Ciedima, 2007.

NEGRÃO, José Guilherme. How to induce development in

Africa? Lisbon, CEsA, 2001. Available at[Link]
captured on 02/21/2014

Complementary readings for the Module

Dear student, in addition to the recommended supplementary readings throughout
From the module, we present below other works that may be useful to you.

CALEIRO, António. Education and Development: what kind of relationship

Does it exist? Évora.
University of Évora. Available in
... Captured at
21/11/2016

CALLEJA, Jose M. R. "The Teachers of This Century. Some Reflections".

In. Institutional Magazine of the Technological University of Chocó. 2008, pp.
109-107 Available in
Unable to access or retrieve content from the provided [Link] in
12/08/2016.

CARMO, Brother. Community Development: Open University.

Lisbon. 1999.

CONANT, Jeff and FADEM Pam. Community Guide to Environmental Health.

South Africa, 2013.

ESTIVILL, Jordi. Overview of the Fight Against Social Exclusion. Concepts

And Strategies. Switzerland, Geneva, 2003.

125
FONSECA, Fátima. Community Development and Education
Adults. Vila Nova de Gaia. Piaget Institute.

FRANCISCO, António Álvaro. Community Development In

Mozambique. Contribution to Its Critical Understanding. Maputo,
Ciedima, 2007.

MARTINS, Maria José Seixas. Community Development and its

educational branch: Comparative Study between Peterborough and Chaves.
Chaves, 2012.

MOURA, Maria Helena Fernandes. Social Work and Models of

Intervention: from industrial society to risk society. Porto,
University of Porto. 2006, pp 76-89. Available andmInvalid input. Please provide a translatable text.
[Link]/bitstream/.../Servicesocialmodels [Link],
capture on 10/24/2016

MORENO, Celestino Jorge Fortes. Community Development, Service

Social and Social Mediation: The Role of the Social Worker as Mediator
Social in the Community Development Process. City of Praia.
Jean Piaget University of Cape Verde, 2012.

NEGRÃO, José Guilherme. How to induce development in Africa?

Lisbon, CEsA, 2001. Available atInvalid input. Please provide text for [Link] in
21/02/2014

NUNES, Nuno. "Social inequalities and collective action in societies

contemporary: the theoretical fertility of Pierre Bourdieu and Nicos
Mouzelis In: Sociology. Journal of the Faculty of Letters of the University
of Porto, Vol. XXV, 2013.

[Link] Notebook for Environmental Education Actions

Social Mobilization in Sanitation. Ministry of Cities. Secretary
National Environmental Sanitation Plan, PEAMSS. Brasília, 2009. Available
[Link] on 02/21/2015.

126
UNDP. Mozambique: Human Development Report.
Mozambique, Maputo, United Nations Program for the
Development, 2002.

SANTOS Henrique. Community Development Vs. Education: Two

Faces of the Same Coin? 2002.

SILVA, Luísa Ferreira Da. Community Health: Participation in a

Regulatory Strategy.2001.

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