Environmental Education Workshops
Cloth Remnants and Recycled Paper

At 12 years of age, already grown, our young people go to environmental education workshops where 43 adolescents live the experience and investigation of cloth remnant handicrafts , the importance of recycling paper and reusing materials, intensifying what was learned in the art and play workshops and beginning to practice “cooperativism”.
 

“I learned how to listen to people, to contribute and give opinions. I learned how to help people.”                 Juliana, 14 years old “I learned that garbage is not only just garbage. We can make useful things from it."                  Josiene, 16years old

At 16 years of age the adolescents participate in the “cooperativism” project, receiving a scholarship to learn basic concepts of computers, developing a production line using concepts of quality and broadening their knowledge of ecological principles while living among others. In addition, they begin to develop a relationship with the market by selling
good-quality products, contributing 30% of the monthly family income.

All of the Grãos de Luz products reflect the image and value of popular culture and local flora and fauna in order to develop authentic local handicrafts that are ecological, self-sufficient and produced cooperatively.
 

Recycled Paper Production Line

 

"I’d like to thank everyone from my heart for the opportunity to learn.”
                                             Luzinete, 16 years old

"I believe so much that we are getting somewhere that I left my job as a waitress.”
                                             Vanderléia, 19 years old


 Young people from the municipality attend a regular school up to their third year of high school and have the option of employment and an income from activities such as: washing cars, porters, babysitters and domestic servants. A few of them that receive technical training may become waiters, tour guides, office boys and receptionists. Others that have completed teachers training courses may become teachers. These are the main alternatives. Our “cooperativism” project invests in an education that generates a differentiated alternative in the local market.

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