Digital Territories: a government strategy for digital inclusion in rural areas
Autor: Rossana Moura | Publicado: 2013-12-07T17:46:00-08:00


How to cite: MOURA, R. C. O. ;&nbsp;PINHEIRO, Tânia S. M.&nbsp;&nbsp;Digital Territories, a government strategy for digital inclusion in rural areas. In: IFIP World Conference on Computers in Education, 2009, Bento Gonçalves, RS. Proceeding of the WCCE 2009.






Rossana Coely de
Oliveira Moura1 and Tânia Saraiva de Melo
Pinheiro2 

1 Agrarian and Rural Development Studies Centre, Brazil, Country, rossana@nead.gov.br

2 Federal University of Ceará in Quixadá, Brazil, taniapinheiro@ufc.br&nbsp; 

Abstract:&nbsp; More challenging than digital inclusion in urban areas is to provide
access to information and communication technology in rural areas, which are characterized
by very low population density and poor infrastructure. The Brazilian Federal
Government observed that most urban initiatives in digital solidarity were not
able to overcome the difficulties of working far from urban centers, and launched
the Digital Territories nationwide project, which is part of a nationwide
program: Citizenship Territories. Although it has a dynamic methodology - a necessary
condition to respect and preserve local identities - it is based on a framework,
which is presented in the following work, conceived through a process over a long
period of time, involving a wide range of stakeholders, including the rural
communities themselves.

Keywords:&nbsp; Digital
Divide, Government, National Programme, Policy, Knowledge Society. &nbsp;

1. Digital Inclusion Government Policies

1.1 First steps

In 2000, the Brazilian
government set up an Inter-ministry Workgroup to examine and propose policies
and regulations related to new electronic ways of interaction within the
government itself, and with its citizens. Electronic Government, or E-Gov, was the name given to the Federal
Government’s set of actions to promote the use of information and
communications technology (ICT) to improve public services offered&nbsp; to citizens, suppliers and staff (BRASIL,
2005). 

In the case of services provided to
citizens, a report published in 2002 highlighted that, although it still was not
enough, the range of internet services offered was expressive, but it would be
useless to provide growing internet services if universal access were
unavailable. Thus, the result of e-gov’s
first years of work was the definition of seven goals to guide its next steps.
Those goals included stimulating access to internet, especially through access
points within public or community institutions.

From the initial results, and as a way of
structuring its actions, the incoming government created eight Technical
Committees for the Electronic Government: 1 – Free-license Software Implementation;
2 – Digital Inclusion; 3 – Systems
Integration; 4 – Legacy Systems&nbsp; and
Software Licenses; 5 – Sites and Online Services Management; 6 – Network Infrastructure;
7 – Government to Government (G2G); 8 – Knowledge Management and Strategic Information.

One of the duties of the Digital Inclusion Committee
was to stimulate public policies for digital inclusion,
and to promote the establishment of community access points by city and state
governments, private companies, and society in general. 

The concept that digital inclusion promotes
social inclusion multiplied initiatives of digital inclusion using different
methodologies and sponsors. For those who cannot afford to have computers and
internet at home, or even to pay for internet use, the alternative access is
community telecenters.

A telecenter may be defined as a “shared site that provides public access to
information and communications technologies” (PROENZA, 2005). It can be
commercial (cyber-cafés), public, in
a school, in a non-profit organization, or in a community. The latter is set up and managed by communities, and
provides access even to those who cannot afford the use. Some community
telecenters choose to charge for some services, but reinvest the profits for
its maintenance. 

After much discussion in the digital
inclusion environment, especially within the government, the common use of the
word telecenter is associated to public non-profit locations, offering free
internet connections to citizens who cannot afford to have their own. It is
common to find telecenters that have some government support (city, state or
federal), and are maintained by Organized Civil Society, NGOs or other kinds of
local institutions.

This paper is about this specific case of
community telecenters operating in rural areas.

1.2 What happens in Rural Areas?



By 2007, digital
inclusion in urban areas was already the object of important Federal Government
actions, such as distance learning programs and telecenters. These actions
involve different offices such as the Ministry of Education, the Ministry of
Communication, the National Institute of Information Technology, and the
Ministry of Planning. The Digital Inclusion Committee is the place to bring
together all different initiatives, in order to join efforts to provide
efficiency in public policies.

Digital inclusion in rural areas was
restricted to isolated and disconnected initiatives to provide computers and
internet access. With so many difficulties, unfortunately, they deal more with
access, and less with real digital inclusion. Digital inclusion for rural areas
is much more than just having internet access. It is a practice of citizenship
involving interaction with the world of information and communication, taking
into account local education and culture.

Analyzing data available in the Digital
Inclusion National Observatory (Onid) database, we get a better idea of how
rural areas are very poorly covered by internet access. The Observatory database
was created to gather information about all digital inclusion initiatives in
Brazil through the spontaneous registration conducted by the projects
themselves. So, it does not include all initiatives, but can help to highlight
rural versus urban distribution. 

Input data for registration consists only
of project identification, contact information and address. There is no classification
into rural and urban projects, but by a careful analysis of project
identification and location we arrived at an approximate distribution, as presented
in Table 1. 



Table 1 – Telecenters in Onid&nbsp; x Population (2008)


 

  


  
Telecenters (%)

  
Population* (%)

 

  
Rural

  
4,8

  
16,7

 

  
Urban

  
95,2

  
83,3

 

  
Total 

  
100,0

  
100,0

 



&nbsp;*
(MDA/DIEESE, 2008)



The situation changed in 2008, when, after
supporting different experiments for some years, and observing different initiatives
that were identified through Onid, and by networking with rural communities, the
Federal Government launched its national policy for digital inclusion in rural
areas: the Digital Territories Project (Projeto
Territórios digitais).

2 The dawn of Digital Territories

2.1 What is it part of?

As Digital Territories
is part of the Federal Government’s Citizenship Territories Program, first we need
to introduce the latter.

How can the Brazilian Government deal with rural
areas in such a huge country? How can it choose a place to build a new school
or hospital? How to deal with places with a population density so low that it
becomes impossible to have enough government representation. The first step was
to organize the rural areas into Rural Territories. 

Rural territories are sets of locations sharing
the same economic and environmental characteristics, a common identity, and
sharing social, cultural and geographic cohesion. Each of them has no more than
50 thousand dwellers; and a population density of less than 80 inhabitants/km2.
They are bigger than a city and smaller than a state, and show more clearly than
either of these the reality of their social groups, economic activity and
institutions. That makes it easier for government actions to develop these
regions. Sixty territories have been created so far. 

The second step was to promote Territorial Councils,
working as an interface between citizens and all government levels, and interested
institutions, mainly NGOs. Councils are composed of representatives of social
movements, communities, and all institutions interested in the development of
the territory, as well as municipal, state and federal governments.

As it was quite impossible to start working in all
territories simultaneously, the Brazilian government decided to focus on the
thirty poorest, as measured by the Human Development Indicator, and progressively
add another thirty every year. By 2008 there were sixty territories, as shown
in Figure 1. They are called Citizenship Territories (Territórios da Cidadania), to distinguish them from the other rural
territories. 



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Figure 1 Citizenship Territories

The selection of a territory as a Citizenship
Territory is conducted by the Federal Government together with the establishment
of an investment plan for all governmental areas of action. The plan is not
detailed, because is does not say where, when, and how any action will be
executed. It is mainly a budget. It is up to the local Territory Council to lay
out a detailed plan, aided by a federal government consultant. Once the plan is
completed, the Citizenship Territory starts to receive government funds. All
citizens can monitor the project’s actions through the program website (BRASIL,
2008). 

At the end of 2008 a new government action was
added to the Citizenship Territories program, concerned with making internet
reach rural areas. As it is hard to find anyone interested in investing in this
type of connection and training in places with such low demographic density –
there are only isolated initiatives, as we stated – the government decided to take
the first steps on a large scale. 

Digital Territories is the Citizenship
Territories sub-program responsible for setting up telecenters in the territories.
Such public and free use spaces can be set up in land reform settlements (assentamentos da reforma agrária), agricultural schools, traditional communities, labor
unions or in Rural Family Houses<!--[if !supportFootnotes]-->[1]<!--[endif]-->. The
first telecenters, called Digital Houses, were inaugurated in 2008, and the
goal is to equal the number of Citizenship Territories by 2010 that, by that time,
will have reached 120. 

2.2 How did we get that
far?

The creation of the
Digital Inclusion Technical Committees for the Electronic Government in 2003 motivated
different government initiatives in digital inclusion, all of them grounded in
the belief that e-gov would only
become a real agent of democracy if people had access to the information and
services available on the internet.

It was not long before that the Ministry of
Agrarian Development, responsible for the development of rural areas, started its
own initiatives. The first thing to be done was to define how to implement
telecenters in rural areas, far from any kind of technological support. A
methodology had to be defined, in accordance with the communities’ way of
working, ideas had to come from the communities (bottom-up), respecting local
singularities, and not only from decision-makers or academicians (top-down). 

The MDA´s Agrarian
and Rural Development Studies Centre (Nead) led the task of defining the
guidelines for digital inclusion in rural areas. 

Nead is a project for technical cooperation
between the Ministry of Agrarian Development (MDA) and the Inter-American
Institute for Cooperation on Agriculture (IICA) that seeks to contribute to the
improvement of rural development policies, by promoting studies and research with
the purpose of evaluating and improving public policies aimed at agrarian
reform, family agriculture and sustainable rural development (NEAD, 2008). 

Nead began this task by gathering information
about different digital inclusion initiatives, mainly in rural, but also in
urban areas. Many different projects and even ideas were heard, and Nead
sponsored two different academic institutions to propose the development and
implementation of methodologies that became pilot experiences on how to conduct
digital inclusions in rural areas

The first one was in the state of Ceará. The
project, named Rural Digital Inclusion Centers (CRID – Centros Rurais de Inclusão Digital), was developed by Multimedia
Laboratories, at the Federal University of Ceará. Its methodology is based on
four areas: &nbsp;laboratory management,
digital inclusion, computers for education, and distance learning. The first
CRID was implemented in 2004 sponsored by Nead, the National Institute of
Colonization and Agrarian Reform (Incra), and the Bank of Northeast Brazil
(BNB). “Each CRID is a computer education laboratory […] with the mediation
promoted by a local school” (MATTOS, 2005) which means that education has a
central role.

The second pilot experience was in the
state of Rio Grande do Norte. In 2006, the Federal Center for Technological Education
of that state (CEFET-RN) implemented an experience named Digital Inclusion
Center, sponsored by the Ministry of Mines and Energy (MME), the São Francisco
Hydroelectric Company (Chesf), and the Cerro Corá City Hall, as well as by Nead.
Their methodology had two main differences from CRID: no emphasis in integrating
the use of computers and internet with school activities; and a huge emphasis on
using the telecenter to help increase local production and distribution through
some kind of e-business.

At that time, the Brazilian Federal
Government’s digital inclusion programs, conceived for urban areas, such as
Brazil House and Culture Points, had been consolidated. So, Nead became a
closer observer and also learned from them. 

Different executors, partners and goals,
led to the conclusion that Nead could only give the guidelines, but the
detailed methodology had to be specified case by case when talking about a
nationwide project.

The Digital
Territories Project identity was first used in 2007, and meant to be a
compilation of the different experiences sponsored and observed. The very beginning
of 2008 was the time to make public revisions of the main guidelines, to open
the project to any interested partners, identify unapproached issues and decide
the next steps. From January to April, two meetings per month were held,
joining people from private and government companies, social movements,
academy, and all citizens interested in participating.

The project guidelines were revised, the
name chosen for the telecenter was Casa
Digital (Digital House), and the first state chosen to receive one of those
houses was Pará.

3 The project guidelines

3.1 The implementation maturity stages

What happens if a
computer stops working in such a remote place? This is one of the first
questions asked by beginners in the project. They are accustomed to seeing an
implementation process taking place with just a few hours of training, and
cannot imagine how a community can learn to do everything needed to maintain a
telecenter, in an autonomous way, counting on only a few hours of training.

That question can be used to explain some
of the greater differences between urban and rural projects: this education
process has to be measured in months or, preferably, in years; the community
has to commit to the telecenter, and allocate as many people as necessary to
keep it open seven days a week, even at night, so that those who work dayshift can
also become users. As they cannot afford to pay salaries for so many people,
work should be voluntary; the pilot projects have shown that this is a natural
decision in organized communities.

As rural communities are far away from
“knowledge provider” urban centers, the implementation of a telecenter is a three-stage
maturation process: preparation, adaptation e consolidation, or, as we prefer
to call them, childhood, adolescence e maturity.

The preparation, or “childhood”, is
characterized by a direct intervention by a formation (training) team from an
executor institution, that can be an NGO, academy, social movements and so
forth. Equipments are installed, and many short-term workshops are held for
those community members who will propagate that new knowledge through the
community. This childhood can last from 3 to 6 months, depending on the
methodology chosen. Most digital inclusion projects stop here, before the
community has reached a self-sustainable maturity level.

In the second stage, adaptation or “adolescence”,
the training team starts watching at a distance, through internet, and visits
to the community are less frequent. We suggest monthly visits. Like a teenager,
the community starts to walk on its own, and it is common to see conflicts
between what is intended to be done, and what the implementation team expected.
A good implementation team, like a good educator, will know how to trade off
between its own beliefs and the community choices. The suggestion is that this
stage should be six months long.

Consolidation or “maturity” is the last
stage, marked by no more dependency on the implementation team, who will work
only as an eventual consultant for a suggested period of one more year, before
consolidation is complete. Experienced popular educators say that, after beginning
the project, two years are needed to confirm if it is really self-sustainable.

3.2&nbsp; Descriptive
guidelines

Nead sponsored an experimental telecenter
with emphasis in education. It sponsored another where supporting production
was the most important task. Which one is the best? It is preferable to have
both of them, besides developing digital and e-learning culture. But the most
important goal is to be a self-sustainable project.

Digital Territories, as a country-wide
project, cannot have a rigid methodology or it will not be able to respect
local specificities, which is an important condition for self-sustainable
projects. Instead, it defines the main goals that have to be pursued. The maturation
stages are some of these goals – they give directions on the global time of the
implementation process. 

Other main parameters are presented below.
They are the result of the planning meetings held in the beginning of 2008.

3.2.1&nbsp;&nbsp;&nbsp;&nbsp; Principles



No matter who is
implementing a Digital House, these principles must be respected:



<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->preferable use of FOSS (free
and open source software); 

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->respect for personal diversity;


<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->search for sustainability; 

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->promote shared management; 

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->transfer of technology and
sharing of knowledge;

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->use of free licenses and
standards for all knowledge produced by the community (all community knowledge
must be open source).

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->be a non-profit community
space, connected to internet;

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->avoid political mishandling; 

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->guarantee minimum access
conditions;

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->adopt social and environmental
responsibility.

3.2.2.&nbsp;&nbsp;&nbsp; Mission



Contribute to the
consolidation of the Citizenship Program by promoting access to information and
communication technology.

3.2.3 Objectives 



The general
objective is to provide access to information and communication technologies,
infra-structure and education to the Citizenship Territories, strengthening its
actions.

To reach the general objective, four specific
objectives are defined:

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->integrate digital inclusion public
policies;

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->implement national infra-structure
(physical, technological, and human resources);

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->implement &nbsp;Digital Territories;

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->accomplish active participation
of the communities.



3.2.4 Conditions to have a Digital House in a
community



To be able to receive a
Digital House, a community has to be within the Citizenship Territories, it has
to be indicated by the Territory Council, and must attend some&nbsp; technical conditions:



<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->to be located in a rural area;

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->to have access to electrical
power;

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->to be a formal social
organization;

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->to have, preferably, a school nearby;

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->to have the intention of
installing the telecenter in a public access place, to keep it open seven days
a week, 24 hours a day;

<!--[if !supportLists]-->·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->to provide secure conditions
for users and equipment.



3.2.4&nbsp;&nbsp;&nbsp;&nbsp; Digital
Territories Workplan



The Digital Territories
Project planning considers four dimensions. The first one – public policies –
is the starting point. This strategic level refers to the decision, by the
Federal Government, to carry out such a project and to deal with establishing
nationwide partnerships, setting up a nationwide team, and defining general
goals as shown in this document.

The second dimension, also within a nationwide
scope, is an executive one. It refers to the implementation and maintenance of a
national infra-structure supporting the telecenters of the territories and
allowing their interaction.

The next dimension is at territory level.
The main actors are the Territory Council and the institution that will
implement the Project, who will start detailing the implementation schedule and
characteristics of each Digital House (telecenter). 

Finally, and most
importantly, there is the community dimension. The work plan can only be completely
detailed if done together with each local community to receive a telecenter. Moreover,
the schedule and contents (technical, pedagogical and administrative) to be
considered in each case, can only be completely detailed if held this dimension.


4. Final remarks

The development of Citizenship Territories presupposes
the formulation of alternatives that are capable of facing contemporary
economic, social and environmental problems and challenges, and that lead to
the construction of new concepts of endogenous, human, local, and sustainable
development. The transformation of realities requires and stimulates the
appearance of new ideas and concepts to explain reality, and to organize
initiatives and actions for a contemporary society.

Digital inclusion, as a basic tool for the
sustainable development of Citizenship Territories, will make public access to
information and communications technologies feasible, thus it will become a
promoter of social inclusion of the less privileged, who are at the margin of
the productive process and, consequently, of the social and economic
development of Brazilian society. 

&nbsp;Hence, the
Digital Territories are intended to produce significant contribution to social
inclusion, and offer quality of life improvement, in the social organization,
and in sustainable rural development.

References 

BRASIL.
Governo Eletrônico – site instituicional http://www.governoeletronico.redegoverno.
gov.br/perguntas.asp#r1, Accessed 05 Set 2005. (Electronic Government)

BRASIL.
Territórios da Cidadania. HTTP://www.territoriosdacidadania.gov.br. Acessed 01
dez 2008. (Citizenship Territories)

Mattos,
F.L.C.L., Pinheiro, A.C.M., Batista, J.B., Young, R.S., Pinheiro, T.S.M. Círculo de cultura virtual: uma proposta
didática para educação nos centros rurais de inclusão digital. Anais do
VXII EPENN-Encontro de Pesquisa Educacional do Norte Nordeste, Belém (2005). (Virtual
Culture Circle: a didactics proposal for education in digital inclusion rural
centers)

MDA/DIEESE.
Estatísticas do meio rural /
Departamento Intersindical de Estatística e Estudos Socioeconômicos ;&nbsp; Núcleo de Estudos Agrários e Desenvolvimento
Rural, Brasília : MDA : DIEESE, 2008. (Statistics in rural areas)

Nead.
http://www.nead.gov.br. Accessed 01 Dez 2008. (Agrarian
and Rural Development Studies Centre)

Pinheiro,
T.S.M., Moura, R.C. de O., Pinheiro, A.C.M. Da infância à maturidade dos projetos comunitários de inclusão digital
rural: uso de portfólios na avaliação. Anais do 18o EPENN - Encontro de
Pesquisa Educacional do Norte e Nordeste, UFAL, Maceió (2007). (From childhood
to maturity in community projects for digital inclusion in rural areas: the use
of portfolio for assessment).

PROENZA,
Francisco J., BASTIDAS-BUCH, Roberto, MONTERO, Guillermo. Telecenters for Socioeconomic Rural Development in Latin America and
the Caribean. Washignton, D.C. : FAO-U.N. Food and Agriculture
Organization, ITU-International Telecommunications Union, IADB-Inter American
Development Bank, 2001. http:// www.iadb.org/sds/itdev/telecenters/fullrep.pdf.
Accessed 28 Jul 2007.




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   UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/>
  <w:LsdException Locked="false" Priority="64" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/>
  <w:LsdException Locked="false" Priority="65" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/>
  
  <w:LsdException Locked="false" Priority="34" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/>
  <w:LsdException Locked="false" Priority="29" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Quote"/>
  <w:LsdException Locked="false" Priority="30" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/>
  <w:LsdException Locked="false" Priority="66" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/>
  <w:LsdException Locked="false" Priority="67" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/>
  <w:LsdException Locked="false" Priority="68" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/>
  <w:LsdException Locked="false" Priority="69" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/>
  <w:LsdException Locked="false" Priority="70" SemiHidden="false"
   UnhideWhenUsed="false" Name="Dark List Accent 1"/>
  <w:LsdException Locked="false" Priority="71" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/>
  <w:LsdException Locked="false" Priority="72" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful List Accent 1"/>
  <w:LsdException Locked="false" Priority="73" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/>
  <w:LsdException Locked="false" Priority="60" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Shading Accent 2"/>
  <w:LsdException Locked="false" Priority="61" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light List Accent 2"/>
  <w:LsdException Locked="false" Priority="62" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Grid Accent 2"/>
  <w:LsdException Locked="false" Priority="63" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/>
  <w:LsdException Locked="false" Priority="64" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/>
  <w:LsdException Locked="false" Priority="65" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/>
  <w:LsdException Locked="false" Priority="66" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/>
  <w:LsdException Locked="false" Priority="67" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/>
  <w:LsdException Locked="false" Priority="68" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/>
  <w:LsdException Locked="false" Priority="69" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/>
  <w:LsdException Locked="false" Priority="70" SemiHidden="false"
   UnhideWhenUsed="false" Name="Dark List Accent 2"/>
  <w:LsdException Locked="false" Priority="71" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/>
  <w:LsdException Locked="false" Priority="72" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful List Accent 2"/>
  <w:LsdException Locked="false" Priority="73" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/>
  <w:LsdException Locked="false" Priority="60" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Shading Accent 3"/>
  <w:LsdException Locked="false" Priority="61" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light List Accent 3"/>
  <w:LsdException Locked="false" Priority="62" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Grid Accent 3"/>
  <w:LsdException Locked="false" Priority="63" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/>
  <w:LsdException Locked="false" Priority="64" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/>
  <w:LsdException Locked="false" Priority="65" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/>
  <w:LsdException Locked="false" Priority="66" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/>
  <w:LsdException Locked="false" Priority="67" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/>
  <w:LsdException Locked="false" Priority="68" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 2 Accent 3"/>
  <w:LsdException Locked="false" Priority="69" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 3 Accent 3"/>
  <w:LsdException Locked="false" Priority="70" SemiHidden="false"
   UnhideWhenUsed="false" Name="Dark List Accent 3"/>
  <w:LsdException Locked="false" Priority="71" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Shading Accent 3"/>
  <w:LsdException Locked="false" Priority="72" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful List Accent 3"/>
  <w:LsdException Locked="false" Priority="73" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Grid Accent 3"/>
  <w:LsdException Locked="false" Priority="60" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Shading Accent 4"/>
  <w:LsdException Locked="false" Priority="61" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light List Accent 4"/>
  <w:LsdException Locked="false" Priority="62" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Grid Accent 4"/>
  <w:LsdException Locked="false" Priority="63" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 1 Accent 4"/>
  <w:LsdException Locked="false" Priority="64" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 2 Accent 4"/>
  <w:LsdException Locked="false" Priority="65" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 1 Accent 4"/>
  <w:LsdException Locked="false" Priority="66" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 2 Accent 4"/>
  <w:LsdException Locked="false" Priority="67" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 1 Accent 4"/>
  <w:LsdException Locked="false" Priority="68" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 2 Accent 4"/>
  <w:LsdException Locked="false" Priority="69" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 3 Accent 4"/>
  <w:LsdException Locked="false" Priority="70" SemiHidden="false"
   UnhideWhenUsed="false" Name="Dark List Accent 4"/>
  <w:LsdException Locked="false" Priority="71" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Shading Accent 4"/>
  <w:LsdException Locked="false" Priority="72" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful List Accent 4"/>
  <w:LsdException Locked="false" Priority="73" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Grid Accent 4"/>
  <w:LsdException Locked="false" Priority="60" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Shading Accent 5"/>
  <w:LsdException Locked="false" Priority="61" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light List Accent 5"/>
  <w:LsdException Locked="false" Priority="62" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Grid Accent 5"/>
  <w:LsdException Locked="false" Priority="63" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 1 Accent 5"/>
  <w:LsdException Locked="false" Priority="64" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 2 Accent 5"/>
  <w:LsdException Locked="false" Priority="65" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 1 Accent 5"/>
  <w:LsdException Locked="false" Priority="66" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 2 Accent 5"/>
  <w:LsdException Locked="false" Priority="67" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 1 Accent 5"/>
  <w:LsdException Locked="false" Priority="68" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 2 Accent 5"/>
  <w:LsdException Locked="false" Priority="69" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 3 Accent 5"/>
  <w:LsdException Locked="false" Priority="70" SemiHidden="false"
   UnhideWhenUsed="false" Name="Dark List Accent 5"/>
  <w:LsdException Locked="false" Priority="71" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Shading Accent 5"/>
  <w:LsdException Locked="false" Priority="72" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful List Accent 5"/>
  <w:LsdException Locked="false" Priority="73" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Grid Accent 5"/>
  <w:LsdException Locked="false" Priority="60" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Shading Accent 6"/>
  <w:LsdException Locked="false" Priority="61" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light List Accent 6"/>
  <w:LsdException Locked="false" Priority="62" SemiHidden="false"
   UnhideWhenUsed="false" Name="Light Grid Accent 6"/>
  <w:LsdException Locked="false" Priority="63" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6"/>
  <w:LsdException Locked="false" Priority="64" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/>
  <w:LsdException Locked="false" Priority="65" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 1 Accent 6"/>
  <w:LsdException Locked="false" Priority="66" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium List 2 Accent 6"/>
  <w:LsdException Locked="false" Priority="67" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6"/>
  <w:LsdException Locked="false" Priority="68" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/>
  <w:LsdException Locked="false" Priority="69" SemiHidden="false"
   UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6"/>
  <w:LsdException Locked="false" Priority="70" SemiHidden="false"
   UnhideWhenUsed="false" Name="Dark List Accent 6"/>
  <w:LsdException Locked="false" Priority="71" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Shading Accent 6"/>
  <w:LsdException Locked="false" Priority="72" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful List Accent 6"/>
  <w:LsdException Locked="false" Priority="73" SemiHidden="false"
   UnhideWhenUsed="false" Name="Colorful Grid Accent 6"/>
  <w:LsdException Locked="false" Priority="19" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Subtle Emphasis"/>
  <w:LsdException Locked="false" Priority="21" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis"/>
  <w:LsdException Locked="false" Priority="31" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference"/>
  <w:LsdException Locked="false" Priority="32" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Intense Reference"/>
  <w:LsdException Locked="false" Priority="33" SemiHidden="false"
   UnhideWhenUsed="false" QFormat="true" Name="Book Title"/>
  
  
 
<![endif]-->

<!--[if gte mso 10]>

 /* Style Definitions */
table.MsoNormalTable
 {mso-style-name:"Table Normal";
 mso-tstyle-rowband-size:0;
 mso-tstyle-colband-size:0;
 mso-style-noshow:yes;
 mso-style-priority:99;
 mso-style-parent:"";
 mso-padding-alt:0cm 5.4pt 0cm 5.4pt;
 mso-para-margin:0cm;
 mso-para-margin-bottom:.0001pt;
 mso-pagination:widow-orphan;
 font-size:12.0pt;
 font-family:Cambria;
 mso-ascii-font-family:Cambria;
 mso-ascii-theme-font:minor-latin;
 mso-hansi-font-family:Cambria;
 mso-hansi-theme-font:minor-latin;}
table.MsoTableGrid
 {mso-style-name:"Table Grid";
 mso-tstyle-rowband-size:0;
 mso-tstyle-colband-size:0;
 mso-style-unhide:no;
 border:solid windowtext 1.0pt;
 mso-border-alt:solid windowtext .5pt;
 mso-padding-alt:0cm 5.4pt 0cm 5.4pt;
 mso-border-insideh:.5pt solid windowtext;
 mso-border-insidev:.5pt solid windowtext;
 mso-para-margin:0cm;
 mso-para-margin-bottom:.0001pt;
 mso-pagination:widow-orphan;
 font-size:10.0pt;
 font-family:"Times New Roman";
 mso-fareast-font-family:"Times New Roman";}

<![endif]-->



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<!--[if !supportFootnotes]-->

<!--[endif]-->




<!--[if !supportFootnotes]-->[1]<!--[endif]--> An example of this project can be found at www.odebrechtonline.com.br/materias/00101-00200/167/
(accessed 01 Nov 2008).