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Revoar was born in 2017 from a dream of working with the power of socially vulnerable youth, starting from the perception that youth is an important phase of a human being's life, during which young people are in full development and in a moment of great doubts, pressures and conflicts. However, they have few opportunities, people and places that are safe and adequate for them to develop fully and reflect on and share anxieties and concerns about their decisions about the future. This absence of specific conditions and support to look at oneself and develop in an integral way, whether in the current school system, in families or in places and groups frequented by youth, leads today to a frequent number of young people with depression, with fear and few prospects for the future, and suffering from anxiety and psychosomatic illnesses. The power and vitality of youth, as well as their potential for mobilizing change, both in relation to their role in the economically active population of the coming decades, and for their strong presence and transformative power, have been underdeveloped and got little attention, due to the way in which the education system is considered in the country. Education today remains focused on the enhancement of cognitive skills, with a focus on the obligation to teach content and a more technical vision of education, which is geared towards preparing people for the professional market. Traditional education still uses models designed to answer old demands, without being able to clearly meet the demands of the new century and reflect new discoveries about human complexity. This policy option for education excludes from the process of development of human beings, which are complex and multidimensional beings, the learning of social and emotional skills. Young people, the adults of tomorrow, end up going through school and the youth phase without having the opportunity to know and improve a human dimension relevant to their integral development, which in turn generates human beings with limited, and little explored potential. Today, schools are unable to fulfill the mission of developing all the skills that human beings need to face the challenges of the 21st century. And that does not mean that cognitive skills (interpreting, reflecting, thinking abstractly, generalizing learning, etc.) should be left aside, but rather calls for the integration of the development of socio-emotional skills into the teaching/learning process, since the two are related and complement each other, and together they allow for the integral development of human beings. Therefore, the development of a full education, which considers the human being in its entirety and fullness, is, in general, not being achieved. Currently, there are many terms that refer to socio-emotional skills, such as education for life, 21st century skills, soft skills, emotional and social intelligence, among others. Regardless of the term used, studies have demonstrated the importance and benefits - individual and social - of developing such skills, such as increased creativity, overcoming losses and difficulties, improving teamwork, reducing bullying, decreasing anxiety and depression and better awareness of talents and strengths. With the lack of an integral education that is concerned with the development of these skills, young people miss the opportunity to improve the way they relate to themselves and to others, they do not know how to deal with their feelings and emotions, they do not learn to make decisions in a responsible manner, they don't learn to deal with problems and difficulties, they don't develop empathy, self-confidence and they don't learn to be collaborative people. In view of all these situations and realities, Revoar was created with the proposal to design and implement educational processes for young people in situations of social vulnerability, in public and private schools in Rio de Janeiro, working to contribute to the socio-emotional development of these young people. The organization's mission is to promote a new education, which values a more humane and integral education, in order to enable better personal and socio-emotional development, through a focus on four pillars: self-knowledge, collaboration, empathy and autonomy. To fulfill these objectives, a novel educational path was created, based on practical and dynamic experiences, combined with deep and provocative reflections and meditations, based on several collaborative and innovative methodologies, which was named Pedagogy of Reconnection. The entire methodological process proposed is participatory, respecting listening and dialogue between participants. Knowledge is sought through pleasure and the desire to be in Revoar. And, for this, the methodology is based on participative, cooperative and playful actions that recognize the individuality of each one and, at the same time, the strength and importance of the collective. Revoar's methodology is inspired by innovative and collaborative methodologies such as: Pedagogy of Cooperation, Cooperative Games, Dragon Dreaming, mindfulness, Art education, among others, for the development of socio-emotional skills. Instituto Revoar, in its four years of activity, has held courses with middle and high school students from public schools in Rio de Janeiro, as well as with young people under age who have committed crimes and serve socio-educational measures at the Novo Degase institution. Based on the monitoring and evaluation of its actions, Revoar verified positive and important results, such as, for example: greater ability among participants to identify their own feelings and emotions and greater confidence in expressing them; greater capacity for listening and empathy, and improvement in sociality and working in groups; increased self-esteem through the identification of skills and strengths; improvement in life prospects with the awakening of dreams and greater capacity for choice and decision making with the elaboration of life projects. After two years of working with young people, in 2019, Instituto Revoar began to share its experience and knowledge with educators from the municipal education network in the city of Rio de Janeiro through the "Connected Educators" project. Connected Educators is a process of experiential training, from the perspective of integral education, which aims to deepen the knowledge of educators about socio-emotional skills, so that they can more intentionally develop them in the classroom. The Connected Educators course focuses on connecting educators with themselves, with their "I-educator", with their studies and with the school and, from there, developing a more direct and deeper knowledge about socio-emotional skills, and about ways to develop them intentionally in the classroom. The feedback from the participating educators was very positive, having seen results in the educators' self-esteem and motivation, as well as their practical experience of socio-emotional education in the classroom. Instituto Revoar, therefore, currently creates learning experiences to strengthen and connect educators and students, with a focus on the development of socio-emotional skills and the promotion of integral education.

Arca de Noe is a Franco-Brazilian NGO founded in 2001, located in the heart of the Vila Prudente favela in Sao Paulo, whose purpose is to offer the population of the favela a pathway to creating a better future through education and professional insertion.

To improve the diagnosis, treatment and care of individuals worldwide with CACNA1C-related disorders, including Timothy Syndrome and LongQT8, and to support the families of those diagnosed.

One Earth Conservation works with parrots as a gateway species who can guide us to transform the way humans perceive and treat nature and each other. We are a small, but mighty, not-for-profit organization, based in the USA, that is having a large impact on parrot conservation and human attitudes towards nature in countries in Central America and South America. Our mission is to promote parrot well-being in the Americas by conducting transformative parrot conservation, taking action to end the wildlife trade, and encouraging in people a strong sense of human connection to all life that results in the well-being of all.

Transform the future of Venezuelan children and youth at risk, nurturing and educating them as integral, ethical and thoughtful leaders so that they are the ones who transform their community and their own family.

We work with our members to ensure reliable provision of life-saving cells while promoting patient and donor care and safety

The mission of The Global FoodBanking Network (GFN) is to alleviate world hunger.  We do this by collaborating to develop food banks in communities where they are needed around the world and by supporting food banks where they already exist.

We believe that each one deserves to be happy and that is why every day we stand beside children, adolescents, young people and the elderly so that they are protagonists of the transformation of life and society. Our mission is to provide shelter for children, adolescents, young people and the elderly, which aims to enable a safer, happier future with more opportunities

Instituto da Crianca is a SOCIAL MANAGER to promote human development. The organization works as a way to bring together people and companies that are able and willing to contribute, but don't know how to make this investment reach those who really need it. With 28 years of history, the Instituto connects and articulates these two groups, advising companies, and directing financial, human, material, and technical knowledge resources.

UmRio works to end intergenerational poverty in Morro do Castro, and support other vulnerable communities around the world do the same UmRio is an evidence-based development programme that supports children and youth at every stage of their learning, from the cradle to graduation. Through a 5-pillar development model centred around rugby, education, job-readiness, healthcare and social support, UmRio provides children, young people and their families with the conditions they need to take charge of their futures, rather than have them defined by the circumstance they were born into.

I - Enable the integral promotion of the human person, promoting education and cultural development through action and socio-community education, in activities inherent to the interest of agriculture, especially regarding the sustainable development and social elevation of the family farmer from the spiritual-ethical-ecological, intellectual, technical, health and economic point of view; II - Encourage, through education, entrepreneurial attitudes of rural youth, their families and communities, contributing to the access to the generation of work and income, as well as providing continuous formation processes of Alternation Educators / Monitors of Agricultural and Family Schools and several publics, with a view to contributing to mobilization of popular empowerment and emancipation in the complex sociocultural reality of the Brazilian countryside; III - Ensure that the formation and animation activities of the EFAs are articulated and integrated with the promotion and sustainable development projects in which they are inserted; IV - To promote, as its predominant activity, a contextualized and differentiated education, serving as a maintaining institution to regulate, manage, raise funds, represent and manage the operation of the Santa Cruz do Sul Family Farm School - EFASC, which may offer teaching courses High School and Vocational High School, as well as initial and continuing education, complementary and technical specializations of Rural Professional Learning, following the principles of the CEFFAs Network - Family Centers for Alternating Training in Brazil, with universality of service, scholarships and benefits related to school transportation, uniforms, teaching materials, housing and food; V - Providing, conducting, executing and encouraging initial and ongoing processes of training for Alternating Educators / Family School Teachers and EFA association members; VI - Promote a quality education, contextualized, differentiated and focused on the rural environment, in accordance with the foundations and principles of the CEFFAs Network, with a Pedagogy of Alternation methodology and appropriate to the Law of Guidelines and bases of National Education (LDB No. 9,394) / 1996) and the National Plan of Current Education (PNE), as well as Decree No. 7352, of November 4, 2010 and other normative instruments of field education and relevant legislation; VII - Recognize the knowledge of family farmers and the community, recognize their role as alternative educator, seek and promote the construction of theoretical / practical knowledge from the local reality of youth and the harmful and sustainable development in activities related to agriculture, currently the education and training of young people, families and the community; VIII - Encourage, carry out and promote the organization and mobilization of farmers and the youth of Family Farming in order to gain their rights and access to public policies; IX - Promote moral and ethical values, valuing the spirit of solidarity, respecting the environment, promoting gender equity and analysis, ethnicity and patterns of group types, valuing cultural diversity and any nature; X - Develop the attendance and evaluation of the beneficiaries of the Organic Law of Social Assistance - LAAS, their defense and guarantee of their rights. Promote social assistance - serving all stakeholders, including: children, adolescents, young people, adults, men, women, the elderly, people with disabilities and all minorities in society; XI - Educational institution service to create, integrate, regulate, accredit, administer, covenant, fundraise, use, organize, maintain and use education resources at any level, including higher education - both undergraduate and postgraduate - University graduate. It may be offered or in partnership or cooperation with other universities;

To ensure the effectiveness of rights for the population of the 16 favelas of Mare.