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Empowerment and Communication in São Paulo, Brazil: Participatory Video with Recycling Cooperatives

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Empowerment and Communication in São Paulo, Brazil: Participatory Video with Recycling Cooperatives Empowerment and communication in São Paulo, Brazil: Participatory Video with recycling cooperatives by Crystal Tremblay MA, University of Victoria, 2007 BA, Concordia University, 2003 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY in the Department of Geography Crystal Tremblay, 2013 University of Victoria All rights reserved. This dissertation may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee Empowerment and communication in São Paulo, Brazil: Participatory Action Video with recycling cooperatives by Crystal Tremblay MA, University of Victoria, 2007 BA, Concordia University, 2001 Supervisory Committee Dr. Jutta Gutberlet (Department of Geography) ________________________________________________________________________ Supervisor Dr. Leslie King (Department of Geography) ________________________________________________________________________ Departmental Member Dr. Budd Hall (School of Public Administration) ________________________________________________________________________ Outside Member iii Abstract Supervisory Committee Dr. Jutta Gutberlet (Department of Geography) ________________________________________________________________________ Supervisor Dr. Leslie King (Department of Geography) ________________________________________________________________________ Departmental Member Dr. Budd Hall (School of Public Administration) ________________________________________________________________________ Outside Member This research explores how Participatory Video (PV) can facilitate empowerment and strengthen dialogue and engagement for public policy with members of recycling cooperatives and government in the greater metropolitan region of São Paulo, Brazil. The research project provided opportunities for catadores/as (‘recyclers’) to explore PV as a way to shed light on their livelihood challenges, but also as an approach to celebrate, demonstrate and legitimize the value and significance of their work to local government and community. Working through a participatory approach, twenty-two leaders from eleven cooperatives were involved in all aspects of the video-making process, from script writing to filming, group editing and knowledge mobilization. The research took place during nine months of fieldwork located in four municipalities in the greater metropolitan region of São Paulo, Brazil using multiple ethnographic and participatory methods. The methodology for this research is action-oriented, and applies a participatory community-based multi-methods approach. The purpose of the videos was to relay the message that catadores/as perform a valuable service to society, and through the organization of cooperatives have the capacity to be further supported and integrated into waste management programs. The videos were used as a tool for communication with government and for community outreach. This research is supported through the Participatory Sustainable Waste Management (PSWM) project, a six-year Canadian International Development Agency (CIDA) funded University Partnership project (2005-2011). The overall purpose of the participatory-based PSWM project was to increase the effectiveness, safety, and income generation of organized waste recycling in originally four and later six Brazilian municipalities in the metropolitan region of São Paulo: Santo iv André, Diadema, Ribeirão Pires, São Bernardo do Campo, Mauá and some parts of the municipality of São Paulo. The capacity building activities and actions of the PSWM project have contributed to structure, organize and strengthen cooperative recycling enterprises and their members, for example, by setting up a pilot project on micro-credit and advancing the practice of solidarity economy through collective commercialization and networking of the recyclers in the region. In addition, the project has helped create a more inclusive culture amongst the local governments in this region, where many recyclers are now present in political meetings and decision making related to waste management. Unfortunately, this is not the case in all the municipalities and there are still barriers to participatory models in decision- making and a lack of political support. Findings support the conclusion that PV can be a powerful methodological tool contributing to the process of individual, community and organizational empowerment and is significant for democratic governance and the increasingly popular notion of the knowledge democracy. This research also has policy relevance and practical application. The findings have the capacity to inform models of participatory governance, and improved democratic processes in addressing complex urban development challenges, in addition to advancing practices in government accountability and transparency. v Table of Contents Supervisory Committee………………………………………………………………...…ii Abstract……………………………………………………………………………….…..iii List of Figures and Tables………………………………………………………………viii Acknowledgements………………………………………………………………….……ix Dedication…………………………………………………………………………...……xi Chapter One: Introduction .............................................................................................. 1 1.0 Research rationale, contextual background and overview ............................................ 1 1.1 The Participatory Sustainable Waste Management project…………………………...5 1.1.1 Research significance ................................................................................................. 6 1.1.2 Research goals and questions …………………………………………………...…..7 1.1.3 Dissertation organization……………………...…………………………... ........ 8 1.2 Solid waste generation and management trends ......................................................... 10 1.3 Integrated and inclusive waste management ............................................................... 12 1.3.1 Inclusive waste management policy in Brazil ................................................... 13 1.3.2 Informal and organized recycling ...................................................................... 14 1.3.3 Livelihood of a catador/a: Socio-economic challenges ..................................... 18 1.4 Conceptualising participation for development .......................................................... 19 1.5 Participatory Video as a process of transformation and social change ....................... 20 1.6 Empowerment: what is it? ......................................................................................... 21 Chapter Two: Research Methodology .......................................................................... 24 2.0. Introduction ................................................................................................................ 24 2.1. Theoretical framework ............................................................................................... 24 2.1.1 Feminist theories ............................................................................................. 26 2.1.2 Social theory and human agency .................................................................... 28 2.1.3 Political ecology .............................................................................................. 29 2.1.4 Social and solidarity economy ........................................................................ 30 2.1.5 Community-based Research ........................................................................... 30 2.2 Methodology of a Participatory Video project ...................................................... 32 2.2.1 Ethics ............................................................................................................... 33 2.2.2 The PV process ............................................................................................... 33 2.2.3 Monitoring and evaluation of the PV workshop ............................................. 35 2.2.4 Viewing of the footage .................................................................................... 36 2.2.5 Co-editing the videos ...................................................................................... 36 2.2.6 Viewing the final videos ................................................................................. 38 2.3 Research Methods .................................................................................................. 38 2.3.1 Journaling ........................................................................................................ 38 2.3.2 Focus groups ................................................................................................... 38 2.3.3 Interviews ........................................................................................................ 40 2.3.4 Questionnaire .................................................................................................. 42 2.4 Analysis .................................................................................................................. 43 2.4.1 Transcribing and theme coding ....................................................................... 43 vi 2.5 Limitations ............................................................................................................. 44 2.5.1 Time limitations……………………………………………..…….…………44 2.5.2 Challenges of group editing……………………………………………….…45 2.5.3 Language barriers…………………………………………………………….45 2.6 Summary………………………………………………………………... ............. 45 Chapter Three: Critical reflections
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