Help us to create the school, the Seeds of Light

Hello beloved ones

Thank you so much for being interested into the manifestation of this beautiful dream!!!! To help us to create a better world on this planet and build an amazing place for our children and the new generation.

A school where children are happy to go and could develop their talents and potentials without being hurt emotionally or needing to enter in competition with their friend to be able to prove their true value.

The purpose of it is to help our children to create golden memories of light, love and happiness that would help them in the most difficult moments of their life to remember their direction and always keep their faith and heart opened, as an unbreakable base of love and joy for their life.

We would like that this school be opened to all children independently of their parents income and place in the Brazilian society. That is why we need your help and your support, so that children from all different horizons could be part of this beautiful project and not only children from privileged families. We would like very much that this dream takes a concrete shape and that our school started in the beginning of the new scholar year in Brazil: so in the beginning of February 2023. the children are ready to come in and the teachers very eager to start working, but for that we truly need your help and some financial support. The costs are too high for us to cover them alone every month. We try to reduce the costs at the minimum yet to be able to manifest it concretely. We would need a base of 1500- 2000 euros per month to working. So around 20 000 euros per year.

Below is coming a whole description of the pedagogic project of the school and of the different teachers who would be working there if you would like to have some more information.

If you feel like helping us, we would be deeply grateful for it. there is also a possibility to sponsor one of the child monthly and to come to be volunteer in the school. So if you are interested by this kind of support, you can enter directly in contact with me personally.

Here comes the description with more details of our school. thank you so much for your support and help.

Gratitude from the bottom of our hearts

Prem Nuti

SCHOOL SEEDS OF LIGHT

PEDAGOGICAL PROJECT

Montessori philosophy is our main guide on this journey with children. The rooms will be prepared with everything at the height of the little ones: shelves, tables, chairs, activities, water, and fruit available, places to rest, access to the bathroom, etc. All activities will be pedagogically designed and made available on the shelves, considering the stage of development of each child present in all different areas of knowledge: mathematics, language, biology, geography, arts, and practical life. The adult's role is to observe the child, to perceive the child's interest, and thus be able to direct the child to the appropriate activity, allowing the child to develop autonomously and with challenges equivalent to their ability to solve them. Another important role of the adult is to provide emotional contour and support. The adult must intervene in 3 situations:

- When the child hurts the other

- When the child hurts himself

- When the child harms the environment.

With the emotional outline well established and the adults free to observe and present the materials to the children, the development and alignment between the group of children becomes a natural and beautiful process! Children will naturally begin to focus on their activities, alone or in groups when they choose, and to develop in the various areas of human knowledge with the incredible materials that Montessori and her successors have developed over these 150 years of history.

Aesthetics, order, art, and music are part of children's daily lives. We are also inspired by Rudolf Steiner (Waldorf). We pay attention to the seasons and the cycles of nature and we bring this awareness in different ways: artistic activities focused on the period of the year and exhibited by the school, celebrations of the cycles of the seasons with the families, songs and stories about natural cycles and their magic, etc.

Another important philosophy in the adult-child relationship within the school and with families is Educação Viva e Consciente (“Alive and Conscious Education”).

This philosophy has 5 pillars, namely:

- do not judge;

- don't make comparisons;

- do not direct the children's interest;

- don't make assumptions;

- do not use qualitative.

The learning process occurs in every moment of life, everywhere, and with every relationship. The child begins to walk and talk while observing the adult. The child relates to other people with references from the adults who raised him. And while the child reproduces what adults do, from the moment they learn to turn and grasp they move towards the things of their interest. Therefore, it is necessary to be attentive to our judgments, qualitative and comparisons, because each child will bring a different life story and different interests.

Judgment speaks more about us than about the other. The adult tends to judge the actions of children from their adult perspective, forgetting that the child is in the process of development and has limited social skills, and primitive impulses that can manifest in emotions, slaps, screams, cries, and even bites. The adult's role is to help as an emotional guide. Nothing is right or wrong, it's just the way it is. Everything the child manifests is part of the process of evolution.

Instead of judging, we must name the feelings, validate them, connect with the child, and then offer appropriate ways to deal with a given situation. We must move from repression to acceptance of what the other is feeling, and from there we become able to help the child deal with his emotions. Judgment, qualification, and comparison are normally accepted in education with children. The competition is an example of how we use comparison and qualification with children; who's good and who's not, who gets 10 and who gets 0, who behaves and who doesn't, who eats the salad and who doesn't. Comparisons erase and imprison children. We unconsciously create labels, and we urgently need to remove these labels from children and free them so that they can manifest in all their ways of being.

Let's leave children free to blossom into their full potential by knowing how to put ourselves in the place of conscious adults, and giving the necessary support so that children become what they came to be in the world!

Nature

Nature will be present in every corner of the school. Together with the educators, the children will learn to cultivate, understand and name different plants, spreading the beauty of each different plant in all corners of the school. The trees and green space is also a free-play environment where children connect with their natural expression. Climbing trees, playing with the elements of nature, running and jumping, play-pretending, planting and so many other manifestations are possible by being with nature.

- Vegetable garden, fruit trees, tea and flower beds, everything we can grow in the space together with the children.

- Experience nature in its different manifestations: on cold days, on rainy days, on hot days, on windy days - all done using the right tools to bring safety and comfort!

Music

Music has been part of the human being since the beginning, and in here music education will be present in several ways:

- Circular musics with children will be done every morning to bring harmony and joy to our day Other musical moments will be made during free play times, using different instruments and games.

- Twice a week Jorge, our music teacher, will come to teach native-american Flute and to work with musicalization.

Yoga and meditation

Yoga and meditation exercises bring to the children their consciousness to their breath, their movements and their thoughts and it is a tool to build presence in their daily life.

- This activity will be done twice a week.

Reading and conversation time

Reading and conversation circles will be held every day. This is a space where children imagine, associate, create and express their emotions, their feelings and their interpretation of the story read and what else the story awakens within them.

School cycles

The school will have two different cycles: The classroom time and the free-play time. The classroom moment is a moment of autonomy directed towards didactic materials, where children can choose materials according to their interests to develop their skills in the various areas of human knowledge. This is a 1 hour and 30 minutes period. Free play is also important, as the child will have access to the backyard and will be able to run, jump, plant, climb trees and have their energy externalized with the body in motion. Throughout the day the cycles will be interspersed with targeted activities (such as music lessons and reading circles at the end of the day).

Responsibility and Freedom

Freedom is only possible when we take responsibility for our actions in the world. For Maria Montessori, freedom is directly related to discipline, respect and competence to make choices. She says that “man is freer in proportion to his ability to make choices''; they must act assertively, as they need to know the rules that govern a social space and that regulate ethics; respect the space of the other and develop, among other executive functions, inhibitory control, which allows self-control. So the school will have contours and rules that children are able to exercise and follow as they learn about choices and self-control. The welcoming in this learning process is what most differs from traditional schools: it is not necessary to be a tyrant to set limits, it is necessary, yes, to be firm. As the child advances in the ability to make choices, the more he feels free to move in the world.

 

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EDUCATORS:

Caroline Molina:

Child educator, musician and English teacher, She started her career at the age of 16 as an English teacher at a language school. She graduated in Letras - English Portuguese and learned to play several instruments during her teenagehood. In 2017 she came across the universe of early childhood education and fell in love. Since then she has been working with children's education and children's music. She is a member and co-founder of Dupla Brincanto, which offers musical performances and instrument workshops for children and teenagers. She worked at a bilingual Montessori School in São Paulo, where she also graduated in an 80-hour Montessori course for 0-3 year olds. She has taken several other Montessori online courses for 3-6 year olds such as language and math. In addition to other courses such as non-violent communication (CNV). She graduated in Letras - English Portuguese at UNIP (Universidade Paulista), in Music - Full degree at Faculdade Claretiano, and in Pedagogy at Uniítalo. She continues to study and she gets inspired by education models based on freedom and respect for children, such as Montessori, Emmi Pikler, Educação Viva e Consciente and Waldorf. In 2019, she got tired of the big city and moved with her 2-year-old daughter to the south coast of São Paulo, Cananéia. Then came the pandemic, and during that time she homeschooled her daughter using the Montessori materials and Rudolf Steiner's musical activities.

Gabriela Ramos:

Gabriela started her career as a research intern in 2010 at the Betary Reserve (IPBIO- Biodiversity Research Institute), where she worked until 2014 as a Biologist. In this place, in addition to research, she developed environmental education works with students from public schools and universities, feeling the call for training in collective work and great interests in the area of Botany. During the years in the Reserve, she trained as an Environmental Monitor for the Atlantic Forest Biosphere Reserve and the course developed by ISA (Socio-environmental Institute) as a Socio-environmental agent, putting into practice the project “Riquezas do Meu Quintal” with high school students from the “Nascimento Sátiro da Silva'' public school in 2015, approved by the Ministry of the environment. That same year she was a Partner at the “Flor de Aragonita '' handicraft store, thus representing local handicrafts. In 2016, with the birth of her second child, Cainã, she decided to move to the south coast in Cananéia São Paulo, where she graduated as an Aromatherapist and delved into the studies and practices of manipulation of natural alchemy. Also, that same year she started participating in the parent collective that worked with free education to play, Quintal Caiçara.

Graduations: Graduated in Biological Sciences - full degree; Environmental monitor for the Atlantic Forest Biosphere Reserve; Socio-environmental Agent by ISA (Socio-environmental Institute); Aromatherapist by SENAC; Ághata vibrational specialist; Thetahealer and “Benzedeira Raíz”; Studying phytotherapy and phytoenergetics.

 

Jorge Henrique Andrade:

He started in music as a teenager, with the guitar. He was guitarist for several bands, studied music with excellent private teachers, in conservatory courses and at the university. Gradually he became interested in other instruments such as bass, drums, harmonica, ukulele, percussion, mandolin, flutes, etc.

He discovered himself a teacher by chance, and he never stopped. He found a very different pleasure in sharing musical knowledge and began to look for simple and effective ways to teach music. In the meantime, he delved into studio techniques, acoustics and live sound, and became an audiovisual producer. He currently works as a teacher of musicalization for adults and children, practice of musical instruments (guitar, guitar, ukulele, flute, etc.), in addition to acting as a producer. Member and co-founder of Dupla Bricanto, he works with musical performances and instrument workshops for children and adolescents. Luthier of Native American flutes and founder of the “Flautas Mágicas”, he uses this flute as the first instrument in music education with games and stories. Graduated in Conducting Technician, Music - Full Degree and postgraduate in Music Therapy. He also has several courses, such as: Music in the world, Vibrating Forms, Tuning Systems and Waldorf Musicalization.

 

Prem Nuti

Yoga and dance teacher, therapist and healer, founder of the Heart Light Method, a psycho-shamanic method toward self-knowledge and self-development. Formed in many different kinds of psychology and therapy, and intense spiritual seeker. Work together with children since she was 16 years old in many different aeras. She was for many years in France a yoga and classical Indian dance teacher for children in public schools and private centers. She opened an alternative school in Arambol, Goa, India, in 2005-2006 for international children between 3 to 6 years old. She loves to create magic for children and to imprint their beings with wonderful memories of light and love. She also learn to share her knowledge in arts, yoga and emotional intelligence through very simple games for children to give them strong tools of wisdom to find their true nature and own path on this earth and learn to communicate and interact with harmony.