general report of activities 2015

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GENERAL REPORT OF ACTIVITIES 2015
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INTRODUCTION
The Kaffehuset Friele Educational and Cultural Center was created in
October 2003 in a joint action between Kaffehuset Friele S.A., Astro
Café and the Lambari Farm. This is an action developed by the
Lambari Institute.
The Kaffehuset Friele Educational and Cultural Center’s mission is to
promote and spread universal, Brazilian and regional culture in the city
of Poços de Caldas. Through the appreciation of our society’s diversity
of cultural experiences, the center supports cultural manifestations that
contribute to the expansion of freedom of expression, artistic and
intellectual creation and stimulation of new initiatives and cultural
actions.
Having the support of Rouanet Law (for cultural incentives), of our
partners and sponsors, this year of 2015 was extremely relevant to the
Kaffehuset Friele Educational and Cultural Center’s continuation. All
the developed activities have significantly contributed to the
individual development of the participants and community. Since its
inception many children and youngsters who live in this region have
been directly benefitted.
The access to books has brought to them a vast universe of knowledge
and practices; digital inclusion has given them the contact with a new
tool and all of its advantages: playing and discovering new possibilities
are constant experiences in this space. The manifold supports such as
books,
magazines,
newspapers,
information
sheets
and
digital
platforms continually allow that information, knowledge and the
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imaginary of other cultures are accessible and brings together other
artistic languages, realities and worlds.
Through different artistic activities proposed, besides technical
knowledge that each workshop provides, all are continually stimulated
to look at the nature that surrounds them, at the diverse and the
familiar, the appreciation of talents, work, the other and at culture in its
plurality. Art so proposed “re-introduces” to everybody new possibilities
and also “illuminates” and values what we have: friends, community,
the nature that surrounds us. We think that, in this way, we can value
and foster the preservation of nature and all the different ways of life
and expression of living, encouraging the access to basic tools for
each child’s development.
In the Kaffehuset Friele Educational and Cultural Center’s space,
workshops and activities are chosen to value the transmission of
universal and regional culture. Our main focus is in the literary reading,
promotion for the formation of readers in artistic fields and
appreciation of people and their community.
Our space is located at Rodovia Poços / Palmeiral km12. Working
hours are Monday through Saturday, from 8:30 a.m. to 6 p.m., and on
holidays from 10 a.m. to 1 p.m. and from 2 p.m. to 5 p.m..
Phone number:(55)-(35)37158016
http://www.institutolambari.org.br/
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PRIZES:
ECO 2004 Prize (Projeto Guia de Histórias – A Guide to Stories Project)
2004 Curumim Prize – Fundação Nacional do Livro Infantil e Juvenil
(National Foundation of Books for Children and Youths)
Premio Viva Leitura 2010 (2010 Reading Prize) - www.vivaleitura.com.br
PUBLICATIONS:
Cultura na Fazenda (Culture on the Farm): A study of the appropriation
of reading as a negotiation of meanings. Master thesis – University of
São Paulo – School of Communication and Arts – Amanda Leal de
Oliveira.
A Arte de Ler ou como resistir à adversidade (The Art of Reading or
how to resist adversity) – Michele Petit – Published by Editora 34, 2009.
VIDEOS:
Guia de Histórias (Stories Guide) – 2004
Era Uma vez (Once Upon a Time) - 2008
Lambari/Friele Educational and Cultural Centre - 2013
Festival de Música nas Montanhas (Music Festival in the Mountains):
http://www.youtube.com/watch?v=zKMpQ51ZnqI
11 years of the Centro Cultural – 2014
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EXPOS
Bibliotheques De Par Le Monde May 21 to June 4, 2011
at the Médiathèque George Sand / Palaiseau– France
Musée digital LE MUZ (France)
MOREIRA SALLES Institute (Poços de Caldas – Brasil)- Opening May
2016.
INTERNATIONAL SYMPOSIUMS AND LECTURES:
1-PLAY TO READ AND READ TO PLAY- Patricia Bohrer Pereira Leite
“Que sepa leer, que sepa contar, que sepa abrir la puerta para ir a
jugar”
IV CHILDHOOD AND TEENAGE LITERATURE INTERNATIONAL FORUM
14th, 15th and 16th May 2015
Posadas, Misiones, Argentina
2--LITERATURE, DIVERSITY AND READING SO CHILDREN RUN THEIR OWN
HISTORY
Youth Libraries Group Community, Diversity & Equality Group, Glasgow
in the United Kingdom, from 20th to 28th October 2015,
Youth Libraries Group Conference, in partnership with the British
agency, The Reading Agency.
CERTIFICATES/TITTLES
OSCIP
In the year it was founded, the Instituto Lambari Arte Cultura e
Educação was awarded the title of – Organização da Sociedade Civil
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de Interesse Público (OSCIP – Civil Society Organization of Public
Interest).
MUNICIPAL PUBLIC UTILITYIn 2014, the Poços de Caldas Municipal
Chamber named the Lambari Institute as a Public Utility institution.
Being awarded this title was a very important achievement.1
SPONSORING PARTNERS:
KAFFEHUSET FRIELE - www.friele.no
ASTRO CAFÉ - www.astrocafe.com.br
SPONSORING PARTNERS – CULTURAL INCENTIVE LAWS:
 MINISTRY OF CULTURE- ROUANET LAW
http://www.cultura.gov.br/
 MINERAÇÃO CURIMBABA (mining company)
http://www.curimbaba.com.br
 FORT LUZ
http://www.farois-fortluz.com.br/empresa.html
 DME
http://www.dme-pc.com.br/
(According to Municipal Law No. 6.050/9, which controls public utilities credentials,
Lambari Institute is now eligible to receive funds from and sign partnerships with the Poços
de Caldas Municipal Government.)
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NSTITUTIONAL PARTNERSHIPS AND SUPPORT:
 SEMEC – Secretaria Municipal de Educação e Cultura (Municipal
Department of Education and Culture)
 SESC Minas (the commerce social service organization)
 EMATER – Empresa de Assistência Técnica e Extensão Rural do
Governo de Minas Gerais (Organization of Technical Assistance
and Rural Extension of the Minas Gerais Government)
 Pontifícia Universidade Católica de Minas Gerais (Pontifical
Catholic University of Minas Gerais), Poços de Caldas campus –
College of Psychology.
 TvPlan
 Radio Cultura (Culture Radio)
 Frigonossa
 Rápido Campinas (bus transportation company)
 Rancho dos Ribeiro
 Fazenda Rolador (Rolador Farm)
 Jose Avelino de Melo Municipal School
 Carmélia de Castro Municipal School
 Palmeiral Transporte Ltda.
 Programa MAIS EDUCAÇÃO (More Education program) – Federal
Government and José Avelino de Melo School (established by
Interministerial Directive No. 17/2007 and regulated by Decree
7.083/10 of the Ministry of Education).
● RESTAURANT OLIVIA- Poços de Caldas, Minas Gerais
● MR ERNESTO CARVALHO DIAS
● PAPELARIA REAL – stationery shop
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CONCEPTION AND COORDINATION:
A COR DA LETRA – Center for Study and Research on Reading, Literature, and
Youth (Centro de Estudos e Pesquisas em Leitura, Literatura e Juventude) –
www.acordaletra.com.br
LAMBARI INSTITUTE – Art, Culture and Education.
www.institutolambari.org.br
PUBLICITY
 Culture Radio
 TV Plan
 Friele Site: http://www.friele.no/
 A Cor da Letra Site: http://www.acordaletra.com.br/
 Community Libraries of Brasil Network:
http://rbbconexoes.ning.com
 Mantiqueira Newspaper
 Poços Newspaper
 Tales of Cafundó

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RESULTS 2015:
QUANTATIVE RESULTS
CECKF SPREADSHEET - ANNUAL 2015
BENEFITTED AUDIENCE
49.751
WORKSHOPS AND PERMANENT ACTIONS:
ACTIVITY
NUMBER OF SESSIONS
AUDIENCE
REACHED
READING MEDIATION
348
READING MEADIATION – EARLY 30
2417
238
CHILDHOOD (0 a 5 YEARS OLD)
COMPUTING
453
5366
9
10
BOOK LOANS
237
663
SONGS
266
8650
DRAWING WORKSHOP
47
634
GAMES
245
1277
RADIO LÊ
25
821
MORE 37
660
ARTS AND CRAFTS WORKSHOP – 17
104
AGROECOLOGY
–
EDUCATION
(CLOTH PAINTING)
MOVIE SESSION IN THE ANNEX
01
07
LIVING MUSEUM WORKSHOP
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266
OTHER BOOKSHOPS AND ACTIONS:
ACTIVITY
NUMBER OF SESSIONS
AUDIENCE
REACHED
POETRY
WORKSHOP
WITH 05
85
BOOK DONATIONS TO JOSÉ 01
18
TEACHER LOREDANY
AVELINO
DE
MELO
CITY
SCHOOL 2ND GRADE STUDENTS
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FORMATION: C.E.C.K.F.
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2
EDUCATORS PARTICIPATED IN
READING SEMINARS
CONVERSAS AO PÉ DA
PÁGINA – SÃO PAULO 2015
HTTP://WWW.CONVERSAPEPA
GINA.COM.BR/
MEETING WITH THE EDUCATION 01
05
SECRETARIAT
FORMATION IN THE CULTURAL 03
10
SPACE RANCHO GRANDE
MEETING
WITH
MANAGEMENT
AVELINO
DE
SCHOOL 04
OF
JOSÉ
MELO
CITY
16
SCHOOL
PRODUCTION
OF
GLASSES 04
57
MADE WITH NEWSPAPER
WORKSHOP TO PAINT GLASSES 03
53
MADE WITH NEWSPAPER
WORKSHOP
OF
SWORDS 02
28
MADE WITH NEWSPAPER
WORKSHOP OF HATS MADE 01
14
WITH NEWSPAPER
AUDIO
VISUAL
EQUIPMENT 04
750
LOAN TO JOSÉ AVELINO DE
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12
MELO CITY SCHOOL
CULTURAL CENTER
01
300
02
295
25
150
KITE MAKING WORKSHOP
03
39
WOODCUT ART WORKSHOP
03
15
DANCE WORKSHOP STUDENTS’ 01
16
ANNIVERSARY PARTY
TRAVELLING CINEMA SESSION
(*AT DIFFERENT LOCATIONS)
ARTS AND CRAFTS (“FUXICO”)
WORKSHOP
FIELDTRIP
BEAN BAG STOOL WITH PET 02
45
BOTTLES WORKSHOP
CREPE
PAPER
FLOWERS 16
127
WORKSHOP
REUPHOLSTERING
BOOKS 09
36
BOXES 02
8
BOOKS 03
09
WORKSHOP
REUPHOLSTERING
WORKSHOP
REUPHOLSTERING
WORKSHOP
12
13
CARNIVAL
WORKSHOP
– 11
44
CARNIVAL BALL
01
08
EASTER WORKSHOP
1
15
MASKS AND ACCESSORIES
COLOURFUL JUGGLING WHIPS 06
153
WORKSHOP
BAGS CONFECTION FOR BOOK 01
05
DONATIONS TO 2ND GRADE
STUDENTS WORKSHOP
SINGING THE ROSARY
01
68
FLAG CONFECTION FOR THE 03
36
ROSARIES WORKSHOP
BAGS FOR SWEETS WORKSHOP
03
51
WORKSHOP TO DECORATE ST. 05
51
ANTHONY, ST. JOHN AND ST.
PETER TO SING THE ROSARY.
ZUMBA CLASS
2
7
INVENTORY
2
6
DANCE WORKSHOP STUDENTS’ 7
6.000
PERFORMANCE-(LOCAL
FESTIVITIES: UAI, ST. BENEDICT;
CECKF ANNIVERSARY PARTY;
URCA THEATER)
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VISITS:
ACTIVITY
NUMBER OF VISITS
AUDIENCE
FRIELE GROUP VISIT
02
15
JOSÉ 07
49
NURSERY CLASS VISIT –
AVELINO
DE
MELO
CITY
SCHOOL
KINDERGARTEN CLASS VISIT – 15
155
JOSÉ AVELINO DE MELO CITY
SCHOOL
PRES-SCHOOL CLASS VISIT – 16
184
JOSÉ AVELINO DE MELO CITY
SCHOOL
4TH GRADE CLASS VISIT – JOSÉ 09
AVELINO
DE
MELO
153
CITY
SCHOOL
9TH GRADE CLASS VISIT – JOSÉ 04
AVELINO
DE
MELO
57
CITY
SCHOOL
2ND GRADE CLASS VISIT – JOSÉ 03
AVELINO
DE
MELO
52
CITY
SCHOOL
STUDENTS FROM THE PROJECT 52
1039
“MORE EDUCATION” – JOSÉ
14
15
AVELINO
DE
MELO
CITY
SCHOOL
VISITS FROM THE CITY OF SÃO 03
07
PAULO
VISITS
FROM
THE
CITY
OF 08
27
VISIT FROM JESUS MARIA JOSÉ 01
50
POÇOS DE CALDAS
SCHOOL
VISIT FROM AROLDO AFONSO 01
50
JUNQUEIRA SCHOOL
VISIT FROM THE CITY OF AGUAS 01
05
DA PRATA – (SP)
VISIT FROM ALVINO HOSKENE 01
35
DE OLIVEIRA SCHOOL
RESULTS FROM PARTNERSHIPS:
ACTIVITY
NUMBER OF SESSIONS
AUDIENCE
REACHED
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16
DRAMA
REHEARSAL
AMPHITHEATER
AT
–
EDUCATION”
THE 19
722
“MORE
PROJECT
-
TEACHER LOREDANY
DANCE WORKSHOP
17
595
DRAWING WORKSHOP IN THE 39
ANNEX
OF
THE
1638
CULTURAL
CENTER – MORE EDUCATION –
TEACHER RENAN
CAPOEIRA WORKSHOP – MORE 03
135
EDUCATION – MASTER SABIÁ
SOLAR HEATER WORKSHOP – 06
96
PARTNERSHIP WITH EMATER
END-OF-YEAR CELEBRATION
ACTIVITY
DIGITAL
CARMÉLIA
CITY
1
NUMBER
INCLUSION
DE
AT
60
OF
AUDIENCE
Total
SESSIONS
REACHED
200
150
30.000
200
11
2.200
CASTRO
SCHOOL
-
STUDENTS (KINDERGARTEN
TO 9TH GRADE)
DIGITAL
CARMÉLIA
INCLUSION
DE
AT
CASTRO
16
17
CITY SCHOOL - ALUMNI
(HIGH SCHOOL)
TRAVELLING
CINEMA
02
147
294
SESSION
different
19
38
722
DANCE WORKSHOP
17
35
595
DRAWING WORKSHOP IN
39
42
1638
03
45
135
06
16
96
(in
locations)
DRAMA REHEARSAL AT THE
AMPHITHEATER – “MORE
EDUCATION” PROJECT TEACHER LOREDANY
THE
ANNEX
OF
THE
CULTURAL CENTER – MORE
EDUCATION
–
TEACHER
RENAN
CAPOEIRA WORKSHOP –
MORE
EDUCATION
–
MASTER SABIÁ
SOLAR
WORKSHOP
PARTNERSHIP
HEATER
–
WITH
EMATER
QUALITY RESULTS:
LITERATURE AND READING
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● Relevant increase in contact and interaction between children
and books;
● Reading mediation are, to children, as attractive as games
during recess at school;
● More youngsters want to participate as Reading mediators to
younger children;
● Children show greater interest and borrow more books from
Reading mediation sessions;
● It is noticeable the overcoming of shyness in children and
teenagers;
● Children, teenagers and adults are having their knowledge and
vocabulary expanded;
● Participants stablish ties among themselves;
● Formation of more critical readers;
● Development of the spoken language and communication
repertoire;
● Greater interest from teenagers in the CECKF’s library;
● Children share their knowledge at home with Family members;
● Youngsters borrow books from different categories and in larger
numbers, being active in their choices;
● We observe an improvement in the children’s social relationships;
● Freedom of choice in reading gives greater pleasure in reading;
● Younger children’s contact and interaction with books and
reading has been expanded;
● We observe the enrichment of imagination, creativity and
curiosity in the search for knowledge;
● The interest for Reading and books is encouraged from early
stages;
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● Development of Children’s motor skills;
● Development of children and teenagers’ visual and sound
perception;
● We have noticed the increase in diversity of experiences and
options of fun and pleasure for children;
● Children’s
daily
contact
with
books
has
become
more
pleasurable;
● Children achieve higher autonomy in the search for knowledge
from an early age;
● Children become good readers early on and show more interest
for studying;
● Children develop logical reasoning;
The practice of literature Reading is capable of transforming the
individual because it is through the acquisition of the indispensable
reading tool and the access to the universal cultural patrimony here
represented by literature that knowledge is acquired.
DANCE
● Through dancing, youngsters learned about different Brazilian
folklore customs such as dances, song and celebrations.
● Performances that took place in different locations and cultural
events allowed that children got to know the city’s new cultural
places and spaces.
● All involved acquired better resourcefulness and disinhibition in
front of an audience.
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● They have also acquired dancing techniques and better
knowledge about different traditional musical rhythms.
CAPOEIRA
● Through capoeira, children and teenagers have become more
confident;
● Children and teenagers could recover the African-Brazilian
culture to understand it better and enrich their knowledge;
● Capoeira has helped to broaden and exercise sociability,
respect to others and the playfulness among children and
teenagers;
● Capoeira practice develops participants’ motor and cognitive
skills through body movement “ginga”, songs and games.
DRAWING
• In the drawing workshop, children and teenagers improve a
critical eye, careful and appreciative of their drawing skills just as
in the way to represent in their art the world that surrounds them.
• Children and young people have acquired skills and interest in
art.
• We have noticed that the participants are more outgoing and
autonomous which has allowed us to come to the conclusion
that the contact with a variety of techniques has helped in the
expansion and acquisition of knowledge and critical-thinking
regarding their ability to express themselves individually and in
groups.
• Some children have developed and others improved their fine
motor coordination with the clamp movement, strength over the
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pencil, paintbrushes and coal while drawing as well as space
notion.
• Teenagers have become interested in “Cordel” literature.
(printed booklets or pamphlets containing folk novels, poems and
songs)
•
KFCEC’s visitors who come mostly from other schools admire the
works of art and become interested to participate.
•
Students take their works of art home and they are exhibited to
visitors which makes their families proud of the students’
accomplishments.
• We were internationally recognized for our workshops. Currently,
we are in the process of putting together two exhibitions of our
child and teenage artists’ drawings.
1. International – Musée digital LE MUZ (France)
2. National – MOREIRA SALLES Institute (Poços de Caldas – Brasil)Opening May 2016.
LIVING MUSEUM
Through this workshop, all involved:
● Exercise a critical eye before nature, being able to express and
reproduce drawings and photos of their interpretations;
● Have acquired knowledge about the flora surrounding them and
a bigger awareness regarding trees, plants and flowers.
● have learned about the region’s medicinal herbs.
● have come closer to the environment where they live and valued
green spaces in the school’s garden.
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● have worked as researchers, using and comparing popular and
scientific knowledge through a variety of tools and transmission
mediums of said knowledge;
AGROECOLOGY
● Children practice direct contact with planting of seeds,
vegetable seeding and spices;
● Not only do the children and teenagers participate in planting
but they also consume nutritious and healthy vegetables and
greens free from chemical toxins. Furthermore, they learn to
contribute to the improvement in the quality of the soil, water
and air.;
● It informs and helps in the preservation of the environment and
introduces concepts of respect to life and preservation of the soil;
● It develops manual abilities among children and teenagers as
well as socialization among everyone;
● It produces healthier and free from pesticides produce, making
them more delicious;
ARTS AND CRAFTS:
 The different proposed activities develop fine motor coordination
and creativity in participants.
 It encourages children, teenagers and adults to concentrate and
fosters socialization among them;
 Arts and Crafts helps the individual to enhance abilities related to
the
proposed
technique
such
as
painting,
“fuxico”
and
restoration of albums, for example;
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 It develops manual abilities among children, teenagers and
women;
 It
encourages
the
transmission
of
knowledge
between
generations and groups of local culture appreciation;
GAMES
• Through games, children learn how to deal with feelings, interact
with each other and learn to solve conflicts. It also stimulates
imagination, creativity and the search for the resolution of their
own problems;
• Building knowledge happens through games which means that
children learn through play;
• Games have a fundamental role in a child’s development in
his/her first years of life, his/her capability of dreaming, imagining
and playing with reality;
• Through games, children start to understand better the rules and
world where they live;
• Toys
provide
encourage
children
learning,
with
initiative
development
of
and
self-confidence,
language,
thinking,
concentration and attention;
• All involved learn new cultural repertoires from their region and
from other places;
HISTORY
Since 2000, Fazenda Lambari and Astro Café have sponsored a
cultural project whose main focus is to encourage reading in the rural
area of the municipality of Poços de Caldas, in the state of Minas
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Gerais, Brazil. Coordinated by A COR DA LETRA – Center for Study and
Research on Reading, Literature, and Youth – teachers from two
schools were trained as reading mediators, and collections of
children’s and teen books were donated to the schools’ libraries.
To put these actions into practice, an organization was created in
2002, the Lambari Institute – Art Culture and Education, whose mission
is:
To support, encourage, develop, and promote culture,
education, citizenship, environmental preservation and
conservation, and sustainable growth.
In October 2003, in partnership with Kaffehuset Friele S.A., Astro Café
and Fazenda Lambari expanded this project by building the
Kaffehuset Friele Educational and Cultural Center (Centro Educacional
e Cultural Kaffehuset Friele – CECKF).
The mission of the Kaffehuset Friele Educational and Cultural Center
(CECKF) is to promote and disseminate regional, Brazilian, and
universal culture in Poços de Caldas. The Cultural Center values the
diversity of cultural experiences of a society as complex and
heterogeneous as the Brazilian one; it supports cultural manifestations
that contribute to the expansion of the freedom of expression and
artistic and intellectual creativity and creation, and encourages the
conception of cultural actions.
Considering culture as an essential axis for the construction of the
country’s identity, and one of the most effective in promoting
citizenship, the Cultural Center offers the public a diverse program free
of charge. Also, it provides an accessible collection of literature and a
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computer room for use, search, content production, and the
promotion and stimulation of the production and dissemination of
artistic expression in different areas.
Education in Brazil is still far from satisfactory. Although recent surveys
reveal more positive indices, much remains to be done. A large part of
Brazil’s rural population has very limited access to cultural goods. On
the other hand, they have their own culture, their myths, and their
stories. It is essential to ensure that this population retains its beliefs and
customs so that it can value that which gives it an identity. But it is also
necessary to enable these people to become acquainted with and
have access to what is universal.
We believe that every action develops from reading literature.
Reading enables contact with what is different, with other ways of
thinking and relating to the world and with nature. Through reading,
children expand their knowledge, imagination, and language.
Language is the basic tool through which we relate to the world,
imparting meaning to it and allowing us to interact within the different
social contexts in which we live.
It was this opportunity to read literature and to be in contact with
narratives in general that led to the creation and expansion of many
other projects along these almost eleven years of existence of the
Kaffehuset Friele Educational and Cultural Center.
In 2012, Mrs. Anna Helena Mariani Bittencourt, who owned the land
where the Kaffehuset Friele Educational and Cultural Center and its
annexes are located, donated it to the Instituto Lambari (Lambari
Institute) to give the Center greater autonomy and establish it as an
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area for public use. Since then, several initiatives have been
implemented to develop and sustain this action.
ACTIVITIES AND WORKSHOPS DEVELOPED IN 2015
READING MEDIATION
Reading Mediation proposes to provide children, teenagers and adults
contact with literature and reading. Educators prepare the space to
welcome them by selecting books from the collection. This had been
our greatest focus and these activities take place every day in the
morning and in the afternoon.
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This year, Reading mediations happened in different contexts: Early
Childhood (children between the ages of 0 to 6 years old), “Radio Lê”
in partnership with the José Avelino de Melo City School to teenagers
and adults offered in the Cultural Center.
READING IN EARLY CHILDHOOD:
Reading mediation in early childhood was a main focus in 2015. It
happened every Friday from 3:40pm to 4:20pm, alongside small
children (from 2 to 6 years old) and it was organized in partnership with
the teachers from José Avelino de Melo City School. The children,
accompanied by their teachers, attended the Reading sessions with
the educators and brought with them a small bag with the purpose of
choosing a book to take home afterwards. It was an opportunity to
get in contact with the book and many different stories but also to
multiply the access to stories and books to other people as well, in this
case, the children’s family members.
Reading to small children is a moment that generates many
discoveries, not only for themselves through browsing, admiring,
playing with the books, telling the story to a friend, discovering about
things and themselves in words, but also for the mediator, who admires
each and every shared discovery. The children feel at home there and
have the autonomy to get the books, sit down with them, read, share
readings and borrow them.
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In this adventurous space, what appeals the most is the importance of
a child’s first contact with the object book because it is from this
moment that it starts to become part of his/her first trips to the universe
of imagination and fantasy.
” One thing that has called our attention is that all the
books read to children during Reading Mediation end
up going back to their hands through loans, which
means that the Reading of these books Works as an
invitation to the universe of stories.”
“In the beginning of Reading Mediation with small
children, they thought everything was a novelty, we
could only read one or two books in the first few days.
However, as time went by, with their adaptation to
the space and routine, we were able to read an
average of five books. This has become very
pleasurable for them because they have the freedom
to choose the book they want to be read. “Account
from educator Tatiana Aparecida da Silva
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RADIO LÊ
From the partnership with José Avelino de Melo City School, educators
from CECKF do Reading Mediation through Radio “Lê”. It is a project
that takes place during snack time (Wednesdays from 2:40pm to
3:30pm). The educators put a rug on the floor next to the cafeteria
with previously chosen books and when the children are finished
eating, they run over there to listen to stories. Some teachers also
become involved in this activity and many times borrow books. This
partnership has existed for three years and it is positively evaluated by
all participants
“When we, educators, arrive for the Reading, some children
come straight to us to sit on the rug. The idea that we have is
that this is such a pleasurable moment that many forget to
have their snack to listen to the stories. And we also have
children that like doing this so much that the make piles of
books so that we can read those to them. These are many
situations in which the children feel so at home in this space
and with our presence that they offer to read to us educators.”
Account from educator Tatiane Aparecida Silva
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BOOK LOANS:
The proposal is to provide the access to literary books to the rural
community which has become a constant practice. The CECKF’s
collection is vast and varied, containing literature books, Picture books,
for children and teenagers, games almanacs, Brazilian and Foreign
novels, poetry and comic books, among others.
With the Library system computerized, the user can register and make
the loan, having a deadline to return it but with the possibility of
extending it. We also make book loans to students and teachers from
the local school who are frequent visitors to the Center.
“We always make loans to small children, and as soon as they
arrive, they go straight to our Reading corner which is a magical
moment for them. They become involved with the stories they
hear from us and many times, they borrow the books we read to
them. We have also noticed that they build an autonomy and
the taste for Reading through stimulus since a very young age.”
Account from Tatiane Aparecida da Silva
Frequency: Daily.
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READING WITH YOUNGSTERS
Reading circles with youngsters propose to encourage them to
continue reading novels. We have noticed that when a child reaches
a certain age, his/her interest in reading may waver. With this
observation, we believe that the Reading circles provide an
opportunity for these youngsters to continue exploring the literary
universe, having the chance for a better identification and interaction
among themselves and with stories.
This project happened every Tuesdays, Thursdays and Fridays. The
choice of books comes from their interest and also from the educator’s
suggestions. The reading happens in a collective way in which every
participant reads a part. The Reading circle may take place indoors or
outside the reading space which allows us to observe that, after the
session, each youngster has their moment to share with friends their
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point of view regarding the book and also discuss points found to be
interesting.
The reading of Pinocchio occurred in a spontaneous way. A
group of youngsters became curious to know more about this
story and so they decided that we would read it aloud by
chapters, each one taking a turn. This way, each would read a
little and pass on to the next who would continue until the end
of the chapter. It was an interesting and important moment for
them to be in touch with a classic tale from the Italian culture.
During this process, many spontaneous debates took place
about the situations the narrative described and about the
characteristics of the character itself: “Pinocchio is stubborn, he
lied and always got into trouble. When he had a chance to
make the right choice, he would fall for the fox’s traps.”
-
RENATO DONIZETTI DE CARVALHO
Frequency: Daily.
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“I READ IT AND I LIKED I
In the Cultural Centre, there is a corner called “I read it and I like it”
which is destined for the nomination of books that someone has read
and like it. It represents an opportunity of suggesting a title so that
other people can get to know it too. This announcement is put on one
of the existing bookcases in Cultural Centre’s library. And all that pass
by this bookcase can’t help but taking a look at the nominations and,
many times, become interested and borrow a book from this section.
Some nominations:
GUESS HOW MUCH I LOVE YOU
“I liked it because in the end he kept looking at the moon, said “I love you” and
then went to sleep.”
Mc BRATNEY, Sam. Adivinha quanto eu te amo. São Paulo: Martins Fontes, 1999.
Marcela , 5 years old, Corrego D’Antas resident.
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THE GARDEN OF EACH ONE
“I liked it because she goes up to the moon.”
RIBEIRO, Nye; O Jardim de Cada Um. Campinas, SP: 6ª Edição: Papirus,
2013.
Rivania da Costa Oliveira, 5 years old, Fazenda Baixadão resident
Ana Laura dos Santos, 5 years old, Córrego Dantas neighborhood
resident
I DON’T WANT TO WEAR GLASSES
“I liked it because there are many pairs of glasses, but the one he
likes best is the red one and in the end, he says that he likes to wear
glasses.”
ALMEIDA, Carla Maria; LETRIA, André. Não Quero Usa Óculos. São
Paulo: Peirópolis, 2011.
Ana Laura dos Santos,
years old, Córrego Dantas neighborhood
residente
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DRAWING WORKSHOP
The drawing workshop takes place every Thursday morning and every
Wednesday and Thursday afternoon, in the CECKF’s annex. It proposes
to stimulate the child to widen his/her gaze of the world through
drawing and observation. The techniques used in this workshop were:
graphite
pencil, chalk
pastel,
crayons,
coal,
colored
pencils,
watercolor, gouache paint, China ink, etc.
In 2015, preschoolers had the opportunity to get in touch with
watercolor pencils. Such was their surprise to see the effect made by
the wet pencil that brightened their faces, causing enthusiasm at their
finished work. Many groups went through the workshop and found
diversified proposals to explore the drawing made by observation:
different sized sheets of paper, for example, which is an important
element as it allows differentiated movements (enlarged or contained)
before each support, as well as the end result of the drawing.
Another well-appreciated proposal was the “Suspended Drawing”
workshop (where participants are literally suspended by the ceiling)
which was inspired by the Segni Mossi movement. This workshop has
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reached an audience of 60 participants between the ages of 3 and 9
years old, divided into 6 sessions. The younger ones also requested to
participate and it resulted in one session dedicated entirely to them.
This workshop was named “Suspended Drawing” due to the fact that
the child artist draws while he/she is moved by a swing. It took place in
the CECKF’s annex through bracing a swing hammock to the iron and
wood structures on the space’s ceiling. The following materials were
used: gouache paint, kraft paper in different sizes and paintbrushes. As
soon as the child begins to swing, little by little the drawings come to
life in a random and soft way, to the sound of classical music.
At each workshop it is noticeable how each child develops the skill to
draw, acquire control over expressive graphic possibilities, and draw
with flow and intent.
Frequency: 3 workshops per week
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WOODCUT WORKSHOP
The woodcut workshop is a drawing technique that, in Brazil, is often
used in Cordel literature. It is a technique in which you carve the
drawing on the piece of wood, being able to make impressions of the
drawing.
This technique offered at the CECKF has great demand. However, to
better develop it, it is necessary that few children and teenagers
participate in each turn. Furthermore, it is interesting to observe the
youngsters interacting and relaxing in the workshop, turning it into an
engaging activity, even though it requires careful attention to the
investigative possibilities in woodcutting for the production of the
drawings. The workshop took place with the students from José Avelino
de Melo City School.
In the beginning of the workshop, a meeting is held with the purpose of
sensitizing the participants to the woodcut. Cordel literature is
presented as well as the specificity of each tool and material that will
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be used in the workshop. The step-by-step is taught to make the
drawings and as soon as they are printed, the youngsters show pride in
the results.
“I really liked to take part in this workshop. It makes me
want to be here all day. It’s very cool.” – Testimonial
from Wallisson de Paulo – 10 years old
LIVING MUSEUM
The “Living Museum” fosters and proposes the exploration and
Discovery of native nature and the identification of the trees that
surround CECKF and the José Avelino de Melo City School. This year
the school was the chosen space for the identification of trees
because in the 3 years since this workshop started, many plants around
the CECKF have already been identified.
The proposal is that each student adopts a tree, walks around the
school and discover their details and specifications The first step was to
register the tree chosen by each one and collect a sample of its
leaves. While this leaf goes through a process of dehydration, which
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takes a few days, other activities are proposed and carried out. During
this period, the children research about their study object and solve
doubts with Mr Aroldo, an elderly man who knows much about the
Brazilian flora and comes here specially for this activity.
The participants also take part in a drawing workshop; a moment in
which the way they look at nature becomes even more exciting
because it the opportunity children have to express their way of seeing
and perceiving nature. In this workshop, watercolour pencils are used
because after the projects are finished, this material helps to soften the
drawing. They identify the trees by their popular names and some by
their scientific name. They also attach the dehydrated leaf to the
Herbarium alongside research results, the name and their drawing. In
the end of the workshop, they make identification plaques for each
one of the chosen trees and also for the ones around the José Avelino
de Melo City School.
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ARTS AND CRAFTS WORKSHOP
Arts and Crafts are part of Brazilian Popular Culture and guarantee the
livelihood of many Brazilian communities and families with each
region’s characteristics. The CECKF recovers this culture in different
types of arts and crafts: workshops were offered in “fuxico”, cloth
painting and album restoration.
In the cloth painting workshops, women residents and children had the
opportunity to make use of creativity to come up with their own
designs. The intention was to bring back the cloth painting culture and
to reach this goal, the educator introduced techniques that helped
the participants.
In the “Fuxico” workshop, participants had the opportunity to learn
how to make “fuxico” pillows, fridge magnets, notepads and some
“fuxicos” to decorate photo albums. This activity has the participation
of women and also the help of a “young boy” who showed his ability
to make “fuxicos”.
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At the Album Restoration Workshop, it is possible to recover some lost
photo albums that we had at the CECKF. This restoration technique
has become an opportunity to engage children and teenagers. They
participated with much dedication and the outcome was very
satisfactory.
COMPUTING
The CECKF goers enjoy the computers connected to the internet to
Interact, play, research, learn and access social medias. The internet
brings together users of updated information which, along with
different types of knowledge and followed and discussed together
with the Centre’s educators, contribute to the personal growth of our
audience.
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Many youngsters used our computers to do research for Government
Education Programs, to sign up for public exams (for government Jobs,
universities), besides looking for information and research for their
school homework and projects.
Teachers also book times to bring a group to do guided research on
the internet. Groups of students arrange to come to the CECKF to finish
their school research. Mothers use the internet to search for cooking
recipes, among many other things for which is the internet. In
conclusion, this benefit for this public is becoming more and more
essential.
PLAY TIME
This activity proposes to stimulate living together in the same space,
interaction and the appreciation of the capability of translating
symbols and being creative which are translated through playing.
The educators created the “Toy BOX” with a considerable variety of
toy cars, dolls, stuffed animals, etc. Babies and children loved playing
with the toys and sharing them with their friends. The experience the
space freely, pushing toy cars and playing with dolls.
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For the babies, the box brought a differentiated experience: it is low
and gives easy access to the smaller ones. They feel the freedom to
use it, extending this moment to both indoor and outdoor areas of the
space.
The babies’ first reaction here in the CECKF is running
to the Toy Box and use all the spaces to play.
Account from the Educator Renato
The production of toys along with the children has brought in them the
expectation and motivation to build their own toys. Together, we
made “barangandão arco-íris” (juggling colourful whips), swords, hats
and glasses, all made from recyclable materials such as newspapers.
During the production, it is clear how much they are worried with the
details: in painting, ways of making something and even when they
help a friend. It is a relaxing moment and, at the same time, a moment
of expectation to see the toy finished.
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The children would ask me all the time when we
would be back to the Kaffehuset Friele Educational
and Cultural Centre to get the glasses! They were very
enthusiastic to show other friends what they had
learned to make.
Account from teacher Maria Gabriela from the José
Avelino de Melo City School
The activities designed to produce toys make the children value them
more due to the fact that they were made by the children themselves
and this enables them to play with something that they had built with
their own hands.
The children explored the Toy Box through the entire year, and every
time the teachers came to get books, kindergarten children would
play with the toys.
“Davi Luca, a 3 year-old child who lives in the Lambari farm, comes
here in the Center every day. And the first thing he does is to get toys.
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He loves toy cars and I think it is because his father works with a tractor
on the farm.” – Account from an Educator
The youngsters really like to play hide-and-seek and sliding on the grass
is guaranteed fun.
Frequency: Daily
KITE WORKSHOP
The kite is a very common popular toy in Brazil and, because it is simple
and easy to make, we had the ide ato include this workshop with the
purpose of encouraging children to play outside, run and experience
sensations of freedom, giving the youngsters a unique moment.
In this workshop, youngsters concentrate to make the bamboo sticks
thin and light. This demands skill and while they are making these,
many subjects come up like parents’ childhood stories, their own
experiences, and so they share stories that happened on their farms. In
the end, many different models were created, light and delicate. After
they are finished, the youngsters will fly the kites and this moment is also
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very rich in experiences, they feel free, the wind. They come closer and
apart from each other at the same time, because they want to fly their
kites higher.
GAMES
The aim of this activity is to stimulate children and youngsters to
Interact through the games offered by the Centre. They are available
to all guests. Strategy games like Risk and Uno, that require
concentration in order for you to beat your opponent, have won the
hearts the teenage public and what they like best about this is to put
together teams to compete in these games. Not only is Risk a game
that holds kids’ attention making them spend hours playing, but it also
perfects their knowledge about geography.
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On the other hand, younger children tend to prefer the “Games
basket” where they can find Uno and memory games, which are easy
to understand and dynamic. The educators’ participation push tempts
children to want to stay longer in this activity.
The children played checkers a lot in the past year because the
dispute is fierce and even so, the competition is a healthy one. The
youngsters like playing with the educators and when they win, they are
thrilled. We have noticed that logical reasoning, playful interaction
and its discoveries were taken on through the games. Children and
youngsters want to go beyond what the computer and the internet
offer because when they play together or against each other, they
built a bridge for playing and sharing, discovering and imagining. This
happens through the direct contact, of what’s real and the interaction
and “putting yourself in other’s shoes” brings.
DOCUMENTATION
The Kaffehuset Friele Educational and Cultural Centre has as principle
the appreciation of record and memory of the events and meetings
that take place daily in our space. The recordings are about our daily
life and many times, the act of taking a photo happens spontaneously.
During the activities in the space, sometimes it is the visitors themselves,
children and teenagers, who play the part of the photographer and
register their friends and the moments they find relevant. The records
made by them are quite interesting because, while they are
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perfecting this differentiated look on things, they observe the details of
each moment.
Frequency: Daily
SOUND EQUIPMENT LOANS
As the CECKF has sound equipment, it is often requested of the centre
its loan for many events. This year, it was loaned for the following
events:
● FET – Theater Festival - Location: Amphitheater
● “June” Party (cultural festivity in the winter months) - José Avelino
de Melo City School
● Spring Party - José Avelino de Melo City School
● Capoeira Graduation – Changing levels- José Avelino de Melo
City School
● 9th grade Graduation - José Avelino de Melo City School
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TRAVELLING CINEMA
The Travelling Cinema offers a moment of leisure and relaxation
through movie sessions. In partnership with the Carmélia de Castro City
School which is located 22km from the Centre in the city of Poços de
Caldas, MG. These sessions happen once a month, in the morning
and in the afternoon, reaching a total of 140 children and teenagers,
bringing unique and pleasurable moments to the Carmélia de Castro
City School.
The school has an excellent structure with large classrooms, sports
gymnasiums, library, computer room, bakery and a vegetable garden.
The school Works with the government program More Education and
the children and youngsters study in a full-time schedule.
We can notice how much the children and staff enjoy this proposal
because when we arrive at the school we are welcomed with wide
smiles. This makes the effort even more significant because many
children, who don’t have the opportunity to go to the town to watch a
movie in the cinema, become emotional when watching a movie with
us.
I am happy when the movie is over and the children
and teenagers begin to clap their hands to the movie
and come to me to give their thanks.
Testimonial from Educator Renato
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SCHOOL VISITS
The Centre’s space is also available for visits from the Poços de Caldas
area schools. The schools that have scheduled a visit are welcomed
with a little bit of the Centre’s history, they are acquainted with the
drawing workshop, computers, the books and their importance. They
also participate in a reading mediation session and right after are
taken on an enjoyable tour around the Lambari farm’s colony so that
they can get to know the farm’s houses, what is like to live here and
hear the farm’s stories and the people who live here. We notice that
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the children truly enjoy this because they have fun, let go of their
shyness, enjoy the space, play and climb trees in the Centre’s Garden.
After so much relaxation, we have a picnic in amphitheater or in the
annex, which is followed by their departure back to their schools.
ACTIVITIES WITH PARTNERSHIPS
DANCE WORKSHOP
Dance rehearsal: ”Pau de Fita”
“Coco e Xaxado” dance
The project “Dance for Children” has been functioning in the city of
Poços de Caldas since 2002. However, it was only in 2010 that this
Project formed a partnership with the CECKF and with the José
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Avelinode Melo City School, with the sponsorship of DME (an energy
company from Poços de Caldas) and with the Incentive to Culture
Municipal Law, and through Etapa Builder in the year of 2015. Dance
classes take place on Wednesdays and are open to all José Avelino
de Melo City School’s students and the Centre’s visitors. This year, 7
presentations were performed in various locations and festivities in
Poços de Caldas, which involved creating new choreographies for the
dance “Pau de Fita”(pictured above), besides the choreographies
from
the previous year, which were: Xaxado, Coconut Dance,
Ciranda and Congada. (all are Brazilian dances)
In these performances, the children had the opportunity to show the
audience a little of folk dancing which is a cultural component of
humanity and also to enrich their repertoires regarding regional
traditions. This was the case, for example, in their participation in Poços
de Caldas Traditional Party called Saint Benedict’s Party, where they
performed the Congada dance. These children became better
acquainted with the customs and traditions of this party, got to know
important characters from this celebration, such as the King and
Queen of Congo. Not only this but they also learned a little bit more of
the movements, bangs of drums from these people’s culture.
Furthermore, in their participation in the Uai Party, they enhanced their
knowledge about the Caipira Mineira culture. There were many
presentations of this differentiated work that the teacher Angélica
Viana builds with her students. We notice that they become interested,
lose they shyness and, mainly, learn to appreciate folk dances and
also participate actively by suggesting choreographies to the teacher.
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Dance in the Saint Benedict’s Party
DRAMA WORKSHOP
2015 was filled with cultural and artistic presentations in CECKF’s
amphitheater. One of them was by Portuguese Language and Drama
teacher Loredany Vilela’ students who were part of the Theater
Workshop.
This activity is also a CECKF partnership with the José
Avelino de Melo City School through the Federal Government Program
More Education. This partnership came through with the loan of the
CECKF’s space (annex and amphitheater) for the drama rehearsals
and also for the bean bag and costume making workshops. The result
of this partnership was the presentation of the play “Lampião e Maria
Bonita” in the City’s theater during the Student Theater Festival, which
had excellent public approval.
The rehearsals happened every Monday, from 12:30pm to 4pm. On
rainy days, the rehearsals took place in the CECKF’s annex.
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We have noticed that both this partnership and the proposal of the
workshop itself brings a lot to the youngsters’ cultural repertoire. We
have also observed how much better they expressed themselves in
front of a public and their way to acting and thinking.
I perceive education as a triangle “Me, you and the
actions”.
In the year of 2015, I could rely on the partnership with
the Cultural Centre to develop actions that jumped
over the walls of the school such as Drama, which had
its acme in the FET- Student Theater Festival, promoted
by the Education Secretariat of Poços de Caldas. This
presentation took many students to the aridity of the
Northeast Brazilian wilderness, to the aridity of the
human heart in “Lampião e Maria Bonita”.
Besides the workshops I put together with the actors, I
also built part of our set in the Centre’s annex: bean
bags made of PET bottles with drawings alluding to this
dry area in Brazil; woodcut workshop and dance with
teacher Angélica’s group “Dance for Children”, a
project that also happens in this space.
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But the basis for all the above mentioned work to have
come to life, came from the collection that is a tour
disposal in the CECKF’s library, because an education
of quality is one that has the vision that the world of
Reading goes further than the school environment.
Certainly, we went beyond our own expectations and
educating made sense. We can only see when there is
meaning, the meaning of life.!
TEACHER Loredany Villela Galindo Peres – Portuguese
Language
CAPOEIRA
With the partnership bEtween the José Avelino de Melo City School
and the CECKF, through the Project More Education, it was established
an agreement with the children and teacher Ailton (Master Sabiá) that
Capoeira rehearsals would be allowed to take place in the CECKF’s
facilities.
We were astounded by the development of this workshop and by the
important manifestation of Capoeira, an aspect of Brazilian Popular
Culture; we have observed that teacher Ailton is able to recover this
culture in a playful manner, providing activities to improve reflex,
coordination, motor skills, cognitive skills and memory through singing
Capoeira tunes.
Approximately, 30 kids participate and Interact with enthusiasm and
disposition to learn each day more the movements and the songs. This
year, there were a few rehearsals and one presentation in the
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anniversary of the CECKF that took place in our space, however, many
others happened at the school.
The results of this workshop were presented in the graduation
ceremony where the students upgraded their levels (through the
Exchange of different colored ropes that students wear around the
waist like a belt) which took place in the José Avelino de Melo City
School’s sports court.
Master Ailton (Master Sabiá), together with other Capoeira masters,
played with the students “baptizing” (each student receives a
capoeira nickname based on their personality) them as “Capoeiras”.
They also took advantage of this day to celebrate the national day for
Black Culture Awareness by telling everyone present about Zumbi dos
Palmares, a former slave who fought for the abolition of slavery in
Brazil.
It was a reaping day, of fruit planted throughout the year and we were
amazed what was accomplished: we saw children and teenagers
excited, appreciating and respecting the history of black people in
Brazil, culture and others.
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AGROECOLOGY WORKSHOP
The agroecology workshop is also carried out in a partnership between
the José Avelino de Melo City School and the CECKF. Every
Wednesday, Thursday
and Friday
afternoon,
educator Renato
Carvalho (CECKF) leads this workshop with the help of Mr José Ramiro,
the driver who takes the children to school. The participation of the
educator
in
this
workshop
was
advantageous
because
the
Agroecology activities were scheduled alongside others such as
games, drawing workshop and reading mediation. This has allowed
more access time to the overall Centre’s schedule to the youngsters
and children involved in this particular project. With a repertoire of
activities connected to direct contact with the Earth, these children
plant vegetables and greens, take care and reap this food, which is
often offered in their snacks at School or sold to raise to funds to buy
new seeds and seedlings.
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Besides planting and taking care of the vegetables, in this workshop it
was also resumed the planting and care of medicinal herbs in the Herb
Corner which already existed in the CECKF. Resuming this activity
influenced
children
and
teenagers to get to know the
benefits
of
many
medicinal
herbs and spices grown by their
relatives and that now have
seedlings
in
the
Medicinal
herbs
CECKF.
such
as
“Anador” (used as a painkiller) or even basil (plant used as cooking
seasoning) are often looked for by residentes to be used at home, and
this is a reward for work that is being developed. Even little Davi Luca,
who is 3 years old, helped take care of the Herb Corner!
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The results of this workshop are reaped each day. The youngsters are
very interested in the workshops, they like manual work and some even
help by sharing their experiences. A fact that can be used as example
is when the educator Renato planted parsley seeds and a small boy,
who was participating in the workshop, taught him that the parsley
seeds must be planted in the shade so that they can germinate better.
Some of these youngsters help taking care of the garden patch in their
houses during the month of June.
SOLAR HEATER
Energy consumption in Brazil has been increasing each day due to
modernizations in agriculture, people’s purchasing power and also
because of automatization in industries. This brings more comfort to the
population. Consequently, the price of energy also increases.
Considering this scenario, it is necessary to foster awareness of
economy and research alternative means of generating energy.
The necessity to discuss this matter made it imperative to establish a
partnership between the CECKF and EMATER (a public and local
company that gives technical assistance to rural areas in Minas Gerais)
in order to put together a project that would work with Solar Heaters
using recyclable materials and having as a goal the awareness of the
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responsible use of energy with the 9th grade students from José
Avelino de Melo City School and the surrounding communities.
Despite being a simple project, we cannot disregard indispensable
details of its making and operation. That is why, under the orientation
of Emater’s team, the 9th grade students had all the required care to
carry out the project. This a low cost workshop, where the recyclable
material is one of the main elements in the building of the heater
bringing a responsible solution to accumulated waste.
To have progress in this project, Emater’s team organized a
conversation with the teenagers so that they could know more about
awareness of energy consumption followed by a documentary about
the solar heater.
This project was made possible through
the preparation of materials such as
PET bottles and the donations received
from the DME group of PVC pipes and
a water tank.
Throughout
each
meeting,
the
teenagers accomplished the necessary tasks for the progress of the
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project: washing milk cartons, cutting the
bottles in the required sizes, etc. Right after
these items were ready, the teenagers were
able to:
continu
e
their
work by
painting
the
cartons
black (as this colour absorbs
more heat and therefore heating the water in the solar heater). These
youngsters also cut the pipes in the established sizes and, in the end,
assembled all the modules of the Solar Heater.
In the end of this project, we gifted the Solar Heater to the Health
Centre for the Family, located near the CECKF and also the residents
who go there.
Frequency: Every Thursday for 1h30min.
TRAINING AND DEVELOPMENT
RANCHO GRANDE CULTURAL SPACE
Several projects were carried out at the Rancho Grande Community
Space in 2013: the book collection was catalogued and increased,
new games and toys were acquired, and there was an expansion of
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the Arts & Crafts workshop and the development for Reading
Mediation educators.
This year the focus was on Reading Mediation. Several gatherings took
place that included sharing of experiences from other educators as
well as video documentaries showing activities in libraries.
These activities gave rise to an even greater wish to better know the
collection and, together with the kids, find out their preference for
different genre and to share even closer experiences with reading.
Duration: once a month.
Benefited public: Educators at Rancho Grande Cultural Space and
the Educational and Cultural Center
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STAFF AND PERSONNEL
EDUCATORS TEAM
HILDA MÁRCIA ALBINO SEBASTIÃO, educator at the Kaffehuset Friele
Educational and Cultural Center, graduated as teacher.
RENATA FERREIRA ALVES, educator at the Kaffehuset Friele Educational
and Cultural Centre, BSc in Education from the Pontifical Catholic
University of Minas Gerais – Poços de Caldas campus.
RENATO DONIZETTI DE CARVALHO, educator atthe Kaffehuset Friele
Educational and Cultural Centre, teacher of the Drawing Workshop
and Technical degree in Business Management by the Pitágoras
University.
TATIANE APARECIDA DA SILVA, educator at the Kaffehuset Friele
Educational and Cultural Centre and has BSc in Education from the
Pontifical Catholic University of Minas Gerais – Poços de Caldas
campus.
VANESSA PAMPANINI VANNUCCI, educator at the Kaffehuset Friele
Educational and Cultural Centre, has a BSc in Geography and
teaches geography and sociology in Elementary School and Youth
and Adult Education.
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COORDENATION
Coordenation: PATRÍCIA BOHRER PEREIRA LEITE- Clinical Psychologist
and Psychoanalyst – Member of the Brazilian Society of Psychoanalysis
– São Paulo Psychoanalysis Institute, received a Master’s degree in
Clinical Psychology and Psychopathology from the University of Paris V
and a degree as Specialist in Mental Health Techniques from the
University of Paris VII. Coordinator and advisor for social and
educational programs at A Cor da Letra - Center for Study and
Research on Reading, Literature, and Youth in different contexts of
Brazilian
reality.
Coordinator
Conversations Reading
and
Curator
Seminars and of
of
the
Footnote
the Kaffehuset Friele
Educational and Cultural Center (Minas Gerais).
Techincal
Assistant:
JULIA
MARIA
PELLICCIOTTI
graduated
in
Psychology from the Pontifical Catholic University of São Paulo (PUCSP) and is currently enrolled in the Pedagogy degree program at USP.
Participated in the educators’ team at the Public Care program of the
Instituto Tomie Ohtake, 2009/2011. Currently works as assistant professor
in Childhood Education at the Vera Cruz School. Participated in the
Escola Viva’s Art Expression Workshop for 7 and 8 year-old children.
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LAMBARI INSTITUTE – ART CULTURE AND EDUCATION
President: RAYMOND REBETEZ
Financial Counselor: DANILO TADEU ALVES
Executive Counselor: ALFREDO BARBOSA JUNIOR
Secretary: CAMILA MARIA CANCIAN
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