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Building a High School With Meaning For The Youth

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The Ayrton Senna Institute has developed a proven and efficient comprehensive education solution for high schools which, in just a short period of time, could transform this situation. It is currently operating in a number of state schools in Rio de Janeiro and, in 2017, it was introduced into some schools in the State of Santa Catarina, but it can be replicated and introduced in schools throughout Brazil.

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Building a High School With Meaning For The Youth

  1. 1. Brazilian High School Case: Building a school with meaning for the youth
  2. 2. Ayrton Senna Institute has been working in Education in Brazil for the past 23 years
  3. 3. Brazilian challenges
  4. 4. Secretary of education Regional management School Teacher Student Complexity on educational structures Secretário de Educação Continental size, diversity of cultures and contexts. Ministry of Education Policy implementation challenge: Many structures and spheres to get to the students
  5. 5. Educational Solution for High School: Building a school with meaning for the youth
  6. 6. To build a common vision of comprehensive education and recognize the importance of the 21st century skills, with the school being a place for the development of those skills. To use a curriculum which will incorporate the 21st century competencies that are necessary for an comprehensive development of the students. To train the educators and make sure the resources for the implementation of the comprehensive education public policy are provided. To ensure the infrastructure and conditions for the functioning of the comprehensive education public policy are provided. To develop a system of monitoring and avaliation of the integral education public policy and its curriculum. To build methods to scale the comprehensive education public policy, including norms and financing. To adopt structures, methodologies and pedagogical practices which are effective, innovative and integrated into the comprehensive education curriculum, considering the context of different schools. The concept of comprehensive education Flexible Matrix of Competencies Organizational strategies integrated with the curriculum Training and monitoring Conditions for functioning Monitoring and avaliation Institutionalization The comprehensive education proposal for high school is based on:
  7. 7. To build a common vision of comprehensive education and recognize the importance of the 21st century skills, with the school being a place for the development of those skills. To use a curriculum which will incorporate the 21st century competencies that are necessary for an comprehensive development of the students. To train the educators and make sure the resources for the implementation of the comprehensive education public policy are provided. To ensure the infrastructure and conditions for the functioning of the comprehensive education public policy are provided. To develop a system of monitoring and avaliation of the integral education public policy and its curriculum. To build methods to scale the comprehensive education public policy, including norms and financing. To adopt structures, methodologies and pedagogical practices which are effective, innovative and integrated into the comprehensive education curriculum, considering the context of different schools. The concept of comprehensive education Flexible Matrix of Competencies Organizational strategies integrated with the curriculum Training and monitoring Conditions for functioning Monitoring and avaliation Institutionalization The comprehensive education proposal for high school is based on:
  8. 8. Competencies for the 21st century Know Do Livetogether Be Learn to Developing Developing for: ● Autonomy (Life´s Project); ● Learn throughout life´s course; ● Labour Market; ● Socializing. Curriculum which will... ● Give meaning to learning; ● Communicate with youth interests; ● Allow personalization; ● Develop competencies. 4 pillars of education Comprehensive development Integrated curriculum Cognitive aspects Social and Emotional aspects Comprehensive Education
  9. 9. To build a common vision of comprehensive education and recognize the importance of the 21st century skills, with the school being a place for the development of those skills. To use a curriculum which will incorporate the 21st century competencies that are necessary for an comprehensive development of the students. To train the educators and make sure the resources for the implementation of the comprehensive education public policy are provided. To ensure the infrastructure and conditions for the functioning of the comprehensive education public policy are provided. To develop a system of monitoring and avaliation of the integral education public policy and its curriculum. To build methods to scale the comprehensive education public policy, including norms and financing. To adopt structures, methodologies and pedagogical practices which are effective, innovative and integrated into the comprehensive education curriculum, considering the context of different schools. The concept of comprehensive education Flexible Matrix of Competencies Organizational strategies integrated with the curriculum Training and monitoring Conditions for functioning Monitoring and avaliation Institutionalization The comprehensive education proposal for high school is based on:
  10. 10. Matrix of competencies Autonomy: Being able to make choices and decisions regarding one´s personal and social life, based on selfknowledge and a life´s Project. Self Knowledge The ability to use the knowledge about oneself, the emotional stability and the ability of interacting in decision making, especially during stress situations, critics or provocations Openness Allowing oneself to new aesthetic, cultural and intellectual experiences; developing a curious, inventive and questioning approach to life. Collaboration The ability to act with shared responsibility, respecting the differences and common decisions and adapting oneself to different social contexts. Responsibility Being able to act in an organized, persistent and efficient way for achieving different goals
  11. 11. Matrix of competencies Autonomy: Being able to make choices and decisions regarding one personal and social life, based on selfknowledge and a life´s Project. Communication The ability to comprehend and to be comprehended in different situations, respecting the values and attitudes of other people and, at the same time, using one´s ability of reading and writing properly. Problem-Solving The capacity to identify problems, use knowledges and strategies to solve them, as well as learn during the entire process. Critical Thinking The ability to analyze ideas and facts deeply, investigating the elements that are part of them and the connection between those elements. Creativity Being able to make new connections from previous knowledge; to seek new solutions, managing variables which seems disconnected of each other.
  12. 12. How to develop those competencies in school? Complex and challenging learning situations, involving the need for problem-solving and collaboration. Challenging situations The teachers, managers and students must develop a relationship based on trust and acceptance of mistakes. School context Structuring of classes based on sequences of intentional activities with the appropriate time length Structured classes Students with an active role. Students as protagonists It must permeate the curriculum and the school management, consolidating itself as a project of the school and of the comprehensive education. Pedagogical project
  13. 13. To build a common vision of comprehensive education and recognize the importance of the 21st century skills, with the school being a place for the development of those skills. To use a curriculum which will incorporate the 21st century competencies that are necessary for an comprehensive development of the students. To train the educators and make sure the resources for the implementation of the comprehensive education public policy are provided. To ensure the infrastructure and conditions for the functioning of the comprehensive education public policy are provided. To develop a system of monitoring and avaliation of the integral education public policy and its curriculum. To build methods to scale the comprehensive education public policy, including norms and financing. To adopt structures, methodologies and pedagogical practices which are effective, innovative and integrated into the comprehensive education curriculum, considering the context of different schools. The concept of comprehensive education Flexible Matrix of Competencies Organizational strategies integrated with the curriculum Training and monitoring Conditions for functioning Monitoring and avaliation Institutionalization The comprehensive education proposal for high school is based on:
  14. 14. Integrated curriculum Organizational strategies integrated into the curriculum in Knowledge areas and Articulating core Two components Knowledge areas Articulating core
  15. 15. Two components Articulating core Life´s project Intervention project Research project Oriented studies Knowledge areas Languages Human Sciences Sciences of Nature Mathematics
  16. 16. Life´s project It promotes students' reflection about their school trajectory and also, situations that allow the construction of their identities and their life project. It works the dimensions: personal, citizenship and professional. Intervention project It promotes co-responsibility towards the school and its surroundings, through projects that start from the interest of the students and transform the context in which they are in. Research project It teaches research methods, integrating knowledge learned in the disciplines with the solution of real problems. Students learn research procedures and how to systematize knowledge. Oriented studies Moments assured to learn how to study and to perform tasks with the guidance of teachers. Summary of the components
  17. 17. Implementation model
  18. 18. SANTA CATARINA 2017
  19. 19. Implementation Education Secretary SchoolClassroom Regional departments
  20. 20. Training meetings – strategy and multidisplinary Coaching Development of the trainers Visit to schools Meetings for data analysis and decision making Support to the monitoring proccess Support to the implementation and impact evaluation Implementation | Educational Secretary SECRETARIA DE EDUCAÇÃO G18
  21. 21. Face-to-Face training – everry 6 months Online training Training on-the- job- indirect Consolidation and implementation of routines and instruments for monitoring Systematization of practices and processes Implementation | Regional teams GERENCIAS REGIONAIS CR
  22. 22. Face-to-Face training – everry 6 months for 2 years Online training every 2 months Training on-the- job - indirectSupport materials Systematization of practices and processes Implementation | Teachers School
  23. 23. Thank you! Obrigado!

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