Cultural center with library function Ataîru
The specific conditions of the communities of Bom Retiro and the Belomonte settlement, offer no artistic and cultural stimulation, due to their geographical location (away from urban centers), the shortcomings in transportation possibilities and the general characteristics of Brazilian rural areas.
For this reason, the Ataîru Library was also established in 2015, which was consolidated as a community cultural center where, in addition to offering the usual services in a library, daily activities were carried out such as: school reinforcement, literacy support , guitar, musical initiation, theater, crafts, yoga, Spanish, and weekends film sessions and literary encounters.
Ataîru Library Cultural Center offers the activities described below. The expansion of the center to Bom Retiro offers the possibility of working with volunteers who will develop their own activities, always according to the style of the project.
The volunteer program that the project offers includes a house and coverage of basic food expenses in exchange for 25 h. of work. A minimum stay of two months is required.
The activities are the following:
It is available to the inhabitants of the community, children, youth and adults, a collection of books of different categories that grows every day, today there are more than 1000 titles.
Support is offered to those who need reinforcement in various subjects as well as study techniques. These activities will be coordinated with the teachers of the School E.E.E.F Sergipe.
Music, Instrument and Children’s Musicality Classes
Classes in music theory, guitar, bass, percussion and singing are offered. The center has at its disposal 14 guitars, a bass guitar, drums, a keyboard and some percussion instruments that are lended to those who participate in the classes. They will receive two classes of 1:30 hours per week organized in groups by level of, at most, 5 people.
The musicality classes improve the psycho-motor skills, their musical perception, their knowledge about music, rhythm and its relationship with movement and body.
Spanish classes for children are offered, organized by ages, under and over 10 years. Classes are held one day a week and lasts one and a half hours.
Craft classes are one day a week, in the morning and afternoon schedules, and will last for 3 hours. They will be open to all children (maximum 10 at a time). In the case of having many assistants, the time will be organized in two classes of 1: 30h each group.
Macrame will be one of the most developed activities due to the success it had previously among children and young people.
Theater classes are offered, which, more than preparing a final piece, will use games and exercises from the methodology of the Theater of the Oppressed and improvisation to play with the social roles we represent in life, in society, to dig in self-knowledge and to encourage respect for others.
The theater groups will be open for all ages and happen once a week, with classes lasting 2 hours.
Yoga classes are also held for young people and adults. Classes last 1 hour, twice a week.
The viewing of films with pedagogical intent and social reflection is proposed, subsequently carrying out debates and exchange of ideas about it, as well as visualizations of films proposed by the participants themselves with a playful and socializing nature.
Community Cultural Activities
Cultural events such as literary meetings, drawing contests and community festivals are held, where performances of music and theater plays will be shared. Festivals and performances of local artists, bands of the region (Oferenda, Cosmo Creme, Isla Quintana, Dany Alves …) and even international artists like Zaz have been organized.
The Post-literacy project was developed by us at the Sergio School for 4 years (from 2014 to 2018), reaching more than 120 students. This period allowed us to know in depth the environment of work and the needs that are more commonly presented in the students. In the target population of this project, the use and understanding of the written medium are limited, either because it is not a widespread habit or because of the lack of resources and stimulation.
Having analyzed the texts of the students, although these in some cases achieve the function of transmitting the message planned by the writer, they are difficult to understand, written illegibly, with spelling problems, characterized by lack of punctuation and organization in paragraphs, incoherence in the thematic evolution, absence of logical sequence, repetitions of words and lack of attention to the criteria of asexuality (cohesion and coherence). In addition, there is also a misunderstanding of the meaning of the act of reading, reduced to the task of simple recognition of a single meaning for the text. The acts of reading carried out in the school space are revealed as strange singularities, not repeated in everyday life. This affects the subject significantly reducing the imaginary of where to obtain relationships and references on which to structure the understanding of their social and cultural environment, as well as generating problems both in the acquisition of other skills and knowledge and in the resolution of everyday problems.
In addition to the own benefits that the domain of written means brings, it is important to emphasize that in the tests of the ENEMA (National Examination of the Average Education) and Vestibule (specific test to enter the university) the corresponding part to the writing, represents a very significant percentage of the final score.
In view of the situations described, it seems to us that our work becomes of great interest, since it is oriented towards the development of these competences. The performance of the students participating in the project has improved significantly. The unconditional support to the project by the teachers and the school management indicates that they were fully satisfied with the results obtained during the years of implementation.
The main focus of the post-literacy course is training and acquiring the ability to express oneself through writing and to understand what is read. The intention is also to develop in a general way the ability to use language.
The subject will be developed in close collaboration with the Portuguese language department of the school and will be taught by two educators simultaneously, (three when the Portuguese teacher is present) which provides the opportunity to give more individualized attention.
It is structured in modules that range from creative writing, punctuation, organization in paragraphs, comprehensive reading and synthesis, to study techniques, debates on current issues close to the reality of students, argumentation, emotional education, gender and introduction to the philosophy. At the same time, an incentive program for individualized reading will be developed. The course is being implemented in the last years of primary school (the equivalent of 1st, 2nd and 3rd of ECHO), in the EA (School for Youth and Adults) and in the Bela Monte community, where the internalization of the linguistic code becomes essential for social development.
One of the primary functions of the school is to form social subjects, readers of the reality in which they are inserted and capable of using writing as an indispensable instrument in their participation in the construction of the historical and cultural world.
Methodology and evaluation:
During the course, current topics and varied content are dealt with through audiovisual materials (films, interviews, documentaries, presentations …), digital media (online research and presentations) and a wide variety of texts (articles, journalistic texts, fragments of books, poems, linguistic exercises, graphics …) Transversely, throughout the course, the process of intense socialization is stimulated, typical of the moment in which teenagers find themselves. In the spaces of debate that arise during the classes each one is invited and encouraged to participate. It encourages argumentation, discourse and the expression of opinions and genuine ideas respecting the right to have a vision of the world. Through the emotional education module we create spaces where everyone has the opportunity to observe, know and communicate with others, focusing attention on themselves, recognizing and sharing emotions, to learn to value what we are as individual subjects and as a collective. The evaluation criteria applied is individualized, seeking to achieve improvements in each subject, not following a pattern of regulatory development. The elaboration of multiple original texts is requested throughout the year in the search for expressive development and also for the ability to establish complex conceptual relationships, applying the new concepts learned. Evaluations are applied in the first classes in order to establish objectives. Other multiple evaluations are carried out through the presentation of oral and written works throughout the course, in addition to the continuous evaluation. The corrections of the written texts are reviewed individually with each student giving great importance to personal feedback. This is a practice that accompanies the entire teaching process. Classes are taught by two educators simultaneously (three when the Portuguese teacher is present), which makes possible a very individualized attention. Everyone becomes aware of their development process. Everyone has the opportunity to make an informed proposal about the qualification they deserve. Parallel and also individualized nature, an incentive plan for reading is carried out with minimum objectives agreed with the participant, necessary for the evaluation.