About us

We are a team formed by a Spanish sociologist and psychologist, both with extensive experience as educators and in the area of childhood. Besides knowledge of Portuguese and more than four years of experience in the place of implementation of the project, this team knows the “modus vivendi” and prioritizes respect for the local culture and its dynamics.

Alejandro Suárez (psychologist) has more than five years of work in the area of child and youth psychology and pedagogy. He has skills and extensive experience in music pedagogy and as a teacher of school reinforcement. He is trained in music therapy, child and youth psychology, emotional education and has two years of work in prevention and treatment of drug addiction.

Laia Sastre (sociologist) also has the title of Instructor and Director of Leisure and Free time andTantra yoga Instructor. She has more than 8 years of experience in this field making summer camps for children, as well as extracurricular courses of theater, handicrafts, yoga, languages and school reinforcement classes for individuals and small groups.

Both professionals are trained in Educational Projects Development and in Mediation and Conflict Resolution.

What do we do?

We focus our project on two fields of action:

1- The first is to manage a Community Cultural Center with a Library function with two locations: one in the Belo Monte Settlement (which has been in operation since 2014) and another one of new creation in Bom Retiro de Guaíba (location of the school), where a series of cultural and artistic courses and activities are developed for the children and young people of these communities.

The activities carried out are: music classes (especially guitar and harmony), spanish classes, crafts, theater, school reinforcement and yoga. In addition, music and arts festivals, film sessions and literary meetings are organized periodically.

2- The second area of the project is a Post-Literacy Course at the Primary School E.E.E.F Sergipe. This course has been implemented between 2014 and 2018 with around 160 participants. It consists of strengthening the ability to master literacy, not only in the field of expression (written and verbal), but also in the ability to understand and synthesize. An individualized incentive plan for reading is carried out in parallel. We consider that in our project it becomes essential to be able to work directly with the enrichment of the student´s symbolic imagery. We want literacy to be a useful tool for them: to serve as a source of information and organization; to help them convey ideas to others in a clear way; to make complex conceptual relationships and to stimulate critical and symbolic thinking. Literacy is seen as a basic tool for development, active participation in society and to face the acquisition of skills and knowledge of all subjects.


In the communities of Bom Retiro de Guaíba and Belo Monte Settlement, in the municipality of Eldorado do Sul, in Rio Grande do Sul, Brazil. The two communities are rural, with very poor communications and located at great distances from the urban centers.

The State School of Fundamental Teaching Sergipe is a public education institution of the state of Rio Grande do Sul, located in the District of Bom Retiro, in the city of Eldorado do Sul, being located in the metropolitan region of Porto Alegre (capital of the state).

State School of Fundamental Teaching Sergipe

Currently, the Sergipe school serves approximately 150 elementary school students, distributed in the morning, afternoon and evening shifts. The evening classes are composed of young people and adults (EJA) with a minimum age of 15 years. The students are people that lives in the village of Bom Retiro and its surroundings and in the Belo Monte settlement.

The school currently operates in a temporary building that is located in the rodeo field of Eldorado do Sul Town Hall. The land and the original construction of the school were located elsewhere in the village of Bom Retiro, however, as the use of the classrooms was not viable due to the progressive deterioration, the current structure was built with state funds for provisional operation, until a new permanent school is built.

Bom Retiro de Guaíba
Despite being close to large urban centers, the town of Bom Retiro is characterized for being a rural environment with the presence of a small village that has approximately 500 people, where is the Subprefecture, a Basic Health Unit, a municipal school (EMEF San José) and a state school (EEEF Sergipe). In the surroundings of the village of Bom Retiro there are several country houses and farms where activities related to agriculture are developed. Many properties are rented by the paper producing company, CMPC – Celulosa Riograndense, located in the city of Guaíba, distant about 25 km from the village of Bom Retiro, for the eucalyptus plantation, whose objective is the production of pulp and paper. Bom Retiro has a small urban center with a lot of population scattered around, leaving the houses very distant from each other. This makes it difficult to access cultural events and activities and generates isolation.

Assentamento Belo Monte
In the municipality of Bom Retiro, there is the Belo Monte settlement, which emerged 16 years ago, where approximately 40 families live (about 250 people, 50% being children and youth) members of the Movement of Workers for Rights (MTD). Each family has a housing lot and another production one. Some families obtain their income from work in the city, with the consequent expense of transportation, and others base their income on small-scale agrarian production. Access to the road is often difficult and the passages are expensive for the family economies of the community. These are people who run away from violence and marginalize to start a new life in the rural environment.

This project has been thought and developed after our practice and observation as volunteers in the Sergipe School and in the Belo Monte Settlement. From our work we detect the possibility of contributing to the acquisition of certain skills that we believe are especially important in the integral development of the children of these communities.

The project has been active since 2014 and around 160 children and young people have participated so far.

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.

– Activities

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:

Loan books

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

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.

Film Sessions

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.

Post-literacy course

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.


Micro-finance Campaign

There are many ways to collaborate:

– Punctual donations can be made. The platform allows payment by card, paypal and by bank transfer (for this payment option you only have to register as a user of the page).

-They can become partners of the project and pay the monthly amount they wish (for this option they have to register in the platform, select “Project Ataìru” and choose quantity and form of payment, which includes card, transfer and direct debit).

– You can also collaborate by helping to publicize the project and the Crowdfunding campaign or by offering the contact of possible sponsors such as associations, companies, foundations … etc.

Crowdfunding platform for collection.


To make direct contributions to the Ataîru Educational Project, deposits can be made in the account:

ES02 1491 0001 2921 8540 8222

In the concept of the deposit must be specified Project Ataîru and name of the Donor.

To receive the tax receipt and to be able to deduct the donation, an email must be sent to the address Info@kukumiku.com with the following information:

1. Concept, date and amount of the donation

2. Name and surname

3. ID

4. Province where you present your statement.


Contact us and come to work on our project.

Volunteers are free to organize courses and workshops related to the style of the project of a minimum duration of two months. The lodging and food expenses are covered by the project in collaboration with the Sergipe School and the Sub-prefeitura of Eldorado do Sul. The work and lodging space has Wi-Fi.




Intagram: @bibliotecaatairu