The Inkiri School has consolidated into a new phase in its purpose of transforming education. This time, our school, which was recognized by MEC (Ministry of Education and Culture) as one of the 200 most creative and innovative schools in the country last year, is becoming an inspiration for other projects and motivating partnerships with public power. This change of paradigm should make the Inkiri School and other educational initiatives in the Maraú Peninsula (BA) “references of global impact in the coming years” – who said this was the educator José Pacheco. He proposes a new model of learning communities supported by ethics and student training as a participant citizen. This path is followed by the Inkiri School, which is structured by groups and works the contents through projects involving the local community.
During the second immersion of Gaia Escola Inkiri Piracanga, held between 7 and 12 May, which is a course to prepare educators for this new model of education, Pacheco participated in a meeting with the municipal secretary of Education of Maraú, Antonio Carlos Silva Santos, along with representatives of UFBA (Federal University of Bahia), authorities of the municipality of Lauro de Freitas (BA), educators of the Inkiri School and educational units of Caubi, Cassange and Algodões villages.
The agenda dealt with the humanistic valuation of students based on the autonomy of schools, on the engagement between teaching units and their communities and on the new possibility of consolidating agreements between institutions and public administration.
In his visit to Inkiri Piracanga, Maraú’s secretary of education said he was in favor of continuing the agreement between the city hall and the Inkiri School. This partnership allows students to be enrolled in a municipal school, which officializes them as students of the school network. The agreement itself is a major step towards the application of the learning community model and brings schools and communities together.
“I fell in love with the Inkiri School project. The secretariat has always wanted to help and is interested in the continuity of this partnership, “he said. “Maraú is receiving something innovative and impactful in Education. It is clear that what is being done here may reflect on the world, beginning with the very lives of our villages and communities, “said the secretary.
A network of innovative schools is born
For the member of the Promar Institute, which maintains the Cassange Garden School of Bromeliads, Marcelo Monteiro, the meeting represented a breakthrough. “The initiative of Inkiri Piracanga, ours in the Cassange, plus the Algodões and, especially, the participation of the public power, gives us much hope,” he says. “There was already an embryo of a network of innovative schools in the region and we are now looking forward to taking a step further and deepening these relationships among the initiatives themselves,” he said.
In Cassange there is also an agreement with the city hall. The school there serves approximately 30 children in a kindergarten based on Waldorf pedagogy. Since 2016, a group of about 25 children and young people from Elementary School, aged between 9 and 14 years, integrates a more innovative education, following the proposal of the structure by projects.
“I feel that what is happening here, with the formation of this network, of this true learning community, is an opportunity to show the world that there is a new way of doing Education,” Monteiro concludes.
A model beyond the walls of schools
Educator José Pacheco affirms that the educational proposal in expansion in the Maraú Peninsula breaks the standard based on conventional classrooms, series and the organization in disciplines and it covers the families and the other citizens in the construction of a new model generating of sustainable development. Currently, 21 projects of practical pedagogical change, as a result of the Gaia Escola and Transition Schools formation process, involve 21 educational centers, with 63 educators and about 420 students in the cities of Viamão (RS), Atibaia (SP), Ubatuba (SP) ), Altinópolis (SP), Petrópolis (RJ), Campos dos Goytacazes (RJ), Brasília (DF) and Maraú (BA).
“This is where the new Education of the world will be born. It is a proposal of expansion of educational practice beyond the walls, involving the community in the consolidation of a participatory society. “- José Pacheco
In the model proposed by the learning communities, the educator has the role of accompanying and assisting students in the search for answers to their questions. It is a meaningful learning that starts from an “intrinsic motivation or social need”. For Pacheco, learning should not depend on a building called school. “School are people. They are not buildings. The tutor is a teacher, or a volunteer, or a parent, or a mother. Whoever is from the community is also a teacher, “he defended. ”
The important thing is that this tutor does not give the answers, but ask more questions or do a project. The answers are on the internet, in books, in people in the community or in the forest, in nature. What is needed is to build projects, research scripts and stimulate the search for answers, “he added.
Inkiri School inspiring expansion
The representative of UFBA’s undergraduate degree, Alessandra Assis, said that the university decided to come to Inkiri Piracanga to learn about the innovative nature of what has been happening here. “We have come to understand that the experience here should become a reference for other schools and that we can expand this concept of socially referenced quality of an Education that is concerned with a full and humanizing training in the exercise of citizenship,” he said.
Alessandra reinforced the university’s interest in educating educators engaged in this new Education. “We can only train teachers well if we understand Basic Education from both the point of view of difficulties and successful experiences.”
“What we find here at the Inkiri School is undoubtedly a reference. It is a whole proposal of a differentiated organization of the formative process. It is non-serial, has an innovative curriculum and a fundamental attention that is to create the conditions for people to learn Learn and develop as autonomous subjects. “- Alessandra Assis (UFBA)