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Aprendizes Pedagogy

We believe that a child that is Seen and Respected in its individuality, and stimulated to develop fully will become an adult that will contribute to a more sustainable, fairer, more humanized, more conscious and more responsible society.

We started our project by implementing a High Scope pedagogy. Using the feedback from our children, and with the contribution from our team, the input from the parents and our accumulated experience, we have created our own pedagogy, inspired in many others, like the Movimento Escola Moderna (MEM) and Waldorf, following pedagogues such as Vygotsky, Rudolf Steiner and Ken Robinson, but above all we follow what our children bring us and manifest overtime.

The High Scope pedagogy is based on active learning and puts the child at the centre of the learning process, it inspires us to learn through action and positive interactions between adult and child. We value dynamics developed in a learning space that is pleasant for the child and we also recognize the importance of a consistent daily routine.

From the Waldorf Pedagogy, as a more humanized path, we take the respect for the child’s natural rhythms, the holistic approach and the importance of educating through art, the contact with nature and the importance that the relationship between the teacher and student have in the learning process.

From the Movimento Escola Moderna we take the idea of community, reflected in our school councils, in the class councils, the class daily reports and community work; also in the projects and presentations the students have to make.

As such we have developed the Aprendizes Pedagogy:

  • Valuing a truthful relationship between the adult and the child;

  • Getting all adults involved in the development process of the child;

  • Providing the child with meaningful daily experiences the will allow them to develop personal, emotional, social and academic competencies;

  • Respecting the rhythm, interests and individual processes of the child;

  • Having a first experiential contact with new concepts;

  • Placing the child as an active part of the process of building knowledge;

  • Developing an interdisciplinary practice, exploring the themes through the perspective of the various subjects;

  • Following the Ministry of Education curriculum, but enriching it with the subjects and practices that will contribute to developing other skills beyond the academic;

  • Believing that a child is only available for academic learning if they feel balanced from a social, personal and emotional point of view;

    Stimulating critical, autonomous thinking and the ability of express opinions;

  • Providing the children with daily opportunities to build a positive image of themselves, because they are allowed to choose, decide, take responsibility and solve problems;

  • Allowing the children to actively participate in the school community dynamics as in assemblies, in defining rules and celebrations;

  • Being set on a consistent daily routine that accompanies the rhythm of the start and end of the day.