Hi, guys!
Good…
I’d rather be called crazy.
From a very young age I’ve always been crazy, and that’s a big compliment.
Because, who does different, is crazy.
But it is who changes the world.
I worked 40 years in the area of education,
in traditional teaching,
but that was weighing.
Weighing because it had nothing to do with me, with the person that I was.
And weighing, because I could not bear to see this kind of thing:
two traditional teaching classrooms,
one of the last century and one of the actuality.
And frankly, people, does it matter?
So this was weighing,
and I worked a long time to change this structure.
But very large structures are very plastered, fossilized.
It is difficult for you to structure this kind of change.
Since the structure does not change, I change.
I went to Sao Jose dos Campos
and I set up another NGO called Alpha Lumen Institute,
as I am physicist and astronomer,
and my idea was to create a change that embraced more people
and embrace the world.
So I worked with the high-ability kids,
of risk situations, of public schools,
and others who have resources, which is a smaller group,
to join, so that all of us could change the situation of the world.
So, what does the NGO do?
It is a social impact NGO,
that works with students, children and adolescents of high abilities,
who have a transformative leadership profile.
These are children who are going to be inspirational lights.
and that they will be committed to changing their environment.
So they have all the support,
the whole process necessary for them to change.
Education and the process is totally out of the box.
When we look at traditional teaching, it certainly does not work autonomy
and does not work entrepreneurship.
Entrepreneurship is learned by undertaking.
You queued, looking for six hours to a green wall,
really this is not entrepreneurial.
So, it has to change.
You have to create other structures,
that really get the kids to expand.
And get fun.
The first thermometer, when we develop, along with them, some action,
It’s if I’m having fun.
If I’m having fun, it’s because it’s cool.
They have to have fun, I have to have fun,
everyone in that process has to be motivated, encouraged.
It has to be really cool.
Another question: does not work the singularity of each one.
Are you the same as her? Do not.
You are just like me? Lucky you, right? Do not.
So people, people have their personality, their singularities.
And they have to be respected.
So this image is really cool, because it makes very clear the absurd
of you wanting to pass the same measure, the same rule,
to be able to metrify different profiles, different talents.
It does not.
You have to create structures that are flexible;
structures that respect the personality,
what the student is.
Knowledge is disconnected.
Guys, study a dead cell and study a living cell,
if interleaving, connecting,
passing fluids, is something else,
is completely different, they are two things.
So when you disconnect the knowledge, you lose all interconnection,
connection, you lose a lot of information.
And you make the world artificial.
It already happened … It makes you want to go down, but you can not, right?
Wait, let me see somebody here, a victim. The Lord!
It has happened to you, to come one day in the classroom and say,
“What am I studying this for?”
It is, yourself. Not seen, no. IT IS.
(Laughs)
Has it ever happened to you?
And this is unfair, people?
Go, say: “No!”
Plateia: No.
Nuricel Villalonga: That! It’s not unfair, no.
Because? Because it is true.
Because you do not really know what you’re studying for.
Logarithm? I’m a physicist, I like that, but do you like logarithm?
You do not know what you’re studying for.
So it’s very fair, it does not fit, it has to make sense.
All learning has to mean.
It has to lead to something that makes sense.
So these structures: “This is important because it will fall on the test!”
Guys, is that an argument? Fall in proof?
For the love of God!
That is no argument.
So, people …
The whole process is too worn out.
Education does not encourage the individual to know himself.
Self-knowledge, think about a project of life.
The staff arrives in the third year of high school, and kicks like this:
“Mom told me to kick this one from here to do university.”
That decision has to start back there.
He has to know himself from the moment
in which he understands himself as a person of the world.
So much is missing.
And it is much more social-emotional than properly cognitive.
This direction of the schools, still today, plastered for vestibular,
is a training to solve questions.
This is absurd.
You often …
There are many students who have entered college and then have changed.
“What am I doing here? Where am I? Who am I?”
It’s not … It does not prepare.
You settle questions and enter [into college], but come in for what?
What will you do? What is the next step?
All this is very absurd.
There has to be an importance, an enormous importance,
to change the learning model, to change the school model,
because school is serious, school is important.
When we say, “Let’s look at the future”,
the future necessarily goes through education.
The kids spend a lot of their time at school.
So it has to be very relevant. It’s very serious. It’s very important.
It’s a tremendous responsibility.
So when the kids work with us, every success and every failure hurts the soul.
You know, every success and I mean every failure,
because the human being is a complex system, it is not always black on white.
So, this difficulty makes the school standardized
be easier, more aseptic.
But it’s not what it has to be.
And it has a very cool metaphor,
which translates exactly the logic
the traditional school and the school that we are trying to do:
“There are schools that are cages, and there are schools that are wings.
Schools that are cages,
exist for the birds to unlearn the art of flight.
Caged birds are birds under control.
Caged, its owner can take them wherever they want.
Caged birds always have owners,
they cease to be birds,
because the essence of the bird is the flight.
Schools that are wings do not love caged birds.
What they love are birds in flight.
There are to give courage birds to fly.
Teach the flight, that they can not do,
because the flight is already born inside the birds.
The flight can not be taught,
can only be encouraged. “
So, the school has to be a space of joint construction, motivation,
of pleasure, of opportunity.
This is what we want to build,
that’s what we do inside Alpha Lumen.
But we go a little further,
in the sense that, whatever is done in there,
is multiplied to the community.
Two years ago, I started a [pilot] project with 18 students.
This year we have 150, and next year there will be 400.
This year, with 250 students,
we impacted 10,000 public school children.
Because this is the counterpart,
Let us all strive to make a better world.
Within our methodology, there is no way to dissociate.
You can not learn if you’re not well if you do not know yourself.
There is no self-family, the self-pro …
You are one.
You are not a multi-man or a multi-man.
You are one.
So that connection has to be rescued.
This connection has to be respected.
Within the methodology, we work it.
And, really, what we structure is opportunities.
Our kids, we mix.
There are times when they work apart,
but not necessarily, depends on the profile.
And there are many activities that they do together.
From the fifth, fourth year, finally.
It depends on them. It depends on their profile.
They connect, like the wizard and the sorcerer’s apprentice.
What we do is to opportunize every kind of project,
so that he will feel, taste and know himself.
We have there:
TV, movie theater,
theater, judo, yoga, sports, mandarin, japanese, german,
French, Spanish, English, programming, digital security programming,
robotics, finally …
We have what to paint on the head of the kids,
and they want to taste.
We go after because the school does not have to be: “Look, school is that.
Welcome, if you like, well. “
The school is: “Come on! I’ll meet you.
And on top of that, I’ll structure, what it takes for you to evolve. “
This is how school has to be.
It has to be liquid, as Bauman says.
It has to be fluid, it has to be flexible.
So we give you all sorts of situations.
And this is very cool, because we respect the union, the kids,
the dynamics between them, and it is very common …
We have, for example, digital security teams
who have a student who is the sixth year,
one being the eighth, the ninth, and the third.
And they take part in college tournaments and win.
First win, second place, are super-respected.
So, it’s cool that, whatever they develop,
they have the protagonism to say:
“It does not matter if it’s in the rule, if it’s not in the rule.
As long as it makes sense, as long as it is something of growth,
I’m going to work, I’m going to do it. “
So he allows himself to be who he wants to be.
He allows himself to grow.
And that’s what we’re looking for.
We seek to leverage this, because it will then reproduce,
he will exemplify, it will inspire other people to this.
Here shows several situations that we have since preschool.
And it’s amazing, people, when you give wings, what they do.
When you give voice, what they do, what they do.
We have received the deputy prime minister of China because we give Mandarin,
and the kids of the fundamental was to welcome her, chat, hug,
Like old friends, like that.
So they have no barriers.
They build themselves in a very light way.
The big deal, that we work a lot with the kids,
is that they learn to articulate opportunities and possibilities.
In partnership with the local university, we got a cart,
which we have transformed into a robotics lab,
and our kids go to public school and teach robotics
for the public school kids, for the kids at risk.
So they give themselves away in their talent.
They donate to make a difference in other people’s lives;
to open opportunity in other people’s lives.
Then, from an early age, they undertake.
From an early age, they build, dream, plan, organize.
They structure themselves.
Here, in public schools, the kids going and working.
This is our carretinha,
which is shared with many partners.
As an NGO, we have to be very creative,
to have the resources.
And, here in the cart, the kids working …
And then we take a deepening course,
is giving opportunity.
We open courses of all the things our kids have
to public schools, too.
And often, they give class to their classmates.
So, the Olympians, those who make Olympics
and are very good in a given area,
meet, and, of course, always have people’s collaboration,
but they structure, come, propose, and people are together.
They teach and grow infinitely.
Because they become part of the world.
They become free within the world.
This is the TV crew,
who makes movies to teach robotics, programming and other courses.
It’s really cool as they get to know each other.
From an early age they get to know each other.
And when they define an area, when they are defined by a path,
it is very clear to them that this is the way, at that moment,
that makes sense.
So there is no doubt.
And when in doubt, they know how to handle them well.
Here shows several situations in our studio.
And we have many students, who were my students,
who were on the project, and who studied at MIT, Stanford, Harvard,
and also here, in cool universities, and who are mentors of the kids.
They inspire the kids.
They say, “Look, here comes the way is cool.”
And, there, they choose.
You have seen that it is not enough to be a founder, you have to participate.
Me there, in the middle of the team, jumping. I do not understand football.
So folks, we make many partnerships with other NGOs,
like here, where we handed out glasses to people who have no vision.
It’s very cool, because they take hold of possibilities.
And what are the challenges? Because it’s not easy.
As he said, it is not simple.
Because none of us was born in this bias.
None of us lived and learned from that look.
The first challenge …
I really like this phrase from Anaïs Nin:
“We do not see the world as it is. We see the world as we are!”
This is the biggest challenge.
Because school, much more than structure and resources,
it refers to people.
And when you want to change a school, when you want to change education,
you have to change people;
you have to change perspectives.
This is the biggest challenge.
You say like this: “But everyone knows what is not working.
Is not it easy to change? “
It is not. It is not because you are in a doubt between the fear and the yearning for change.
You stay in that complexity: “I want to, but I’m afraid,
because it’s going to be very different, it can go wrong. “
So you have to work a lot on people’s safety,
the look of people.
For them to dare, for them to risk,
so they have the courage to change.
This is the second challenge: building a shared identity.
For people to engage, fight and go together.
You have to develop a culture in which everyone …
It’s the same thing that happens in the tree house.
You develop a culture in which everyone engages and goes together.
And there it works.
So this is the challenge: to make this construction.
At the beginning of the year … we have little space,
and many people wanting to get in,
we make a selective process with workshop, a provinha,
and a series of actions.
And there are also workshops that the students themselves apply
in those who want to enter.
Because, they learn to make decisions.
The sensitivity of acting on the life of the other.
So…
I already speak to parents, very openly:
“Look, there’s flexibility like that. Things happen like that.”
Because you have to see who has synergy with what you build.
And if you have synergy, let’s go together.
So be a part of that culture.
And the third challenge,
I think it’s a challenge that I put daily,
is the change of linear control management
to another that is more organic, autopoietic.
Because when you want everything to work out,
and you are very protagonist, as I am, and crazy even on top,
You take the reins.
You often get the reins for the thing to happen.
And you have to hold on, you have to give it a chance.
Even if the other err,
Give it a basic twist, it does not matter.
At the end of each year, all children and parents,
paint school, make reform, change everything.
It’s a dog squirrel.
But it’s theirs.
Is important. They are building.
It’s that notion of belonging.
And much of this view,
I have lived with this a lot more in younger companies,
than in schools.
Young companies look a lot.
The look of the owner, of belonging, of the company culture.
Much more than schools do.
So we live with many partner companies
who are mentors to our kids.
Many young people like you.
And the cool thing is that I have seen many young people going to this bias
of concern with education.
This is very cool.
A young man talking about his demand.
What he considers essential within a school.
(Video) What can not be lacking in the ideal school is freedom of expression,
which basically is very good you get to talk to your teacher,
question and dialogue in a slightly more relaxed way.
And, also, getting involved with the school, being part of it,
put projects, these things, to be part of this business,
and not be a half-submissive thing.
NV: Somehow, you will always be connected with education.
You’re going to have kids.
So, no use.
Even if you do not act directly at work, professionally,
you will act in education, from the interaction of your children.
Education is important to all of us. There is no escape.
(Video) School has to have freedom, because freedom is what gives you autonomy
so that you can go forward in what you want,
stand out where you like.
And yet, freedom gives responsibility to you.
So, you have to know how to deal with responsibility,
while enjoying your freedom.
So for me, the essentials of a school is freedom.
NV: So folks, that’s it.
Our kids seek to be free, they seek to make a difference
within its area, of its competence.
When he said that I work with high skills,
we all have skills.
It’s just that the kids I work with
has a much faster pace.
And often people think that having a fast pace is advantage.
Advantage. Everyone is happy. Thanks.
But when the child has this rhythm, she has more anguish,
she is more precocious.
So it is very important that she quickly has this space
to build, to produce,
and with that, also change the world.
Guys, it’s a tip, all right?
It takes courage to be different. It’s needed.
It’s not easy being different.
When you are different, when you do different,
you turn, somehow …
a cartoon, so that others find you funny or call you crazy.
So it’s not easy being different.
But it is important to have the competence to make a difference.
So that’s what we try to do.
I am very happy to have been invited here,
and be able to share my structure,
what we do, with you.
Thank you, people. Thanks.
(Applause)
Thanks.
”
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