The first Lumiar school in the southern region of Brazil was designed to receive and develop the Lumiar Model in its fullness. We have a modern space in Mont’Serrat neighborhood, where students, tutors, and masters enjoy the laboratory, outdoor area, library and collective hall for the realization of projects, learning modules, workshops and other activities that are part of our teaching model.
“We had to reinvent ourselves, to adapt ourselves to the challenge of such an innovative and challenging model! Here we quickly see the results of the work. We identify students’ interest in learning, challenging projects, willingness to participate, discussions established from the reading of the world, the actual construction of the exercise of autonomy, and other incredible learning.
Lumiar differs in all the details that make up education. Being part of this building encourages us to go beyond, to want to do more and better. The challenges are many and the desire for education to be truly the height of the 21st century is what drives us.”
“Being a tutor in Lumiar is, first of all, to have the humility to recognize that, as educators or pedagogues, we are always under construction – alive and questioners of 21st-century education. We are restless and moved by a passion for education, we embrace a project that recognizes that truly human development means joining individual and collective autonomy, leading the student for citizen formation.
I think that the tutor role is built with courage and the daily exercise of constantly questioning why you do what you do!”Tutor of F1
Lumiarpoly is a board game created through a project that was developed by F1 students. The name was chosen by the learners and was based on the game Monopoly. At the board, the student’s neighborhoods, the tourist and historical spots of the city, and the transportation system gained life and allowed the study of the city, its geography, and its history. It was an interdisciplinary project, and the students developed their spatial orientation and laterality, they learned how to draw the wind rose, they learned about the history of the city, as well as a bit of the colonization of Brazil and Porto Alegre. Through the game, they developed writing skills, composing its manual and rules, as well as math skills, by developing the concepts of addition, subtraction, multiplication, and division, so they would be able to calculate their change and profit. The students learned about their neighborhoods and how they are formed, what is the difference between avenues and streets, why houses have numbers, why the numbers are even or odd, why the streets have different names, and why sometimes those names come from important people. More than roll the dice and play on the board, they localized their own houses, that after being photographed, became part of the board, just as the routes commonly used on their routines.
To build an aquarium to observe fish and other organisms, to understand how living beings live inside the water and to learn how to maintain a small ecosystem were the objectives proposed for the project Aquarium: The Walking Fish. Through the project, the group researched, planned, prototyped, and executed the construction of an aquarium. From math to natural sciences and ecology, while also exploring ethical and care themes, reading, writing, and a lot of hands-on work. All these activities enabled the students to answer some of their questions, like how to build an aquarium, if fish can drown, how do fish pee and what is the ideal temperature and pH of the water. Through the observation of this artificial ecosystem, the students had the opportunity to build, model or rebuild their knowledge related to the environment in a positive manner, with a high dose of responsibility and concern over the maintenance of the aquarium and the lives that inhabit it.
To investigate what are the effects of the spatial conditions over the human body; to understand how scientific research and spatial engineering simulate the necessary conditions for human life outside of the Earth – these were the central curiosities that were responsible for the spatial discoveries made by the F3 students. Through the construction and launching of a rocket, the discussions about astrobiology, astronomic distances and reflections about life, questions related to the evolution of species and the study of their physiological aspects, the students were able to develop a project in which they created a science fiction book about the possibilities of life outside of the Earth. Art, cinema, creativity, reading, writing and a lot of science gave meaning and structure to the learning process.
Lumiar Porto Alegre School was inaugurated in March 2017 and attends Elementary School – from 6 to 14 years old.
Schedule a visit at Lumiar Porto Alegre.
Rua Dr. Freire Alemão, 366
Mont´Serrat – POA
+55 51 3093-0070 | WhatsApp: +55 51 99273-5207
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