Playing with courage to trust and get






Team:
João Guilherme Bach
jg.bach@hotmail.com
Sabrina Freitas
sabrina5s5freitas@gmail.com

Social Group:
Leo Souza Nader
leonader@gmail.com

Escola municipal Pedro Ernesto
Professor Abelardo Lobo street, n. 5, Lagoa.

Summary:

Our project was held at the Escola Municipal Pedro Ernesto, located on Professor Abelardo Lobo Street, n.25, Lagoa, we were kindly welcomed by the teaching coordinator, Professor Amanda da Silva Oliveira. Professor Leo Souza Nader was our intercessor, he teaches physical education for students aged 7 to 10 years of first class to the fourth grade of elementary school, which captivated us and received us with "open arms" and for his truly interest in this project and willingness to participate. Also we were delighted with the nice place where the physical education classes happened; there were trees, toys, sport court and ample space for children to play. During the meetings we observed and recorded the activities of the intercessor and were: slackline, jumping rope, handstand, soccer, “pique-pega” game, step on toes game, and others. An aspect surprised us: The way the teacher treated children, even his young age; they respected and actively participated in all activities proposed by him without being necessary to fight or scold them. The intercessor let the children free, worrying about the welfare and safety of each. In one of our meetings he said: "These children came from a place where stress and discussions frequently happen, then to come to class and I do the same thing like fighting, trying to make them follow the activity is not the right thing to do." From the set of words that make up the vocabulary universe Professor Leo we recognized as the theme for the project: "Courage to trust and get." Talking about the experiments prioritized by intercessor with Professor Ana Branco and Vicente Barros, we come to the concept defined by the adopted party, present in the activities involving maintain balance, able to rely on something that he is not seeing or facing the unknown blindfolded. These activities worked confidence and stimulated the courage to have to face something known and visible with the slackline or unknown to use the litter box that hides animals or using bands to walk toward the sound. Also they worked courage through sensory perception of children and the ability to face the unknown and increase confidence in it and in the other to win the challenge proposed. The final object was composed of three elements that complement each other: the Balance Bat with Rattles made of pieces and a PVC pipe, two meters divided into three parts to improve portability, tapes with plastic parts to adjust the height and disconnect with ease the bat, aluminum rings and bells for rattles; the Mysterious Pipe length one meter and made of cotton with an opening on each side, forty centimeters diameter made with wires shielded by plastic hoses and Search Sonora composed by Mysterious Barrel and rattles with bells. The intercessor used Balance Bat with Rattles to help balance the child who was in the slackline activity. The student holding the bat with his hands between the divisions of the bat while the teacher was holding the bat, not at the student arm, increasing their confidence, knowing that the teacher was ensuring her safety without being held directly by him. Rattles hung on the tips, adjustable ribbons, emitted sound to touch the ground telling the child that needed to improve balance. The intercessor used the Mysterious Pipe to encourage physical contact between students. The professor put his arm on one side of the pipe, the student put his arm on the other and tried to find the hand of the teacher and without seeing what was inside the pipe, trying to find out what was in his hand or what movement the teacher was making, moving, shaking or holding an object stimulating physical contact, imagination, trust in others and the courage to face the unknown without seeing. For activity Sound Search the intercessor has a hood folding the mysterious pipe in two twisting it in the middle and joining the edges. He called three students. The first one to use the hood and the second to hold the rattles. The two students with the rattles chose a place of the court to stay put. Then the intercessor asked one of them swung the rattle until the child was with the hood found him. So the second child, in his turn, to shake the rattle and the hood was still in his direction. The game ended only when the two students are found stimulating localization capabilities from sound stimuli and courage to walk without seeing what is ahead, but only what is below. Use hood and not bands into their eyes increased security because it allowed the child to see the floor and feel more confident to find the fellow who shook rattles.

Sabrina

When I knew in the early days of the project 2 planning, I would have to find a public school and work as I worked on the project 1 and perked up. I immediately thought about going to kindergarten I have studied and was not far from the PUC, unfortunately I could not. Also I could not another one where I really wanted to do this project and it was really frustrating. But if it were not so I would not have done in the Escola Pedro Ernesto. Do this project until the end served to see that could not be otherwise, I was in the right school with the right intercessor teacher to develop courage, confidence, strength, persistence, attention and everything that thanked the entire project. The learning generated in me made me a design and a better person. Do the project with children from Escola Pedro Ernesto, who mostly came from Rocinha, like me, even living in Guaratiba now, I identified with those bright eyes who wanted to know more and more about me and what I was doing there. To talk about the project and PUC to them was so good, made me jealous that I did not have someone like that in my life when I was younger; to inspire me or at least know that there was something more than play and watch TV. I believe that even long after finish this project I will realize things that it did not before that will give me more lessons. During six months was recorded in me unforgettable experiences and learning for life. Thanks to those who are reading to know this courageous and confident of my life. I thank to Leo because collaborate with our project while keeping the balance between the activities of his classes and project activities. So, it was better to work with him and created in me confidence and respect in the beginning to end of the project. It was always lovely students' reactions to him using objects, the observation was so good that I was silly surprise, do not know how to express it. Just know to live with the reality of his classes were beautiful, nostalgic and pure. I thank to João because it has been very productive, because this productive part of creating objects and games was great fun and that created in me learning, because despite being very creative he is a person of very slight creativity, he had good more ideas faster than me, ideas that made you want to learn and improve with it. I helped a little bit with the drawings; I say a little because I do not think helped him get excited so much with this part as it cheered me up for the experiments. It was a very good team to talk and work, we learned to understand and trust each other and always learning something more about the coexistence in this project.

João Guilherme

When I realized that the project in 1002 would be similar to the previous I was very excited, already wondering what other course I would work for a period. But when I found out we were going to do in public schools I did not know what to do, I was never very good at meeting people or work in a place full of strangers (which I knew would be looking at me) already gave me chills, but kept the attitude and confidence that "would not be so bad." Somehow I was right, it was not bad either, and it was actually very good. I have learned that everything has its hidden side, but it not means that it's bad, the hidden side which I refer is about the story built in that each group of people and, with Leo, I learned that it is important to keep in mind this "hidden side" always when it is a dynamic or to develop a product. Learned from Ana Branco to prioritize the finite material (which dissolve in nature in a short time) may be a better choice for some objects and even products. With Vicente Barros, I learned to observe used material (mostly organic) because it cannot always be "healthy" enough to force and impact activities. I have learned with Leo the value of being welcomed with open arms, to be treated with respect, sympathy, the immense wealth to work with children and how we can contribute to the healthy growth of them through education and our attitudes and at least, I learned what means to be a good teacher, a reference to his students, a secure foothold for children. Somehow I was also a Leo’s student this semester and I am very grateful for that. I have learned with Sabrina to be always available and attentive to details of the project many times was unnoticed by me while complemented our work with their skills, their relationship with children teaching me to "see the side of them". I must thank to Professor Léo because of his patience to try and bait variations so ever than helpful and collaborative way for his suggestions so important to the progress of our project and for believing in our ability to build something that could help him in class with children that generated inside of me gratitude for living with the teacher, seeing him have fun as our baits and their students, and to be a true intercessor for me and my partner this semester, created in me a new way to see a new world and how to be a teacher in a public school. I must thank to Sabrina by having actively participated in the project, always with new and different ideas and materials, to have found our intercessor, for her motivation, optimism and good humor that created in me courage to face difficulties, recognition of my skills, confidence in double and more courage to try simple. There were many hours together talking, discussing about the project, laughing at crazy ideas, coming and going by meetings with the intercessor and gradually we became friends and even studied together other materials.

Subject: DSG 1002
Class: 1AC / 2015.1
Professors: Ana Branco, Luis Vicente Barros, Luciana Grether, Vanusa Maria de Melo

e-mail: anabranc@puc-rio.br

Versão Portugues