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ACTIVITY REPORT

Poços de Caldas, MG, Brazil

2014

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CONTENTS

INTRODUCTION ........................................................................................................................3

HISTORY ..................................................................................................................................3

PRIZES ......................................................................................................................................5

PUBLICATIONS: .....................................................................................................................5

VIDEOS: ..................................................................................................................................5

EXHIBITIONS ...........................................................................................................................6

CERTIFICATES/TITLES.............................................................................................................6

SPONSORING PARTNERS ....................................................................................................6

SPONSORING PARTNERS – CULTURAL INCENTIVE LAWS: ............................................6

INSTITUTIONAL PARTNERSHIPS AND SUPPORT IN 2014: ................................................7

CONCEPTION AND COORDINATION: ............................................................................8

PRINCIPAL ACTIVITIES:.........................................................................................................8

TECHNICAL PERSONNEL INSTITUTO LAMBARI – ART CULTURE AND EDUCATION ....11

APPENDIX I – RESULTS ............................................................................................................13

APPENDIX II – WORKSHOPS AND ACCOMPLISHMENTS ................................................30

APPENDIX III - CLIPPING ......................................................................................................72

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INTRODUCTION

HISTORY

Since 2000, Fazenda Lambari and Astro Café have sponsored a

cultural project whose main focus is to encourage reading in the rural

area of the municipality of Poços de Caldas, in the state of Minas Gerais,

Brazil. Coordinated by A COR DA LETRA – Center for Study and Research

on Reading, Literature, and Youth – teachers from two schools were

trained as reading mediators, and collections of children’s and teen

books were donated to the schools’ libraries.

To put these actions into practice, an organization was created in

2002, the Lambari Institute – Art Culture and Education, whose mission is:

To support, encourage, develop, and promote culture,

education, citizenship, environmental preservation and

conservation, and sustainable growth.

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In October 2003, in partnership with Kaffehuset Friele S.A., Astro Café and

Fazenda Lambari expanded this project by building the Kaffehuset Friele

Educational and Cultural Center (Centro Educacional e Cultural

Kaffehuset Friele – CECKF).

The mission of the Kaffehuset Friele Educational and Cultural Center

(CECKF) is to promote and disseminate regional, Brazilian, and universal

culture in Poços de Caldas. The Cultural Center values the diversity of

cultural experiences of a society as complex and heterogeneous as the

Brazilian one; it supports cultural manifestations that contribute to the

expansion of the freedom of expression and artistic and intellectual

creativity and creation, and encourages the conception of cultural

actions.

Considering culture as an essential axis for the construction of the

country’s identity, and one of the most effective in promoting citizenship,

the Cultural Center offers the public a diverse program free of charge.

Also, it provides an accessible collection of literature and a computer

room for use, search, content production, and the promotion and

stimulation of the production and dissemination of artistic expression in

different areas.

Education in Brazil is still far from satisfactory. Although recent surveys

reveal more positive indices, much remains to be done. A large part of

Brazil’s rural population has very limited access to cultural goods. On the

other hand, they have their own culture, their myths, and their stories. It is

essential to ensure that this population retains its beliefs and customs so

that it can value that which gives it an identity. But it is also necessary to

enable these people to become acquainted with and have access to

what is universal.

We believe that every action develops from reading literature. Reading

enables contact with what is different, with other ways of thinking and

relating to the world and with nature. Through reading, children expand

their knowledge, imagination, and language. Language is the basic tool

through which we relate to the world, imparting meaning to it and

allowing us to interact within the different social contexts in which we

live.

It was this opportunity to read literature and to be in contact with

narratives in general that led to the creation and expansion of many

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other projects along these almost eleven years of existence of the

Kaffehuset Friele Educational and Cultural Center.

In 2012, Mrs. Anna Helena Mariani Bittencourt, who owned the land

where the Kaffehuset Friele Educational and Cultural Center and its

annexes are located, donated it to the Instituto Lambari (Lambari

Institute) to give the Center greater autonomy and establish it as an area

for public use. Since then, several initiatives have been implemented to

develop and sustain this action.

The space is located near the Fazenda Lambari, on kilometer 12 of the

Poços to Palmeiral road. Hours are 08:30 – 18:00, Monday through

Saturday, and 10:00 – 13:00 and 14:00 – 17:00 on holidays.

PRIZES

ECO 2004 Prize (Projeto Guia de Histórias – A Guide to Stories Project)

2004 Curumim Prize – Fundação Nacional do Livro Infantil e Juvenil

(National Foundation of Books for Children and Youths)

Premio Viva Leitura 2010 (2010 Reading Prize) - www.vivaleitura.com.br

PUBLICATIONS:

Cultura na Fazenda (Culture on the Farm): A study of the appropriation

of reading as a negotiation of meanings. Master thesis – University of São

Paulo – School of Communication and Arts – Amanda Leal de Oliveira.

A Arte de Ler ou como resistir à adversidade (The Art of Reading or how

to resist adversity) – Michele Petit – Published by Editora 34, 2009.

VIDEOS:

Guia de Histórias (Stories Guide) – 2004

Era Uma vez (Once Upon a Time) - 2008

Lambari/Friele Educational and Cultural Centre - 2013

Festival de Música nas Montanhas (Music Festival in the Mountains): http://www.youtube.com/watch?v=zKMpQ51ZnqI

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11 years of the Centro Cultural – 2014

EXPOS

Bibliotheques De Par Le Monde May 21 to June 4, 2011

at the Médiathèque George Sand / Palaiseau– France

CERTIFICATES/TITTLES

OSCIP

In the year it was founded, the Instituto Lambari Arte Cultura e

Educação was awarded the title of – Organização da Sociedade Civil

de Interesse Público (OSCIP – Civil Society Organization of Public

Interest).

MUNICIPAL PUBLIC UTILITY

In 2014, the Poços de Caldas Municipal Chamber named the Lambari

Institute as a Public Utility institution. Being awarded this title was a very

important achievement.

(According to Municipal Law No. 6.050/9, which controls public utilities

credentials, Lambari Institute is now eligible to receive funds from and

sign partnerships with the Poços de Caldas Municipal Government.)

SPONSORING PARTNERS:

KAFFEHUSET FRIELE - www.friele.no

ASTRO CAFÉ - www.astrocafe.com.br

SPONSORING PARTNERS – CULTURAL INCENTIVE LAWS:

MINISTRY OF CULTURE- ROUANET LAW

MINERAÇÃO CURIMBABA (mining company)

FORT LUZ

DME

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INSTITUTIONAL PARTNERSHIPS AND SUPPORT – 2014:

SEMEC – Secretaria Municipal de Educação e Cultura (Municipal

Department of Education and Culture)

SESC Minas (the commerce social service organization)

EMATER – Empresa de Assistência Técnica e Extensão Rural do Governo

de Minas Gerais (Organization of Technical Assistance and Rural

Extension of the Minas Gerais Government)

Pontifícia Universidade Católica de Minas Gerais (Pontifical Catholic

University of Minas Gerais), Poços de Caldas campus – College of

Psychology.

TvPlan

Radio Cultura (Culture Radio)

Frigonossa

Rápido Campinas (bus transportation company)

Rancho dos Ribeiro

Fazenda Rolador (Rolador Farm)

Jose Avelino de Melo Municipal School

Carmélia de Castro Municipal School

Palmeiral Transporte Ltda.

Programa MAIS EDUCAÇÃO (More Education program) – Federal

Government and José Avelino de Melo School (established by

Interministerial Directive No. 17/2007 and regulated by Decree 7.083/10

of the Ministry of Education).

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CONCEPTION AND COORDINATION:

A Cor da Letra – Center for Study and Research on Reading, Literature,

and Youth (Centro de Estudos e Pesquisas em Leitura, Literatura e

Juventude) – www.acordaletra.com.br

Lambari Institute – Art, Culture and Education

PRINCIPAL ACTIVITIES:

A description of our principal activities: Reading, Arts, Dance, Playing,

Environment, Digital Access, Movies, Traditional Popular Celebrations,

Theater Presentations, Astronomy, Training, and Duplication are

presented more extensively in the appendix to this report.

Reading Mediation

Playing Games

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Travelling Cinema

Rodante

Agro ecology

Festivals Computers

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Theater

Capoeira Dance

Live Museum / Drawing

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STAFF

LAMBARI INSTITUTE – ART CULTURE and EDUCATION

RAYMOND LOUIS REBETEZ

President

DANILO TADEU ALVES

Executive Director

ALFREDO BARBOSA

Administrative Director

CAMILA MARIA CANCIAN

Secretary

PATRÍCIA BOHRER PEREIRA LEITE

Fiscal Counselor

EDUCATOR TEAM – CENTRO EDUCACIONAL E CULTURAL:

EDUCATORS:

VANESSA PAMPANINI VANNUCCI, has a BSc in Geography and teaches

geography and sociology in Elementary School and Youth and Adult

Education.

RENATA FERREIRA ALVES, BSc in Education from the Pontifical Catholic University

of Minas Gerais – Poços de Caldas campus.

HILDA MÁRCIA ALBINO SEBASTIÃO, Education degree, working on her

Psychology degree.

RENATO DONIZETTI DE CARVALHO, Technical degree in Business Management.

INVITED TEACHERS:

Dance Teacher: Angélica Vianna

Capoeira Teacher: Ailton Rodrigues (Mestre Sábia)

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CLEANERS:

Maria Aparecida Sebastião, Andrea de Cássia da Silva

COORDINATION, CONCEPTION, TRAINING AND SUPERVISION:

A Cor de Letra – Center for Study and Research on Reading, Literature,

and Youth - www.acordaletra.com.br

Coordinator: Patrícia Bohrer Pereira Leite – Clinical Psychologist and

Psychoanalyst – Member of the Brazilian Society of Psychoanalysis – São Paulo

Psychoanalysis Institute, received a Master’s degree in Clinical Psychology and

Psychopathology from the University of Paris V and a degree as Specialist in Mental

Health Techniques from the University of Paris VII. Coordinator and advisor for social and

educational programs at A Cor da Letra - Center for Study and Research on Reading,

Literature, and Youth in different contexts of Brazilian reality. Coordinator and Curator of

the Footnote Conversations Reading Seminars and of the Kaffehuset Friele Educational

and Cultural Center (Minas Gerais).

Technical Assistant: Júlia Maria W. Pelliccotti – Graduated in Psychology from

the Pontifical Catholic University of São Paulo (PUC-SP) and is currently enrolled in the

Pedagogy degree program at USP. Participated in the educators team at the Public

Care program of the Instituto Tomie Ohtakeem, 2009/2011. Currently works as assistant

professor in Childhood Education at the Vera Cruz School. Participated in the Escola

Viva’s Art Expression Workshop for 7 and 8 year-old children.

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APPENDIX I – RESULTS

2014

Results:

QUANTITATIVE RESULTS:

1- Kaffehuset Friele Educational and Cultural Center

28,084 attendees

4,527 books lent throughout the year,

17,569 children and youths participated in different events and

workshops using computers and the Internet.

16 children signed up for the Dance workshop

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172 teens attended the Capoeira workshop (a Brazilian form of

martial art that combines dance and fight moves).

524 children and teens, on average, attended the drawing

workshops.

168 books donated, replaced, and made available at the Cultural

Center’s library.

22 books donated to the 2nd grade children of the José Avelino de

Melo Municipal School

994 Reading Mediation sessions held at the Center and its

surroundings.

752 games and play workshops.

35 classes given at the Drawing workshop. 19 classes given at the

Dance workshop. 20 classes at the capoeira workshop.

278 workshops on arts & crafts, including Easter and preparations

for other events: June Fest, C.E.C.K.F. Anniversary, Christmas, etc..

7 presentations by Dance workshop students at cultural events in

the city of Poços de Caldas: UAI Party, São Benedito Party with the

Remelexo and Xaxado dances, and a presentation at Pelicano

School

Dance presentation at the kick-off of the soccer tournament at

José Avelino de Melo Municipal School

350 guests attended the Cultural Center’s anniversary party.

4 loans of audio visual equipment for school celebrations. 7

sessions at the Cinema for Youth.

12 sessions of the Traveling cinema - Carmélia de Castro Municipal

School

31 workshops at the Live Museum

18 visits from Municipal, State, and private schools in the region of

Poços de Caldas.

14 visits from José Avelino de Melo Municipal School

“community June Fest,” (singing the rosary)

End of year get-together with the José Avelino de Melo Municipal

School students.

Training: C.E.C.K.F. educators participated in the 2014 Footnote

reading seminars in São Paulo.

http://www.conversapepagina.com.br/

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We were awarded the Municipal Public Utility title

http://pocosdecaldas.mg.leg.br/comunicacao/noticias.php?codi

go=3561

23 reading mediation sessions at the “Radio Lê” (Reading Radio) –

a reading project for lunch and play time breaks at the José

Avelino de Melo Municipal School

Developments – Community Reading Spaces at the Rancho Grande

farm

In 2014, the Center’s educators conducted 12 training meetings

for educators at the Rancho Grande farm.

2,780 attendees at the Community Reading space at Rancho

Grande.

137 books lent at the Community Reading space at Rancho

Grande.

1,500 people used the computers at the Rancho Grande Farm

Culture Space.

5 arts & crafts workshops.

Cinema and Multimedia Activity

7 sessions at the Youth Cinema of the Culture Center Annex.

4 loans of audio equipment for masses at theJosé Avelino de Melo

Municipal School.

12 movie sessions at Carmélia de Castro Municipal School.

840 children and teens attended the movie sessions at the

Carmélia de Castro school.

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QUALITATIVE RESULTS over the last few years:

Daily contact of the children, teachers and residents of Lambari and

Rancho Grande Farms and surrounding communities with quality

books and literature.

Creation of reading spaces in all the classrooms in both schools (José

Avelino de Melo and Carmélia de Castro)

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Improved performance of the children in various subjects, not just in

Portuguese language; e.g., in the interpretation of math problems.

Greater fluency in reading out loud by 2nd graders.

More familiarity with punctuation and intonation, indicated by faster

reading out loud.

Improvement in teacher / student relationship: teachers more

attentive to their students’ interests, talking with and listening more to

children and youths at school.

New activities are proposed at the schools, based on the cultural

activity of reading, through the initiative of students and teachers.

Teens staying at school longer and remaining as students for a longer

period (the More Education Program).

Daily loaning of books at CECKF at Rancho Grande farm.

Books lent to children to take home in the communities involved with

CECKF and with the Community Reading space at Rancho Grande

farm.

Increase in the vocabulary and repertory of children’s verbal

expression.

Inclusion of books, narratives and reading in the daily lives of children

and youths.

Involvement in drawing production and in research about elements

such as figure-background and color have enabled the creation of

very fine drawings.

The quality of artistic expressions by children and youths is visible.

The repertory of types of games and playing has increased.

There is more dialogue between generations due to greater exposure

and the organization of cultural exchanges involving long forgotten

cultural practices.

The incentive for regional cultural and religious expression has brought

families and communities closer together. Traditional festivals and

singing of the rosary are examples.

Improvement in the feeling of personal recognition and worth by all

those involved: Educators, Teachers, Teens, Children and family

members. Children show pride when naming their favorite book and

explaining how they are doing better at school; moms who are

reading and starting to participate in their child’s education; parents

express pride about their child’s “intelligence;” teachers are

continuously complimented on the work they have developed; the

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school receives letters, compliments, visits from SEMEC1, recognition is

demonstrated by the invitations to speak on TV and being cited in

magazines and newspapers regarding their school’s pedagogic

project.

Children have access to digital activities and learn how to use

computers and the Internet.

Adults receive introductory training about the digital universe through

courses and also from their children’s comments about their own

experiences.

QUALITATIVE RESULTS 2014:

Reading Mediation

Growing interest among children and youths for a wider diversity of

books and their contents.

Children are showing greater autonomy in their choice of books

and interest in reading and sharing their readings.

In different situations, children and youths show a preference for

activities involving reading over other activities such as playing,

using the computer, sports, etc.

Children start very early to develop the habit of going into a library

and borrowing books.

Families who come in contact with and handle the books

borrowed by their children begin to frequent the library and the

premises.

Reading Mediations have not only brought together adolescents

who participate in the activity but also raised their awareness

about the conflicts and experiences of other people their age.

1Municipal Department of Education and Culture (Secretaria Municipal de Educação e Cultura)

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Drawing Workshops

Drawing offers people an opportunity to look at the world and tell

others about it through the expressiveness of their strokes and the

individual subjectivity. Drawing becomes another way to

communicate with the world.

Motor coordination is improved.

Participants show courage in drawing and filling the blank paper,

overcoming their fear of using this language to express themselves.

In the Drawing Workshop children have started to handle art

books, which has expanded their cultural repertoire.

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Today, the children show surprising skills in their drawings and color

combinations.

Traveling Cinema

The movie sessions draw a diverse public, including different

generations, which enriches this experience; children as well as

drivers, cooks, cleaners, teachers and principals come together

and interact with each other.

Children’s interest in films has been awakened, along with an

ability to appreciate or criticize, and the expectations and

requests for more movies keep growing.

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Live Museum

Here children have a chance to look at nature and to document

and analyze it through observations, drawings, and research. The Herbarium has helped many attendees to identify plant

species from the surrounding area and to pinpoint the ones that

grow in the garden at CCEKF.

They have been able to associate scientific knowledge with the

popular beliefs about some of the plants with which they are now

familiar.

This workshop has fostered partnerships with other institutions

involved in nature and agriculture.

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Games and Play

Children and teens spend more time playing.

The games and toys have helped improve their motor

coordination (e.g., the Cinco Marias game with the 5 little cloth

packets)

Games also stimulate logical reasoning by giving children and

youths opportunities to think and plan their actions in order to

achieve the game’s objectives.

These activities lead to interactions and closeness among groups

of different ages.

Some of the games involve learning more about geography,

politics, economics, etc... and encourage exchanges of

knowledge among the participants.

Games and playing improve the children and youths’ academic

performance by creating challenges and opportunities that are

important for their development (reasoning, interpretation,

negotiation, creativity, dialogue, knowledge, etc.).

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Computers and Informatics

These tools are used for research on school subjects, curiosities,

writing texts and video editing.

Also, adults use the Internet for a variety of reasons. For example,

mothers and women from the community use it to find recipes

they see on TV programs.

Also, social networks have arrived in rural area and the community

is connected to the Internet.

Children’s computer skills have greatly improved and they now

require little help from educators.

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Training at the Rancho Grande Cultural Space

Knowledge about art of the educators at the Space was

expanded by a visit to a cultural center in Mogi Guaçu, and

also by involvement in cultural activities.

Educators proposed strategies to stimulate readers’ and visitors’

interest in books.

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Continuing training of the educators team at CCEKF

Ongoing evaluation and development of the work performed at

CCEKF.

Expansion of the documentation related to educator training.

Improved quality of personal reports by the educators, with each

one finding the best way to express his opinion about the work,

while also improving his writing skills.

Planning of workshops, analysis of their progress, and interaction

with the public with our proposal have resulted in workshops that

are consistent and involving.

Careful selection resulting from teamwork has led to the

acquisition of quality books for the Library.

Footnote Conversations

Lively and analytical discussions with national and international

authors about the role of literature in society.

New knowledge and cultural activities are created at CCEKF.

Themes presented in the Footnote Conversations lead to dialogue

about the practices at the Center.

PARTNERSHIP WITH THE MORE EDUCATION PROGRAM

AGROECOLOGY

The children are involved directly in growing vegetables, medicinal

plants and fruit trees, among other activities that involve nature.

Children and teens have developed skills in caring for the garden

and share this knowledge with their schoolmates.

They plant, care for and harvest the food grown in the kitchen

garden, which is served for their own lunch.

Children come in contact with conscientious cultivation practices

(no pesticides) and learn to value healthy food.

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CAPOEIRA

Students show self-confidence in their presentations and feel

appreciated.

Their interest in this workshop is noteworthy; they put their heart into

it and really want to learn.

It also promotes contact with Afro Brazilian culture.

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SCHOOL TUTORING

The educator’s training (acquired in her 11 years at CCEKF) has

improved the planning and implementation of the proposed

activities with the children.

An education that includes elements of play developed

spontaneously and the result was the children’s development and

acquisition of knowledge in school, as well as their overcoming of

certain challenges.

THE ART OF BUILDING AND PLAYING

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This workshop stimulated cultural enrichment, an appreciation for

childhood experiences, and the importance of living intensively as

“kairós” children.

This opportunity for children to build their own toys expanded their

creativity and their knowledge of and familiarity with traditional

games.

It was also an opportunity to make new friends and ties through

games, toys and playing.

Their repertory of popular games has increased.

DANCE WORKSHOP

Dance for Children has grown: the group gave presentations at

several locations in and around Poços de Caldas.

Participants are encouraged to make suggestions about

choreography and dance styles.

Dance classes are not very common in rural areas, but this

workshop has done so well that we are beginning its sixth year.

Children with learning difficulties receive special attention during

the workshops, which increases their willingness to participate.

The children enjoy being part of the show and feel appreciated

and recognized.

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PAPER MACHE WORKSHOP – BLACK CONSCIOUSNESS DAY – PARTNERSHIP

WITH THE EDUCATION DEPARTMENT

This was an opportunity for students and teachers to Interact and

exchange knowledge about Black Consciousness Day.

It was also an opportunity to think about racism and how it takes

place in our society.

It stimulated the participants’ creativity and their appreciation of

the art, as well as the reuse of recycled materials.

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APPENDIX II – WORKSHOPS AND THEIR RESULTS

READING MEDIATION

Reading and Books

From the beginning, the activity of Reading Mediation has led to

the creation of the additional workshops at CCEKF. The team holds

discussions about the daily reading mediations, which in turn lead

to the creation of new activities and forms of mediating reading.

Reading Mediation

Reading Mediation a daily activity at the Cultural Center, mornings

and afternoons. Sitting on a carpet and surrounded by books, the

purpose of this activity is to create a spontaneous and enjoyable

moment. The children are invited to read and the result is always

surprising, for it is amazing to see how interested they have become in

the stories.

Reading mediations are also part of the More Education activities.

In almost all the workshops, the area around the Cultural Center or the

Annex becomes the stage for another Reading Mediation. Children feel

at ease, they are allowed to pick up the books, sit, read, and share the

readings.

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Marcia, the educator who conducts this activity at the Annex,

states the following:

The readings, mediations and books are a

permanent part of our work; they keep us

company, and help a lot. At the end of each

workshop (drawing, games, etc.), the children

handle the books, read to each other, and they

become noticeably closer to each other. To

me, it‟s the basis of everything!

(Reported by Marcia, who runs the workshop

activities of the More Education program)

The Cultural Center has a varied collection of literary works: illustrated

albums, poems, novels, tales, chronicles, biographies, surveys, theater,

among other genres. The entire collection is available to everyone.

Schedule: Daily, morning and afternoon.

Attendees: 20 (daily)

Book Loans

People in rural areas usually do not have access to literature and

even less so to borrowing books. Eleven years ago, when the scheme

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emerged to establish a CCEKF in a rural community, the main idea was

to bring literature to a social class that had less access to books.

From the very beginning, children, parents and visitors could sign

up in the library’s digital system and take books home. The loan period

was 10 days, which could be extended for another 10. It is possible to

reserve a book that is on loan and borrow it once it has been returned.

Students from the local school come to the Cultural Center with

their teachers or alone to borrow books. It is an increasingly common

practice among them.

Students from kindergarten I and II always come

in with their teachers to pick up books. The part

that feels good is that a reading mediation is

always taking place, filled with curious little

eyes, coziness and imagination.

(by a CCEKF educator)

From an early age, children begin frequenting a library and taking

books home. Their discovery as readers gradually leads to an

increasingly enjoyable reading experience.

Books bring families together around a common interest and add

to the family dynamics, as they experience the narrative of a book

brought into their home by their children. Books also contribute toward

independence, because the child can decide whether to read alone or

with a family member.

Opportunities for contact with books from an early age may result

in a taste for reading and the development of a more fluid and

confident relationship with the universe of literature when they are older.

At the Center, reading involves all the age brackets. It should be

noted that access to book loans is universal: parents, teachers, students

and visitors may sign up and begin borrowing. The idea is to make

access to reading a reality in the rural area.

Schedule: Daily.

Participants: everyone.

4,527 books loaned during 2014.

168 books donated, replaced, and added to the CCEKF library.

Reading with Teens

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Reading Mediations with Adolescents is an activity that brings

adolescents closer to books, and closer to others and their challenges.

Nowadays it is a challenge to attract adolescents to books and it is very

gratifying when the educators are able to “take them away” from the

virtual world and transport them to the imaginary world of written

narratives.

These Mediations began with invitations for reading in the

afternoons. A partnership with a teacher at the José Avelino de Melo

Municipal School enabled its students to become acquainted with the

activities at CCEKF. These opportunities involve games, Internet access,

and reading moments.

“During Reading Mediations with adolescents,

many of them do not want to read, but Márcia

and I insist. They join but then say they don‟t

want to read. That‟s OK, we begin the reading

and each one reads a bit and hands the book

on to someone else. Although they say they

don‟t want to, they always end up reading and

it becomes a very pleasant moment. We are

finishing the book “Zlata‟s Diary.”

(reported by educator Renato )

In these reading circles, the adolescents become aware that they

are reading out loud, or listening to a classmate or adult; this exchange

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of roles around the book (one moment as a listener, then as a voice in

the group) gives rise to interesting nuances of attention and self-

perception. In these meetings, the youngster can establish contact with

books that might have gone unnoticed had they been alone. It is also

an opportunity to talk about and reflect on the story.

Despite their initial resistance, the youngsters have the chance to

read, observe, think, and go through the narrative together with others

who can help them expand their thoughts about what is narrated and

about how the book is put together (the editorial project).

Michele Petit (2009)2 values the contact of adolescents with

reading, pointing out the importance of this contact for those who live in

rural areas, which often means their access to books is limited. The

author observes that “(...) reading is a means of accessing informal and

formal knowledge and, as such, can modify our educational,

professional and social conditions.”(p. 61). She points out that

knowledge acquisition is not the sole purpose of reading. Being in

contact with a reading circle can therefore provide a variety of

important factors for human development, such as access to

knowledge, the possibility of assimilating more complex language, self-

development, and the ability to grasp distinct temporalities (those

proposed by TV or the Internet). When teens and adults join a reading

circle they come into contact with humanity’s cultural production; it is a

complex and broad conversation. As Petit (2009) points out:

“As we have seen, reading is to know the

experiences of men and women, from here and

other places, from our time and bygone times,

transcribed in words that can teach us a great deal

about ourselves, about certain parts of ourselves we

had not previously explored, or were unable to

express. Among the pages, we experience at the

same time within us the more subjective, more

intimate truth, and the one shared by humanity. And

these texts someone shares with us, or we hand to

others, represent an opening into broader circles,

which go beyond family ties, beyond our

neighborhood and ethnicity.”

(M. Petit, p. 95, 2009)

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PETIT; Michele. Translation by Celina Olga Souza. Os jovens e a leitura: uma nova perspectiva (Youth

and reading: a new perspective.) São Paulo, Editora 34, 2009.

35

Reading Radio

In the partnership between CCEKF and the José Avelino de Melo

Municipal School, the CCEKF educators and school teachers set up a

weekly Reading Mediation program combined with their Reading Radio

project, to take place during the school’s lunch breaks and between

classes.

Reading Mediations on Reading Radio take place on Tuesdays

from 14:50 to 15:30 h. Armed with a rug, a book basket, and the

children’s wish to read, the educators go to the school and the children

form a circle around the books and divide their play time with “listening

to stories.”

It feels really good to be welcomed by the kids

and to have their attention when it is their

playtime. They are happy to listen to the stories

and don‟t mind skipping their tag and ball

games, running around and other typical school

break activities in order to play with books

instead.

(by a CCEKF educator)

36

Schedule: Once a week

Participants: 35 per week

I Read It and Liked It

“Read It and Liked It” is an opportunity for readers to recommend

a book they’ve read and enjoyed to another reader. This is done by

attaching a written note to a shelf at the library so that others may know

what the author of the note thought about any given book.

The little Read and Liked corner was one of the first activities we

created in response to public demand, for many people would ask for

book recommendations. The younger readers who have discovered the

magic of reading are the ones who most enjoy writing such notes and

reading those written by others!

“I READ & LIKED the book Pretty Girl (Menina

Bonita) With the Ribbon Braids because the

rabbit wanted to be Black.”

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Flavia Bonifácio, age 10, Manacá farm.

“I READ & LIKED the book “Colorful Little Hats

(Chapeuzinhos Coloridos) because the little

hats are colorful, pretty, and always manage to

escape from the wolf.”

Paola Vitória dos Anjos Reis, age 10, Barreiro farm.

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Drawing Workshop

The Drawing Workshop takes place on Thursdays at the CCEKF

Annex and teaches various techniques to the children and youths, such

as painting or drawing with pastel chalk, charcoal, ink, color pencils,

watercolor, and wood engraving.

The CCEKF educators who conduct this workshop received art

training from plastic artist Teodoro Carvalho Dias.

We have a saying that Teodoro Carvalho Dias

taught us: „There‟s no such thing as an ugly

drawing, just one that‟s unfinished‟ and erasers

or rulers are not allowed during the workshop.”

(reported by educator Hilda Márcia)

This project is very important because it encourages children and

youths to develop their drawing skills, motor coordination, and self-

expression through the visual arts. The educators notice and encourage

the preferences and artistic solutions of each child or youth in the group.

39

Two murals were created. On one of them, the children described

what they experienced during Folklore Month by making a drawing of

the place they visited with the educators, called “The Hiding Place of

Legends” (name given by the children). The other mural contains a map

of the flora that surrounds the CCEKF Annex.

Observational drawing techniques were also developed with the

students at José Avelino de Melo Municipal School.

At the beginning of the activity, the children

and teens display some uncertainty, but as the

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workshop progresses, they begin to show plenty

of creativity and talent. Some of the children

pick up art books in the Annex and draw

copies, while others observe the landscape

around us and draw it. In time I start feeling the

joy of the surprising results. The children mix the

colors and the drawings start coming to life,

becoming simply beautiful.

As I was holding the drawing workshop for the 7

to 8-year-olds, I was surprised by Caio. He is 7

and didn‟t like to draw, was impatient, and was

always asking others to draw for him. Nowadays

he creates marvelous drawings at the

Workshops. One day he picked up a book on

birds, leafed through it, and chose a very small

picture of the bird he wanted to draw, and

made a large and gorgeous picture of it.

Traveling Cinema

After seven years of Traveling Cinema, I see that

the children have become interested in films.

From the moment I arrive at the school and start

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to set up the equipment, there is always a child

or youth ready to comment about a film he

liked or sometimes the opposite: one he didn‟t

enjoy.

By educator Renato

The objective of the Traveling Cinema is to offer unique moments

to the students at Carmélia de Castro Municipal School. The school is

located on Souza Lima farm, 45 kilometers from CCEKF. Movie sessions

are held once a month in the morning and afternoon. There are usually

145 children and teens in attendance.

The films shown at Carmélia de Castro School are chosen by the

Cultural Center team together with the school’s teachers, principal and

students.

Children and youths, without exception, really enjoy the showings

and interact and have fun during the sessions. They always applaud at

the end, sometimes with a standing ovation. Many thank the educator

personally and inquire about the next movie show.

Renato, the educator in charge of this project, states that:

I‟m deeply touched, because it is such a

pleasure to engage in an activity I enjoy so

much and be recognized for it. I feel the

partnership gets stronger every year. And the

results are visible: I‟m getting closer to the

children and we share impressions about the

movies we watch and are impressed with. At

first we had to bring our own lunch because

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the school didn‟t serve meals, but now they

serve lunch and an afternoon snack to the

CCEKF team.

Today, CCEKF’s contribution to the history of the Carmélia de

Castro school is notable. Students, teachers, cleaners and bus drivers all

enjoy this pleasurable work.

No. of sessions – 10

Films:

May

Frozen – Uma Aventura Congelante (morning and

afternoon)

June

João and Maria – Witch Hunters

The Muppets

August

Captain America: The First Avenger

Hidden Kingdom

October

Captain America Winter Soldier

Mr. Peabody and Sherman

November

The Hunger Games

Malevola

Participants: 145 people per day (morning and afternoon)

Cinema and Audio Visual equipment

43

The purpose is to provide a place for entertainment and to

propose films that challenge the children and youths to think and take a

critical look at the world of films. The movie shows are held at the CCEKF

Annex for the students of José Avelino de Melo Municipal School and the

Fazenda Lambari community.

The films are mostly based on books. In these cases, Reading

Mediations are held with the teens, after which the films are shown.

We also provide the sound equipment when the José Avelino de

Melo school requests it for benefit bingos and June Fests.

Quantitative Data

No. of movie sessions: 7

Films: Lorax, The Hunger Games, Transformers 1 and 2, Guardians,

The Origin, Frozen, Lisbela and the Prisoner, and Rio.

Number of attendees

20 children and youths per session

Times equipment was loaned to the school: 2

June Fest: 150 people

Spring Fest: 250 people

44

45

World Cup

In a festive atmosphere, several workshops were held to celebrate

the World Cup event in Brazil. Children drew a big Brazilian flag to be

displayed at CCEKF, they made a study of all the countries taking part in

the Cup, and then made drawings of the flags of each country. These

drawings were displayed at the CCEKF Annex and paper mache

mobiles were made to decorate the space.

There were also pompom workshops to help decorate an event

that took place at the José Avelino de Melo school: Cup Day, when

there was an inter-class soccer tournament.

46

The children had a lot of fun at the newspaper-glasses workshop,

where each child used his creativity to make his own glasses.

On the days when there were soccer matches, a computer was

connected to the Internet so everyone could watch the games.

Live Museum

The purpose of this workshop is to enable each participant to

identify the flora in the surroundings of the CCEKF, and to learn more

about the tree that is currently studied, and also to raise his/her

awareness of and care for the environment.

47

In this second year of the workshop, the identification of trees

around the Annex involves the 6th graders from the José Avelino school.

And the activities in this semester also sharpened their awareness

through observational drawings.

A forester joined the group and helped identify the trees. This, in

addition to searches on the Internet and books, enabled the children to

discover the seasonal periods when the trees fructify and shed their

leaves. These activities expanded everyone’s knowledge about plants

and made the kids feel like defenders of nature.

48

“The children paid attention to everything: they

would stand by the trees and touch them to

feel the wealth of details.”

By the educator.

In the first semester, the educators continued the Herbarium

project, where each participant can display and record what he/she

learned about the tree under study.

The group created a panel that shows the surroundings of the

Annex, its trees and plants. To end the semester, a session was held to

exhibit the film “Lorex,” which prompted discussions about caring for

nature and about how each child can contribute to the planet.

In the second semester, they helped complete the Live Museum

activities by making and painting signs to identify the trees. In this

workshop, they also expanded their knowledge about the flora and the

surrounding grounds.

“I felt I helped nature with these activities, they

brought me closer to it.”

(statement by one of the participants)

Schedule: every Thursday (9:30 to 11:00)

Number of participants: 16

49

50

Games

The purpose of this activity is to stimulate reasoning and bring

together children and adolescents in the same challenge. In the first

semester, the educators put a basket of “popular toys” inside the regular

toy basket, so children would have access to traditional games such as

Biboque, Pick Up Sticks, Cinco Marias (five little cloth packets), CanCan,

cloth dolls, and others.

Younger children experiment with toys that elicit logical reasoning.

The challenge is to develop a strategy to win the game. Adolescents

tend to favor games involving strategy, such as War, which calls for

focusing on “defeating” the opponent.

51

There were moments when adolescents couldn’t wait to arrive at

CCEKF to “fight” their War. excitement about the game was such that

there was a waiting line. This “mania” lasted a long time.

“There was one afternoon when all the activities

converged to the War game. Everyone came

over to see how exciting the dispute had

become.”

(by the Educator)

The children often played with the Can Can cards. This is a

dynamic card game with easy rules. Moreover, the educators’

participation encourages the children to pay attention during the game.

The interest in strategy games and in learning the rules lasted the

whole year at CCEKF. This is a great way to bring together groups of

different age to share a single challenge: learning!

Schedule: daily

Number of participants: an average of 12 per period

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Informatics / Computers

CCEKF attendees and visitors from Poços de Caldas (Municipal,

State, and Private schools) enjoy a dynamic and interactive universe.

Many of them use the computers for research, games and access to

daily news.

The students of José Avelino de Melo Municipal School are

assiduous users of the computers at CCEKF for research. As examples,

they searched for images of dinosaurs and information about their origin,

while another group of children garnered information about folklore.

“On the Internet they found a wide variety of

images. I want to display these projects during

the CCEKF anniversary celebration.”

(Renata, Geography teacher

at José Avelino de Melo school)

“I really enjoyed using the facilities with the

children to do research about folklore. Their

work was really rich in information.”

(Flávio, History teacher at

José Avelino de Melo school)

Schedule: every day except Thursdays

Number of attendees: 65

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Playing

The Play Workshop engages in children’s games that are part of

popular culture, such as circle dancing and many others. These get-

togethers give people a chance to rethink their “we don’t have time for

playing” excuses. This means creating the time to play, to get together,

to recognize the power of our imagination that transforms a bamboo

stick into a horse. In this context, folktales occupy a place that blends

playing, imagination, and a return to the region’s popular cultural

inheritance.

Many games were played throughout the year: Circle, ciranda,

pulling toy trucks and cars on strings, trekking to the Legend Hideaway,

picking up seeds to make rattles, mandai cuicui, skipping rope, little flag,

seesaw, hide and seek, we’re all Japanese sailors, tag, one lemon two

lemons, one thing leads to another, I went to the market, I like you

because, adoleta , espam espam, spelling games, sliding on the grass,

playing house, making pretend cooking, looking after “baby” using

things found in nature (bamboo, wood sticks, Canna poles, etc.).

Cesar, or “Cesinha,” as we call him, from Santa

Maria farm, surprises us all the time! The other

day he said: „Márcia, when I was the Sheriff I

arrested horse thieves and was respected.‟

54

We realize the importance of this work when we

stay beside the children and adolescents that

frequent the CCEKF.

I think the CCEKF, the stories and the workshops

have a fundamental value for the visitors. The

visits by schoolchildren are significant, for our

partners (the Municipal Schools) really value

these ludic instruments.

By Educator Marcia

PARTNERSHIP WITH THE MORE EDUCATION PROGRAM

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The partnership with the José Avelino de Melo Municipal School is

through the Federal Government’s More Education project. CCEKF is

represented by three educators who are responsible for offering the

students a variety of thematic workshops.

Dance Workshop

The Dance for Children project at CCEKF began five years ago,

with Dance teacher Angélica Vianna. Attendees are teens who

spontaneously sign up for the workshop and this has resulted in a strong

demand for it.

In a universe that comprises storytelling, folklore culture and

popular dances, the program has extended beyond the farm and today

gives presentations in several locations in and around Poços de Caldas..

The show presented in 2014 was called REMELEXO, with

choreographies that included dancing and movements from xaxado,

congada, ciranda and samba circle dancing, performing and involving

the public in an entertaining and interactive show. There are sixteen

participants but there is always a child from previous years who wants to

dance or just to help with staging or making costumes.

56

This workshop shows a variety of qualitative results, with children

displaying strong interest in participating. They are allowed to make

suggestions about the choreographies and the dance styles; and they

exchange popular knowledge with the teacher. All the participants are

considered producers of the show.

Capoeira :

The teacher has full access to the CCEKF facilities to conduct this

workshop, which involves a blend of fight and dance moves known as

capoeira. Open air spaces, the Amphitheater and the Gramado area

57

are often used for rehearsals and presentations on commemorative

dates. The workshop takes place every Friday, from 12:30 to 16:30.

Professor Airton, or master Sábia, as he is known, has a rich

dynamic which involves in-depth knowledge about this art. The degree

to which adolescents become involved is noteworthy. They develop

their self-confidence and, more importantly, feel their worth is being

recognized.

.

There were five presentations, along with fifty-seven outdoor

rehearsals, with 43 students signed up. With CCEKF’s help, several

presentations were made at external locations, further consolidating this

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healthy partnership between the José Avelino Municipal School and

CECKF.

The Art of Building and Playing

Within the partnership with the More Education project, the CCEKF

educator can share a series of traditional, popular games with the

children. One of the workshops with the School’s children involved

making toys out of accessible materials (recycled or from nature).

Back & Forth, Snake’s Tail, Cinco Maria, Shuttlecock, Blowing

Bubbles with Mamona Straws (typical tree in this region), Barangandão

Rainbow, Newspaper Hats, Swords, and Eyeglasses, Galinha Choca, Star,

paper mache flowers attached to tiny bamboo sticks, all are part of the

activities.

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The group used bamboo canes in several other ways: playing with

them as horses, whales and mermaids.

Imagination can come into play. The chance to build their own

toys enhances the children’s ability to create, use their imagination, and

become familiar with traditional games. This process of being the builder

as well as the player of their own games and toys is very important for

the children to develop confidence and familiarity with symbols and the

ability to express themselves.

Academic Support

In 2014, the partnership with the José Avelino de Melo Municipal

School led to yet another work experience.

The experience gained during these 11 years of CCEKF facilitated

the conduction of activities with the children. The educators took on the

additional duty of following the children’s progress in school as well as

helping them with their homework.

The activities and readings used to take place in one of the

classrooms, and this made for a warm and pleasant time and space. But

the school children asked frequently to come to CCEKF. This prompted

teachers, children, and educators to propose that part of the academic

support would take place also at CCEKF. And so it was that on some of

the winter mornings the friendly sun over the CCEKF grass field added

warmth to the readings and the participants of this workshop.

“It is difficult to fully express the significance of

being able to harmonize the pedagogic

activities with a space that has such a vast

landscape around it. I am almost speechless in

trying to convey the experiences I shared with

the children here. And the exchange of

knowledge was always a part of it.

We participated in the reading mediations and

the other workshops offered by CCEKF. It has

been a very positive partnership because we

have had a more direct participation and

understanding by the children and the school

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regarding the educational and cultural purpose

of CCEKF.”

.

Schedule: 4 times a week

Participants: 45 students

Agroecology

This is also part of the Federal Government’s More Education

project, which started this year, involving the José Avelino de Melo

Municipal School and CECKF.

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The objective of this workshop is to grow quality food in a

sustainable manner. The activity takes place weekly and an average of

70 teens and children participate.

Nowadays the children are directly involved with cultivating the

vegetables. They prepare the earth, plant the seeds and, when it is time

to replant the budding saplings, the group gets to work again.

Besides caring for the vegetable-garden, there is now a project to

create a herbarium for fruit tree saplings. Oranges, grapes and other

fruits have been planted. The herbarium is used also to plant the first

stages of lettuce and chicory till they are ready to be replanted in the

garden.

The project includes caring for the José Avelino Melo school’s

orchards, the trees at the CCEKF Annex as well as those at the CCEKF

garden. It is also noteworthy that one of the school’s bus drivers is

collaborating as well. So the children and teens have their hands busy

with tilling and preparing the earth, forming the plots, sowing seeds,

replanting seedlings, watering, weeding and caring for the orchards.

62

These activities take place every day. Cultivating vegetables is fun,

interesting and the results are reached in a relatively short time. And then

the participants get to enjoy the “fruit of their labor” served during the

meals at the school. The Lambari farm’s community, school teachers

and CECKF educators also benefit from the excellent quality of the

vegetables organically cultivated by the children..

“This project has yielded positive results over the

last few months. I‟ve noticed the children and

adolescents have gained gardening skills and

want to share what they know with their peers.

With all this activity there has been much

interaction and information trading, and even I

have learned and am still learning with the kids.

63

I‟ve been surprised at how involved the children

are, for they are dealing with manure and dirt. I

had thought they were going to resist these

activities and complain. I was wrong… that‟s

great.”

(By Educator Renato)

We have also created a medicinal herb garden with the children,

which is a different way of growing plants. Because the soil is not very

fertile, we are planting the medicinal herbs and also spices in disposable

bottles and also re-using fallen bamboos to border the plots. The plants

are responding very well to this new way of cultivating. Many of the

visitors to CCEKF mention how impressed they are with the beauty and

health of the plants and the way in which we are growing them.

64

I have started a mini project within the agro ecology program. We

cut several disposable bottles with the children and used the bottom

part to sow seeds. We made a drawing workshop with guache to

decorate the bottles.

The project coordinator bought basil, parsley and mint for us to

sow. We cared for the vegetables and on the last day of school the

children took home their own bottle “vase” with the little plants.

Quantitative Data

5 workshops per week

38 children per day

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Crepe paper workshop on Black Consciousness Day

On November 20th we received the visit of teachers and students from

municipal schools in the Poços de Caldas rural area.

Participating schools were: Professora Carmélia de Castro school –

Souza Lima farm; Dona Lúcia Sacomam Junqueira school – Aparecida

farm; Raphael Sanches school – Boa Vista farm; and José Avelino de

Melo school – Lambari farm.

66

The Department of Education asked the Cultural Center’s Annex

to hold a crepe paper workshop. This was preceded by a talk about

Black people. This is an interesting workshop that awakens participants’

creativity and, as a result, plastic bottles can be transformed into a

variety of things such as vases, dolls, etc. The little dolls made by the

participants were beautiful.

TRAINING & DEVELOPMENT

RANCHO GRANDE CULTURAL SPACE

The training and development activities at the Cultural Space on

this semester involved discussions regarding books and reading.

The purpose of this action is to train the Space’s educators so they

improve their knowledge through reading and literature, to reflect on the

quality of the books and increase the quality of the collection, as well as

help educators to elaborate the plan of activities for the Space.

In order to reach these goals, during the meetings the educators

dialogued on the books’ quality, types, and classification and expanded

their knowledge about the collection. This increased awareness and

critical consideration will lead to gains in quality and size.

In order to expand thinking about the possibilities for Espaço

Cultural Rancho Grande actions, a visit to Cultural Spaces in Mogi

Guaçu was carried out. None of the educators had ever had an

experience of this nature, to gain related knowledge and see other

examples of what they do.

They noticed the organization of the library and how the books

were displayed, and traded ideas about strategies to increase the

reader/visitor’s curiosity, for instance, as they saw a “most sought after

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books” stand. They also observed six children participating in an art

atelier.

“It was the first time I visited a museum and I

recalled my childhood, when my parents would

tell stories about ceramics production in their

hometown and the importance of that

industry.”

By an educator at the Cultural Space.

Cultural Space’s anniversary pick Nick, 2014

One of the activities during training is the exchange of ideas and

experiences among the Space educators in order to plan the upcoming

activities. Throughout this year the main focus has been on reading

activities: reading picnic, reading under the tree, and at other sites on

Rancho Grande farm.

Schedule: Monday through Saturday (13:00 to 17:00)

Number of participants: 45 (per offering)

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THE FOOTNOTE CONVERSATIONS MEETING

This meeting of readers, writers and professionals from the field of

reading and literature is another activity that enriches the educators

training and development.

The Cultural Center supports the continuous development of its

educators, making it possible for them to participate in the Footnote

Conversations meetings, where they expand their knowledge about the

universe surrounding reading and literature.

Participants: 4

Meetings: 4

EVENTS AND CELEBRATIONS

The team always emphasizes the importance of keeping local

traditions alive and commemorating them. On special dates such as

Carnaval, Easter, June Fest, CECKF Anniversary, and others, the Center,

together with the community, organizes celebrations with music,

presentations and socializing.

Singing the Rosary

After ten years of organizing June Fests, this year the Cultural

Center had a Singing Rosary. The objective was to bring families together

for a moment of prayer that is very present among the communities.

What gave rise to this celebration was the demand by the communities

that a connection be made between music and prayer in honoring the

June Saints.

Many of the sweets, treats and drinks very typical of these festivals

were offered to the invited guests.

69

“The family atmosphere gave rise to more

attention to the rosary, so everyone was able to

hear and pray together, even the children

participated in this moment of prayer and

respect.”

By the educator

Schedule: Once a year in July

Number of participants: 120

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Celebrating 11 Years of Centro Educacional e Cultural

Kaffehuset Friele

It is an immeasurable joy to celebrate a project that has been

active for 11 years. And this joy manifests itself in harvesting the fruits of

that little reading seed planted inside each attendee. The CECKF’s

activities were an outgrowth of all of those stories. And in the month of

October we celebrated.

There were many days of music and dance rehearsals with the

children in the amphitheater, plus all the other preparations for this

celebration, and now the day had arrived.

There were photo shows, plus presentations that added to the

cultural repertoire of the cultural expressions in the region, such as the

Violist and the Catira groups, mini congo, capoeira circles, school drum-

and-bugle corps, and music and theater presentations with the children

who participate in the More Education project.

“It was intense and touching to our eyes and to

those of the public in attendance. The stars of

this event were all those who participated in all

that we had offered them.”

(By a CECKF educator)

Number of participants: 350

Schedule: Once

TECHNICAL STAFF OF LAMBARI INSTITUTE – ART CULTURE AND EDUCATION:

RAYMOND LOUIS REBETEZ

President

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DANILO TADEU ALVES

Executive Director

ALFREDO BARBOSA

Administrative Director

CAMILA MARIA CANCIAN

Secretary

PATRÍCIA BOHRER PEREIRA LEITE

Fiscal Counselor

EDUCATORS TEAM – CENTRO EDUCACIONAL E CULTURAL:

EDUCATORS:

VANESSA PAMPANINI VANNUCCI, Geography degree and professor of

geography and sociology in Grammar School and Youth and Adult Education.

RENATA FERREIRA ALVES, Education degree from The Pontifical Catholic

University of Minas Gerais – Poços de Caldas campus.

HILDA MÁRCIA ALBINO SEBASTIÃO, Education degree, pursuing Psychology

degree.

RENATO DONIZETTI DE CARVALHO, Technical degree in business management.

INVITED TEACHERS:

Dance Teacher: Angélica Vianna

Capoeira Teacher: Ailton Rodrigues (Mestre Sábia)

CLEANING STAFF:

Maria Aparecida Sebastião, Andrea de Cássia da Silva

COORDINATION, CONCEPTION, TRAINING AND SUPERVISION:

A Cor de Letra – Center for Study and Research on Reading, Literature,

and Youth - www.acordaletra.com.br

Coordination Patrícia Bohrer Pereira Leite – Clinical Psychologist and

Psychoanalyst – Member of the Brazilian Society of Psychoanalysis – São Paulo

Psychoanalysis Institute, Master in Clinical Psychology and Psychopathology at the

University of Paris V and Specialist in Mental Health Techniques by the University of Paris

72

VII. Coordinator and advisor for social and educational programs at A Cor da Letra -

Center for Study and Research on Reading, Literature, and Youth in different contexts

of Brazilian reality. Coordinator and Curator of the Footnote Conversations Reading

Seminars and of the Kaffehuset Friele Educational and Cultural Center (Minas Gerais).

Technical Assistant: Júlia Maria W. Pelliccotti - graduated in Psychology from

the Pontifical Catholic University of São Paulo (PUC-SP) and is currently enrolled in the

Pedagogy degree program at USP. Participated in the educators team at the Public

Care program of the Instituto Tomie Ohtakeem, 2009/2011. Currently working as

assistant professor in Childhood Education at the Vera Cruz School. Participated in the

Escola Viva’s Art Expression Atelier for 7 and 8 year-old children.

APPENDIX III -CLIPPING

CLIPPING

Participation of the Cultural Center in the Brazil Network of Community

Libraries (Rede Brasil de bibliotecas comunitárias) SITES:

//rbbconexoes.ning.com/profile/centrocultural

Citation of the project in the book “The art of reading and how to resist

adversity” (A arte de ler e como resistir adversidade) by Michele Petit,

Editora 34

Winner of the Viva Leitura prize of the federal government, in the public

and private categories.

http://www.cultura.gov.br/site/2010/11/21/5%C2%B0-premio-viva-leitura/

Coverage by the Jornal da Mantiqueira (newspaper) about the

Rasgacero group’s presentation at the Center's anniversary in 2011.

www.mantiqueira.inf.br

Coverage of the Centro Cultural in the Astro Café video:

http://www.youtube.com/watch?v=4zorX8IO_cU

Mention in the Astro Café site: www.astrocafe.com.br

Write up in the Jornal da Mantiqueira newspaper about Musica nas

Montanhas at Lambari Farm, 2012

http://www.youtube.com/watch?v=zKMpQ51ZnqI

Announcement on TvPlan (local TV), permanent

Interview with the Center Coordinator Patrícia Boher Pereira Leite on

TvPlan

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Short movie “Era uma vez” produced by the participants of the

documentation workshop.

http://www.youtube.com/watch?v=SL9EUlJj8j4

Result of Fund Raising at DME http://www.dme-

pc.com.br/arquivos/result_etapa1_documentacao.pdf

Article on TvPlan and Radio Cultura about the Public Utility Title

Article about the Center’s 11th Anniversary – Jornal da Cidade

newspaper

Publicity:

Radio Cultura

TV Plan

Friele site: http://www.friele.no/

Astro site: http://www.astrocafe.com.br

A Cor da Letra site: http://www.acordaletra.com.br/

Brazil Network of Community Libraries (Rede Brasil de Bibliotecas

Comunitárias): http://rbbconexoes.ning.com

Jornal de Mantiqueira newspaper

Jornal de Poços newspaper

Contos cafundó – short film