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GENERAL REPORT OF ACTIVITIES 2015

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INTRODUCTION

The Kaffehuset Friele Educational and Cultural Center was created in

October 2003 in a joint action between Kaffehuset Friele S.A., Astro

Café and the Lambari Farm. This is an action developed by the

Lambari Institute.

The Kaffehuset Friele Educational and Cultural Center’s mission is to

promote and spread universal, Brazilian and regional culture in the city

of Poços de Caldas. Through the appreciation of our society’s diversity

of cultural experiences, the center supports cultural manifestations that

contribute to the expansion of freedom of expression, artistic and

intellectual creation and stimulation of new initiatives and cultural

actions.

Having the support of Rouanet Law (for cultural incentives), of our

partners and sponsors, this year of 2015 was extremely relevant to the

Kaffehuset Friele Educational and Cultural Center’s continuation. All

the developed activities have significantly contributed to the

individual development of the participants and community. Since its

inception many children and youngsters who live in this region have

been directly benefitted.

The access to books has brought to them a vast universe of knowledge

and practices; digital inclusion has given them the contact with a new

tool and all of its advantages: playing and discovering new possibilities

are constant experiences in this space. The manifold supports such as

books, magazines, newspapers, information sheets and digital

platforms continually allow that information, knowledge and the

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imaginary of other cultures are accessible and brings together other

artistic languages, realities and worlds.

Through different artistic activities proposed, besides technical

knowledge that each workshop provides, all are continually stimulated

to look at the nature that surrounds them, at the diverse and the

familiar, the appreciation of talents, work, the other and at culture in its

plurality. Art so proposed “re-introduces” to everybody new possibilities

and also “illuminates” and values what we have: friends, community,

the nature that surrounds us. We think that, in this way, we can value

and foster the preservation of nature and all the different ways of life

and expression of living, encouraging the access to basic tools for

each child’s development.

In the Kaffehuset Friele Educational and Cultural Center’s space,

workshops and activities are chosen to value the transmission of

universal and regional culture. Our main focus is in the literary reading,

promotion for the formation of readers in artistic fields and

appreciation of people and their community.

Our space is located at Rodovia Poços / Palmeiral km12. Working

hours are Monday through Saturday, from 8:30 a.m. to 6 p.m., and on

holidays from 10 a.m. to 1 p.m. and from 2 p.m. to 5 p.m..

Phone number:(55)-(35)37158016

http://www.institutolambari.org.br/

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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

11 years of the Centro Cultural – 2014

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EXPOS

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

at the Médiathèque George Sand / Palaiseau– France

Musée digital LE MUZ (France)

MOREIRA SALLES Institute (Poços de Caldas – Brasil)- Opening May

2016.

INTERNATIONAL SYMPOSIUMS AND LECTURES:

1-PLAY TO READ AND READ TO PLAY- Patricia Bohrer Pereira Leite

“Que sepa leer, que sepa contar, que sepa abrir la puerta para ir a

jugar”

IV CHILDHOOD AND TEENAGE LITERATURE INTERNATIONAL FORUM

14th, 15th and 16th May 2015

Posadas, Misiones, Argentina

2--LITERATURE, DIVERSITY AND READING SO CHILDREN RUN THEIR OWN

HISTORY

Youth Libraries Group Community, Diversity & Equality Group, Glasgow

in the United Kingdom, from 20th to 28th October 2015,

Youth Libraries Group Conference, in partnership with the British

agency, The Reading Agency.

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

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de Interesse Público (OSCIP – Civil Society Organization of Public

Interest).

MUNICIPAL PUBLIC UTILITYIn 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.1

SPONSORING PARTNERS:

KAFFEHUSET FRIELE - www.friele.no

ASTRO CAFÉ - www.astrocafe.com.br

SPONSORING PARTNERS – CULTURAL INCENTIVE LAWS:

MINISTRY OF CULTURE- ROUANET LAW

http://www.cultura.gov.br/

MINERAÇÃO CURIMBABA (mining company)

http://www.curimbaba.com.br

FORT LUZ

http://www.farois-fortluz.com.br/empresa.html

DME

http://www.dme-pc.com.br/

1 (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.)

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NSTITUTIONAL PARTNERSHIPS AND SUPPORT:

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).

● RESTAURANT OLIVIA- Poços de Caldas, Minas Gerais

● MR ERNESTO CARVALHO DIAS

● PAPELARIA REAL – stationery shop

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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.

www.institutolambari.org.br

PUBLICITY

Culture Radio

TV Plan

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

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

Community Libraries of Brasil Network:

http://rbbconexoes.ning.com

Mantiqueira Newspaper

Poços Newspaper

Tales of Cafundó

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RESULTS 2015:

QUANTATIVE RESULTS

CECKF SPREADSHEET - ANNUAL 2015

BENEFITTED AUDIENCE 49.751

WORKSHOPS AND PERMANENT ACTIONS:

ACTIVITY NUMBER OF SESSIONS AUDIENCE

REACHED

READING MEDIATION 348 2417

READING MEADIATION – EARLY

CHILDHOOD (0 a 5 YEARS OLD)

30 238

COMPUTING 453 5366

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BOOK LOANS 237 663

SONGS 266 8650

DRAWING WORKSHOP 47 634

GAMES 245 1277

RADIO LÊ 25 821

AGROECOLOGY – MORE

EDUCATION

37 660

ARTS AND CRAFTS WORKSHOP –

(CLOTH PAINTING)

17 104

MOVIE SESSION IN THE ANNEX 01 07

LIVING MUSEUM WORKSHOP 14 266

OTHER BOOKSHOPS AND ACTIONS:

ACTIVITY NUMBER OF SESSIONS AUDIENCE

REACHED

POETRY WORKSHOP WITH

TEACHER LOREDANY

05 85

BOOK DONATIONS TO JOSÉ

AVELINO DE MELO CITY

SCHOOL 2ND GRADE STUDENTS

01 18

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FORMATION: C.E.C.K.F.

EDUCATORS PARTICIPATED IN

READING SEMINARS

CONVERSAS AO PÉ DA

PÁGINA – SÃO PAULO 2015

HTTP://WWW.CONVERSAPEPA

GINA.COM.BR/

04 2

MEETING WITH THE EDUCATION

SECRETARIAT

01 05

FORMATION IN THE CULTURAL

SPACE RANCHO GRANDE

03 10

MEETING WITH SCHOOL

MANAGEMENT OF JOSÉ

AVELINO DE MELO CITY

SCHOOL

04 16

PRODUCTION OF GLASSES

MADE WITH NEWSPAPER

04 57

WORKSHOP TO PAINT GLASSES

MADE WITH NEWSPAPER

03 53

WORKSHOP OF SWORDS

MADE WITH NEWSPAPER

02 28

WORKSHOP OF HATS MADE

WITH NEWSPAPER

01 14

AUDIO VISUAL EQUIPMENT

LOAN TO JOSÉ AVELINO DE

04 750

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MELO CITY SCHOOL

CULTURAL CENTER

ANNIVERSARY PARTY

01 300

TRAVELLING CINEMA SESSION

(*AT DIFFERENT LOCATIONS)

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ARTS AND CRAFTS (“FUXICO”)

WORKSHOP

25 150

KITE MAKING WORKSHOP 03 39

WOODCUT ART WORKSHOP 03 15

DANCE WORKSHOP STUDENTS’

FIELDTRIP

01 16

BEAN BAG STOOL WITH PET

BOTTLES WORKSHOP

02 45

CREPE PAPER FLOWERS

WORKSHOP

16 127

REUPHOLSTERING BOOKS

WORKSHOP

09 36

REUPHOLSTERING BOXES

WORKSHOP

02 8

REUPHOLSTERING BOOKS

WORKSHOP

03 09

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CARNIVAL WORKSHOP –

MASKS AND ACCESSORIES

11 44

CARNIVAL BALL 01 08

EASTER WORKSHOP 1 15

COLOURFUL JUGGLING WHIPS

WORKSHOP

06 153

BAGS CONFECTION FOR BOOK

DONATIONS TO 2ND GRADE

STUDENTS WORKSHOP

01 05

SINGING THE ROSARY 01 68

FLAG CONFECTION FOR THE

ROSARIES WORKSHOP

03 36

BAGS FOR SWEETS WORKSHOP 03 51

WORKSHOP TO DECORATE ST.

ANTHONY, ST. JOHN AND ST.

PETER TO SING THE ROSARY.

05 51

ZUMBA CLASS 2 7

INVENTORY 2 6

DANCE WORKSHOP STUDENTS’

PERFORMANCE-(LOCAL

FESTIVITIES: UAI, ST. BENEDICT;

CECKF ANNIVERSARY PARTY;

URCA THEATER)

7 6.000

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VISITS:

ACTIVITY NUMBER OF VISITS AUDIENCE

FRIELE GROUP VISIT 02 15

NURSERY CLASS VISIT – JOSÉ

AVELINO DE MELO CITY

SCHOOL

07 49

KINDERGARTEN CLASS VISIT –

JOSÉ AVELINO DE MELO CITY

SCHOOL

15 155

PRES-SCHOOL CLASS VISIT –

JOSÉ AVELINO DE MELO CITY

SCHOOL

16 184

4TH GRADE CLASS VISIT – JOSÉ

AVELINO DE MELO CITY

SCHOOL

09 153

9TH GRADE CLASS VISIT – JOSÉ

AVELINO DE MELO CITY

SCHOOL

04 57

2ND GRADE CLASS VISIT – JOSÉ

AVELINO DE MELO CITY

SCHOOL

03 52

STUDENTS FROM THE PROJECT

“MORE EDUCATION” – JOSÉ

52 1039

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AVELINO DE MELO CITY

SCHOOL

VISITS FROM THE CITY OF SÃO

PAULO

03 07

VISITS FROM THE CITY OF

POÇOS DE CALDAS

08 27

VISIT FROM JESUS MARIA JOSÉ

SCHOOL

01 50

VISIT FROM AROLDO AFONSO

JUNQUEIRA SCHOOL

01 50

VISIT FROM THE CITY OF AGUAS

DA PRATA – (SP)

01 05

VISIT FROM ALVINO HOSKENE

DE OLIVEIRA SCHOOL

01 35

RESULTS FROM PARTNERSHIPS:

ACTIVITY NUMBER OF SESSIONS AUDIENCE

REACHED

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DRAMA REHEARSAL AT THE

AMPHITHEATER – “MORE

EDUCATION” PROJECT -

TEACHER LOREDANY

19 722

DANCE WORKSHOP 17 595

DRAWING WORKSHOP IN THE

ANNEX OF THE CULTURAL

CENTER – MORE EDUCATION –

TEACHER RENAN

39 1638

CAPOEIRA WORKSHOP – MORE

EDUCATION – MASTER SABIÁ

03 135

SOLAR HEATER WORKSHOP –

PARTNERSHIP WITH EMATER

06 96

END-OF-YEAR CELEBRATION 1 60

ACTIVITY NUMBER OF

SESSIONS

AUDIENCE

REACHED

Total

DIGITAL INCLUSION AT

CARMÉLIA DE CASTRO

CITY SCHOOL -

STUDENTS (KINDERGARTEN

TO 9TH GRADE)

200 150 30.000

DIGITAL INCLUSION AT

CARMÉLIA DE CASTRO

200 11 2.200

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CITY SCHOOL - ALUMNI

(HIGH SCHOOL)

TRAVELLING CINEMA

SESSION (in different

locations)

02 147 294

DRAMA REHEARSAL AT THE

AMPHITHEATER – “MORE

EDUCATION” PROJECT -

TEACHER LOREDANY

19 38 722

DANCE WORKSHOP 17 35 595

DRAWING WORKSHOP IN

THE ANNEX OF THE

CULTURAL CENTER – MORE

EDUCATION – TEACHER

RENAN

39 42 1638

CAPOEIRA WORKSHOP –

MORE EDUCATION –

MASTER SABIÁ

03 45 135

SOLAR HEATER

WORKSHOP –

PARTNERSHIP WITH

EMATER

06 16 96

QUALITY RESULTS:

LITERATURE AND READING

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● Relevant increase in contact and interaction between children

and books;

● Reading mediation are, to children, as attractive as games

during recess at school;

● More youngsters want to participate as Reading mediators to

younger children;

● Children show greater interest and borrow more books from

Reading mediation sessions;

● It is noticeable the overcoming of shyness in children and

teenagers;

● Children, teenagers and adults are having their knowledge and

vocabulary expanded;

● Participants stablish ties among themselves;

● Formation of more critical readers;

● Development of the spoken language and communication

repertoire;

● Greater interest from teenagers in the CECKF’s library;

● Children share their knowledge at home with Family members;

● Youngsters borrow books from different categories and in larger

numbers, being active in their choices;

● We observe an improvement in the children’s social relationships;

● Freedom of choice in reading gives greater pleasure in reading;

● Younger children’s contact and interaction with books and

reading has been expanded;

● We observe the enrichment of imagination, creativity and

curiosity in the search for knowledge;

● The interest for Reading and books is encouraged from early

stages;

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● Development of Children’s motor skills;

● Development of children and teenagers’ visual and sound

perception;

● We have noticed the increase in diversity of experiences and

options of fun and pleasure for children;

● Children’s daily contact with books has become more

pleasurable;

● Children achieve higher autonomy in the search for knowledge

from an early age;

● Children become good readers early on and show more interest

for studying;

● Children develop logical reasoning;

The practice of literature Reading is capable of transforming the

individual because it is through the acquisition of the indispensable

reading tool and the access to the universal cultural patrimony here

represented by literature that knowledge is acquired.

DANCE

● Through dancing, youngsters learned about different Brazilian

folklore customs such as dances, song and celebrations.

● Performances that took place in different locations and cultural

events allowed that children got to know the city’s new cultural

places and spaces.

● All involved acquired better resourcefulness and disinhibition in

front of an audience.

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● They have also acquired dancing techniques and better

knowledge about different traditional musical rhythms.

CAPOEIRA

● Through capoeira, children and teenagers have become more

confident;

● Children and teenagers could recover the African-Brazilian

culture to understand it better and enrich their knowledge;

● Capoeira has helped to broaden and exercise sociability,

respect to others and the playfulness among children and

teenagers;

● Capoeira practice develops participants’ motor and cognitive

skills through body movement “ginga”, songs and games.

DRAWING

• In the drawing workshop, children and teenagers improve a

critical eye, careful and appreciative of their drawing skills just as

in the way to represent in their art the world that surrounds them.

• Children and young people have acquired skills and interest in

art.

• We have noticed that the participants are more outgoing and

autonomous which has allowed us to come to the conclusion

that the contact with a variety of techniques has helped in the

expansion and acquisition of knowledge and critical-thinking

regarding their ability to express themselves individually and in

groups.

• Some children have developed and others improved their fine

motor coordination with the clamp movement, strength over the

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pencil, paintbrushes and coal while drawing as well as space

notion.

• Teenagers have become interested in “Cordel” literature.

(printed booklets or pamphlets containing folk novels, poems and

songs)

• KFCEC’s visitors who come mostly from other schools admire the

works of art and become interested to participate.

• Students take their works of art home and they are exhibited to

visitors which makes their families proud of the students’

accomplishments.

• We were internationally recognized for our workshops. Currently,

we are in the process of putting together two exhibitions of our

child and teenage artists’ drawings.

1. International – Musée digital LE MUZ (France)

2. National – MOREIRA SALLES Institute (Poços de Caldas – Brasil)-

Opening May 2016.

LIVING MUSEUM

Through this workshop, all involved:

● Exercise a critical eye before nature, being able to express and

reproduce drawings and photos of their interpretations;

● Have acquired knowledge about the flora surrounding them and

a bigger awareness regarding trees, plants and flowers.

● have learned about the region’s medicinal herbs.

● have come closer to the environment where they live and valued

green spaces in the school’s garden.

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● have worked as researchers, using and comparing popular and

scientific knowledge through a variety of tools and transmission

mediums of said knowledge;

AGROECOLOGY

● Children practice direct contact with planting of seeds,

vegetable seeding and spices;

● Not only do the children and teenagers participate in planting

but they also consume nutritious and healthy vegetables and

greens free from chemical toxins. Furthermore, they learn to

contribute to the improvement in the quality of the soil, water

and air.;

● It informs and helps in the preservation of the environment and

introduces concepts of respect to life and preservation of the soil;

● It develops manual abilities among children and teenagers as

well as socialization among everyone;

● It produces healthier and free from pesticides produce, making

them more delicious;

ARTS AND CRAFTS:

The different proposed activities develop fine motor coordination

and creativity in participants.

It encourages children, teenagers and adults to concentrate and

fosters socialization among them;

Arts and Crafts helps the individual to enhance abilities related to

the proposed technique such as painting, “fuxico” and

restoration of albums, for example;

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It develops manual abilities among children, teenagers and

women;

It encourages the transmission of knowledge between

generations and groups of local culture appreciation;

GAMES

• Through games, children learn how to deal with feelings, interact

with each other and learn to solve conflicts. It also stimulates

imagination, creativity and the search for the resolution of their

own problems;

• Building knowledge happens through games which means that

children learn through play;

• Games have a fundamental role in a child’s development in

his/her first years of life, his/her capability of dreaming, imagining

and playing with reality;

• Through games, children start to understand better the rules and

world where they live;

• Toys provide children with initiative and self-confidence,

encourage learning, development of language, thinking,

concentration and attention;

• All involved learn new cultural repertoires from their region and

from other places;

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

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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.

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

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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

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

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area for public use. Since then, several initiatives have been

implemented to develop and sustain this action.

ACTIVITIES AND WORKSHOPS DEVELOPED IN 2015

READING MEDIATION

Reading Mediation proposes to provide children, teenagers and adults

contact with literature and reading. Educators prepare the space to

welcome them by selecting books from the collection. This had been

our greatest focus and these activities take place every day in the

morning and in the afternoon.

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This year, Reading mediations happened in different contexts: Early

Childhood (children between the ages of 0 to 6 years old), “Radio Lê”

in partnership with the José Avelino de Melo City School to teenagers

and adults offered in the Cultural Center.

READING IN EARLY CHILDHOOD:

Reading mediation in early childhood was a main focus in 2015. It

happened every Friday from 3:40pm to 4:20pm, alongside small

children (from 2 to 6 years old) and it was organized in partnership with

the teachers from José Avelino de Melo City School. The children,

accompanied by their teachers, attended the Reading sessions with

the educators and brought with them a small bag with the purpose of

choosing a book to take home afterwards. It was an opportunity to

get in contact with the book and many different stories but also to

multiply the access to stories and books to other people as well, in this

case, the children’s family members.

Reading to small children is a moment that generates many

discoveries, not only for themselves through browsing, admiring,

playing with the books, telling the story to a friend, discovering about

things and themselves in words, but also for the mediator, who admires

each and every shared discovery. The children feel at home there and

have the autonomy to get the books, sit down with them, read, share

readings and borrow them.

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In this adventurous space, what appeals the most is the importance of

a child’s first contact with the object book because it is from this

moment that it starts to become part of his/her first trips to the universe

of imagination and fantasy.

” One thing that has called our attention is that all the

books read to children during Reading Mediation end

up going back to their hands through loans, which

means that the Reading of these books Works as an

invitation to the universe of stories.”

“In the beginning of Reading Mediation with small

children, they thought everything was a novelty, we

could only read one or two books in the first few days.

However, as time went by, with their adaptation to

the space and routine, we were able to read an

average of five books. This has become very

pleasurable for them because they have the freedom

to choose the book they want to be read. “Account

from educator Tatiana Aparecida da Silva

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RADIO LÊ

From the partnership with José Avelino de Melo City School, educators

from CECKF do Reading Mediation through Radio “Lê”. It is a project

that takes place during snack time (Wednesdays from 2:40pm to

3:30pm). The educators put a rug on the floor next to the cafeteria

with previously chosen books and when the children are finished

eating, they run over there to listen to stories. Some teachers also

become involved in this activity and many times borrow books. This

partnership has existed for three years and it is positively evaluated by

all participants

“When we, educators, arrive for the Reading, some children

come straight to us to sit on the rug. The idea that we have is

that this is such a pleasurable moment that many forget to

have their snack to listen to the stories. And we also have

children that like doing this so much that the make piles of

books so that we can read those to them. These are many

situations in which the children feel so at home in this space

and with our presence that they offer to read to us educators.”

Account from educator Tatiane Aparecida Silva

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BOOK LOANS:

The proposal is to provide the access to literary books to the rural

community which has become a constant practice. The CECKF’s

collection is vast and varied, containing literature books, Picture books,

for children and teenagers, games almanacs, Brazilian and Foreign

novels, poetry and comic books, among others.

With the Library system computerized, the user can register and make

the loan, having a deadline to return it but with the possibility of

extending it. We also make book loans to students and teachers from

the local school who are frequent visitors to the Center.

“We always make loans to small children, and as soon as they

arrive, they go straight to our Reading corner which is a magical

moment for them. They become involved with the stories they

hear from us and many times, they borrow the books we read to

them. We have also noticed that they build an autonomy and

the taste for Reading through stimulus since a very young age.”

Account from Tatiane Aparecida da Silva

Frequency: Daily.

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READING WITH YOUNGSTERS

Reading circles with youngsters propose to encourage them to

continue reading novels. We have noticed that when a child reaches

a certain age, his/her interest in reading may waver. With this

observation, we believe that the Reading circles provide an

opportunity for these youngsters to continue exploring the literary

universe, having the chance for a better identification and interaction

among themselves and with stories.

This project happened every Tuesdays, Thursdays and Fridays. The

choice of books comes from their interest and also from the educator’s

suggestions. The reading happens in a collective way in which every

participant reads a part. The Reading circle may take place indoors or

outside the reading space which allows us to observe that, after the

session, each youngster has their moment to share with friends their

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point of view regarding the book and also discuss points found to be

interesting.

The reading of Pinocchio occurred in a spontaneous way. A

group of youngsters became curious to know more about this

story and so they decided that we would read it aloud by

chapters, each one taking a turn. This way, each would read a

little and pass on to the next who would continue until the end

of the chapter. It was an interesting and important moment for

them to be in touch with a classic tale from the Italian culture.

During this process, many spontaneous debates took place

about the situations the narrative described and about the

characteristics of the character itself: “Pinocchio is stubborn, he

lied and always got into trouble. When he had a chance to

make the right choice, he would fall for the fox’s traps.” -

RENATO DONIZETTI DE CARVALHO

Frequency: Daily.

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“I READ IT AND I LIKED I

In the Cultural Centre, there is a corner called “I read it and I like it”

which is destined for the nomination of books that someone has read

and like it. It represents an opportunity of suggesting a title so that

other people can get to know it too. This announcement is put on one

of the existing bookcases in Cultural Centre’s library. And all that pass

by this bookcase can’t help but taking a look at the nominations and,

many times, become interested and borrow a book from this section.

Some nominations:

GUESS HOW MUCH I LOVE YOU

“I liked it because in the end he kept looking at the moon, said “I love you” and

then went to sleep.”

Mc BRATNEY, Sam. Adivinha quanto eu te amo. São Paulo: Martins Fontes, 1999.

Marcela , 5 years old, Corrego D’Antas resident.

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THE GARDEN OF EACH ONE

“I liked it because she goes up to the moon.”

RIBEIRO, Nye; O Jardim de Cada Um. Campinas, SP: 6ª Edição: Papirus,

2013.

Rivania da Costa Oliveira, 5 years old, Fazenda Baixadão resident

Ana Laura dos Santos, 5 years old, Córrego Dantas neighborhood

resident

I DON’T WANT TO WEAR GLASSES

“I liked it because there are many pairs of glasses, but the one he

likes best is the red one and in the end, he says that he likes to wear

glasses.”

ALMEIDA, Carla Maria; LETRIA, André. Não Quero Usa Óculos. São

Paulo: Peirópolis, 2011.

Ana Laura dos Santos, years old, Córrego Dantas neighborhood

residente

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DRAWING WORKSHOP

The drawing workshop takes place every Thursday morning and every

Wednesday and Thursday afternoon, in the CECKF’s annex. It proposes

to stimulate the child to widen his/her gaze of the world through

drawing and observation. The techniques used in this workshop were:

graphite pencil, chalk pastel, crayons, coal, colored pencils,

watercolor, gouache paint, China ink, etc.

In 2015, preschoolers had the opportunity to get in touch with

watercolor pencils. Such was their surprise to see the effect made by

the wet pencil that brightened their faces, causing enthusiasm at their

finished work. Many groups went through the workshop and found

diversified proposals to explore the drawing made by observation:

different sized sheets of paper, for example, which is an important

element as it allows differentiated movements (enlarged or contained)

before each support, as well as the end result of the drawing.

Another well-appreciated proposal was the “Suspended Drawing”

workshop (where participants are literally suspended by the ceiling)

which was inspired by the Segni Mossi movement. This workshop has

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reached an audience of 60 participants between the ages of 3 and 9

years old, divided into 6 sessions. The younger ones also requested to

participate and it resulted in one session dedicated entirely to them.

This workshop was named “Suspended Drawing” due to the fact that

the child artist draws while he/she is moved by a swing. It took place in

the CECKF’s annex through bracing a swing hammock to the iron and

wood structures on the space’s ceiling. The following materials were

used: gouache paint, kraft paper in different sizes and paintbrushes. As

soon as the child begins to swing, little by little the drawings come to

life in a random and soft way, to the sound of classical music.

At each workshop it is noticeable how each child develops the skill to

draw, acquire control over expressive graphic possibilities, and draw

with flow and intent.

Frequency: 3 workshops per week

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WOODCUT WORKSHOP

The woodcut workshop is a drawing technique that, in Brazil, is often

used in Cordel literature. It is a technique in which you carve the

drawing on the piece of wood, being able to make impressions of the

drawing.

This technique offered at the CECKF has great demand. However, to

better develop it, it is necessary that few children and teenagers

participate in each turn. Furthermore, it is interesting to observe the

youngsters interacting and relaxing in the workshop, turning it into an

engaging activity, even though it requires careful attention to the

investigative possibilities in woodcutting for the production of the

drawings. The workshop took place with the students from José Avelino

de Melo City School.

In the beginning of the workshop, a meeting is held with the purpose of

sensitizing the participants to the woodcut. Cordel literature is

presented as well as the specificity of each tool and material that will

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be used in the workshop. The step-by-step is taught to make the

drawings and as soon as they are printed, the youngsters show pride in

the results.

“I really liked to take part in this workshop. It makes me

want to be here all day. It’s very cool.” – Testimonial

from Wallisson de Paulo – 10 years old

LIVING MUSEUM

The “Living Museum” fosters and proposes the exploration and

Discovery of native nature and the identification of the trees that

surround CECKF and the José Avelino de Melo City School. This year

the school was the chosen space for the identification of trees

because in the 3 years since this workshop started, many plants around

the CECKF have already been identified.

The proposal is that each student adopts a tree, walks around the

school and discover their details and specifications The first step was to

register the tree chosen by each one and collect a sample of its

leaves. While this leaf goes through a process of dehydration, which

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takes a few days, other activities are proposed and carried out. During

this period, the children research about their study object and solve

doubts with Mr Aroldo, an elderly man who knows much about the

Brazilian flora and comes here specially for this activity.

The participants also take part in a drawing workshop; a moment in

which the way they look at nature becomes even more exciting

because it the opportunity children have to express their way of seeing

and perceiving nature. In this workshop, watercolour pencils are used

because after the projects are finished, this material helps to soften the

drawing. They identify the trees by their popular names and some by

their scientific name. They also attach the dehydrated leaf to the

Herbarium alongside research results, the name and their drawing. In

the end of the workshop, they make identification plaques for each

one of the chosen trees and also for the ones around the José Avelino

de Melo City School.

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ARTS AND CRAFTS WORKSHOP

Arts and Crafts are part of Brazilian Popular Culture and guarantee the

livelihood of many Brazilian communities and families with each

region’s characteristics. The CECKF recovers this culture in different

types of arts and crafts: workshops were offered in “fuxico”, cloth

painting and album restoration.

In the cloth painting workshops, women residents and children had the

opportunity to make use of creativity to come up with their own

designs. The intention was to bring back the cloth painting culture and

to reach this goal, the educator introduced techniques that helped

the participants.

In the “Fuxico” workshop, participants had the opportunity to learn

how to make “fuxico” pillows, fridge magnets, notepads and some

“fuxicos” to decorate photo albums. This activity has the participation

of women and also the help of a “young boy” who showed his ability

to make “fuxicos”.

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At the Album Restoration Workshop, it is possible to recover some lost

photo albums that we had at the CECKF. This restoration technique

has become an opportunity to engage children and teenagers. They

participated with much dedication and the outcome was very

satisfactory.

COMPUTING

The CECKF goers enjoy the computers connected to the internet to

Interact, play, research, learn and access social medias. The internet

brings together users of updated information which, along with

different types of knowledge and followed and discussed together

with the Centre’s educators, contribute to the personal growth of our

audience.

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Many youngsters used our computers to do research for Government

Education Programs, to sign up for public exams (for government Jobs,

universities), besides looking for information and research for their

school homework and projects.

Teachers also book times to bring a group to do guided research on

the internet. Groups of students arrange to come to the CECKF to finish

their school research. Mothers use the internet to search for cooking

recipes, among many other things for which is the internet. In

conclusion, this benefit for this public is becoming more and more

essential.

PLAY TIME

This activity proposes to stimulate living together in the same space,

interaction and the appreciation of the capability of translating

symbols and being creative which are translated through playing.

The educators created the “Toy BOX” with a considerable variety of

toy cars, dolls, stuffed animals, etc. Babies and children loved playing

with the toys and sharing them with their friends. The experience the

space freely, pushing toy cars and playing with dolls.

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For the babies, the box brought a differentiated experience: it is low

and gives easy access to the smaller ones. They feel the freedom to

use it, extending this moment to both indoor and outdoor areas of the

space.

The babies’ first reaction here in the CECKF is running

to the Toy Box and use all the spaces to play.

Account from the Educator Renato

The production of toys along with the children has brought in them the

expectation and motivation to build their own toys. Together, we

made “barangandão arco-íris” (juggling colourful whips), swords, hats

and glasses, all made from recyclable materials such as newspapers.

During the production, it is clear how much they are worried with the

details: in painting, ways of making something and even when they

help a friend. It is a relaxing moment and, at the same time, a moment

of expectation to see the toy finished.

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The children would ask me all the time when we

would be back to the Kaffehuset Friele Educational

and Cultural Centre to get the glasses! They were very

enthusiastic to show other friends what they had

learned to make.

Account from teacher Maria Gabriela from the José

Avelino de Melo City School

The activities designed to produce toys make the children value them

more due to the fact that they were made by the children themselves

and this enables them to play with something that they had built with

their own hands.

The children explored the Toy Box through the entire year, and every

time the teachers came to get books, kindergarten children would

play with the toys.

“Davi Luca, a 3 year-old child who lives in the Lambari farm, comes

here in the Center every day. And the first thing he does is to get toys.

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He loves toy cars and I think it is because his father works with a tractor

on the farm.” – Account from an Educator

The youngsters really like to play hide-and-seek and sliding on the grass

is guaranteed fun.

Frequency: Daily

KITE WORKSHOP

The kite is a very common popular toy in Brazil and, because it is simple

and easy to make, we had the ide ato include this workshop with the

purpose of encouraging children to play outside, run and experience

sensations of freedom, giving the youngsters a unique moment.

In this workshop, youngsters concentrate to make the bamboo sticks

thin and light. This demands skill and while they are making these,

many subjects come up like parents’ childhood stories, their own

experiences, and so they share stories that happened on their farms. In

the end, many different models were created, light and delicate. After

they are finished, the youngsters will fly the kites and this moment is also

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very rich in experiences, they feel free, the wind. They come closer and

apart from each other at the same time, because they want to fly their

kites higher.

GAMES

The aim of this activity is to stimulate children and youngsters to

Interact through the games offered by the Centre. They are available

to all guests. Strategy games like Risk and Uno, that require

concentration in order for you to beat your opponent, have won the

hearts the teenage public and what they like best about this is to put

together teams to compete in these games. Not only is Risk a game

that holds kids’ attention making them spend hours playing, but it also

perfects their knowledge about geography.

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On the other hand, younger children tend to prefer the “Games

basket” where they can find Uno and memory games, which are easy

to understand and dynamic. The educators’ participation push tempts

children to want to stay longer in this activity.

The children played checkers a lot in the past year because the

dispute is fierce and even so, the competition is a healthy one. The

youngsters like playing with the educators and when they win, they are

thrilled. We have noticed that logical reasoning, playful interaction

and its discoveries were taken on through the games. Children and

youngsters want to go beyond what the computer and the internet

offer because when they play together or against each other, they

built a bridge for playing and sharing, discovering and imagining. This

happens through the direct contact, of what’s real and the interaction

and “putting yourself in other’s shoes” brings.

DOCUMENTATION

The Kaffehuset Friele Educational and Cultural Centre has as principle

the appreciation of record and memory of the events and meetings

that take place daily in our space. The recordings are about our daily

life and many times, the act of taking a photo happens spontaneously.

During the activities in the space, sometimes it is the visitors themselves,

children and teenagers, who play the part of the photographer and

register their friends and the moments they find relevant. The records

made by them are quite interesting because, while they are

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perfecting this differentiated look on things, they observe the details of

each moment.

Frequency: Daily

SOUND EQUIPMENT LOANS

As the CECKF has sound equipment, it is often requested of the centre

its loan for many events. This year, it was loaned for the following

events:

● FET – Theater Festival - Location: Amphitheater

● “June” Party (cultural festivity in the winter months) - José Avelino

de Melo City School

● Spring Party - José Avelino de Melo City School

● Capoeira Graduation – Changing levels- José Avelino de Melo

City School

● 9th grade Graduation - José Avelino de Melo City School

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TRAVELLING CINEMA

The Travelling Cinema offers a moment of leisure and relaxation

through movie sessions. In partnership with the Carmélia de Castro City

School which is located 22km from the Centre in the city of Poços de

Caldas, MG. These sessions happen once a month, in the morning

and in the afternoon, reaching a total of 140 children and teenagers,

bringing unique and pleasurable moments to the Carmélia de Castro

City School.

The school has an excellent structure with large classrooms, sports

gymnasiums, library, computer room, bakery and a vegetable garden.

The school Works with the government program More Education and

the children and youngsters study in a full-time schedule.

We can notice how much the children and staff enjoy this proposal

because when we arrive at the school we are welcomed with wide

smiles. This makes the effort even more significant because many

children, who don’t have the opportunity to go to the town to watch a

movie in the cinema, become emotional when watching a movie with

us.

I am happy when the movie is over and the children

and teenagers begin to clap their hands to the movie

and come to me to give their thanks.

Testimonial from Educator Renato

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SCHOOL VISITS

The Centre’s space is also available for visits from the Poços de Caldas

area schools. The schools that have scheduled a visit are welcomed

with a little bit of the Centre’s history, they are acquainted with the

drawing workshop, computers, the books and their importance. They

also participate in a reading mediation session and right after are

taken on an enjoyable tour around the Lambari farm’s colony so that

they can get to know the farm’s houses, what is like to live here and

hear the farm’s stories and the people who live here. We notice that

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the children truly enjoy this because they have fun, let go of their

shyness, enjoy the space, play and climb trees in the Centre’s Garden.

After so much relaxation, we have a picnic in amphitheater or in the

annex, which is followed by their departure back to their schools.

ACTIVITIES WITH PARTNERSHIPS

DANCE WORKSHOP

Dance rehearsal: ”Pau de Fita” “Coco e Xaxado” dance

The project “Dance for Children” has been functioning in the city of

Poços de Caldas since 2002. However, it was only in 2010 that this

Project formed a partnership with the CECKF and with the José

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Avelinode Melo City School, with the sponsorship of DME (an energy

company from Poços de Caldas) and with the Incentive to Culture

Municipal Law, and through Etapa Builder in the year of 2015. Dance

classes take place on Wednesdays and are open to all José Avelino

de Melo City School’s students and the Centre’s visitors. This year, 7

presentations were performed in various locations and festivities in

Poços de Caldas, which involved creating new choreographies for the

dance “Pau de Fita”(pictured above), besides the choreographies

from the previous year, which were: Xaxado, Coconut Dance,

Ciranda and Congada. (all are Brazilian dances)

In these performances, the children had the opportunity to show the

audience a little of folk dancing which is a cultural component of

humanity and also to enrich their repertoires regarding regional

traditions. This was the case, for example, in their participation in Poços

de Caldas Traditional Party called Saint Benedict’s Party, where they

performed the Congada dance. These children became better

acquainted with the customs and traditions of this party, got to know

important characters from this celebration, such as the King and

Queen of Congo. Not only this but they also learned a little bit more of

the movements, bangs of drums from these people’s culture.

Furthermore, in their participation in the Uai Party, they enhanced their

knowledge about the Caipira Mineira culture. There were many

presentations of this differentiated work that the teacher Angélica

Viana builds with her students. We notice that they become interested,

lose they shyness and, mainly, learn to appreciate folk dances and

also participate actively by suggesting choreographies to the teacher.

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Dance in the Saint Benedict’s Party

DRAMA WORKSHOP

2015 was filled with cultural and artistic presentations in CECKF’s

amphitheater. One of them was by Portuguese Language and Drama

teacher Loredany Vilela’ students who were part of the Theater

Workshop. This activity is also a CECKF partnership with the José

Avelino de Melo City School through the Federal Government Program

More Education. This partnership came through with the loan of the

CECKF’s space (annex and amphitheater) for the drama rehearsals

and also for the bean bag and costume making workshops. The result

of this partnership was the presentation of the play “Lampião e Maria

Bonita” in the City’s theater during the Student Theater Festival, which

had excellent public approval.

The rehearsals happened every Monday, from 12:30pm to 4pm. On

rainy days, the rehearsals took place in the CECKF’s annex.

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We have noticed that both this partnership and the proposal of the

workshop itself brings a lot to the youngsters’ cultural repertoire. We

have also observed how much better they expressed themselves in

front of a public and their way to acting and thinking.

I perceive education as a triangle “Me, you and the

actions”.

In the year of 2015, I could rely on the partnership with

the Cultural Centre to develop actions that jumped

over the walls of the school such as Drama, which had

its acme in the FET- Student Theater Festival, promoted

by the Education Secretariat of Poços de Caldas. This

presentation took many students to the aridity of the

Northeast Brazilian wilderness, to the aridity of the

human heart in “Lampião e Maria Bonita”.

Besides the workshops I put together with the actors, I

also built part of our set in the Centre’s annex: bean

bags made of PET bottles with drawings alluding to this

dry area in Brazil; woodcut workshop and dance with

teacher Angélica’s group “Dance for Children”, a

project that also happens in this space.

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But the basis for all the above mentioned work to have

come to life, came from the collection that is a tour

disposal in the CECKF’s library, because an education

of quality is one that has the vision that the world of

Reading goes further than the school environment.

Certainly, we went beyond our own expectations and

educating made sense. We can only see when there is

meaning, the meaning of life.!

TEACHER Loredany Villela Galindo Peres – Portuguese

Language

CAPOEIRA

With the partnership bEtween the José Avelino de Melo City School

and the CECKF, through the Project More Education, it was established

an agreement with the children and teacher Ailton (Master Sabiá) that

Capoeira rehearsals would be allowed to take place in the CECKF’s

facilities.

We were astounded by the development of this workshop and by the

important manifestation of Capoeira, an aspect of Brazilian Popular

Culture; we have observed that teacher Ailton is able to recover this

culture in a playful manner, providing activities to improve reflex,

coordination, motor skills, cognitive skills and memory through singing

Capoeira tunes.

Approximately, 30 kids participate and Interact with enthusiasm and

disposition to learn each day more the movements and the songs. This

year, there were a few rehearsals and one presentation in the

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anniversary of the CECKF that took place in our space, however, many

others happened at the school.

The results of this workshop were presented in the graduation

ceremony where the students upgraded their levels (through the

Exchange of different colored ropes that students wear around the

waist like a belt) which took place in the José Avelino de Melo City

School’s sports court.

Master Ailton (Master Sabiá), together with other Capoeira masters,

played with the students “baptizing” (each student receives a

capoeira nickname based on their personality) them as “Capoeiras”.

They also took advantage of this day to celebrate the national day for

Black Culture Awareness by telling everyone present about Zumbi dos

Palmares, a former slave who fought for the abolition of slavery in

Brazil.

It was a reaping day, of fruit planted throughout the year and we were

amazed what was accomplished: we saw children and teenagers

excited, appreciating and respecting the history of black people in

Brazil, culture and others.

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AGROECOLOGY WORKSHOP

The agroecology workshop is also carried out in a partnership between

the José Avelino de Melo City School and the CECKF. Every

Wednesday, Thursday and Friday afternoon, educator Renato

Carvalho (CECKF) leads this workshop with the help of Mr José Ramiro,

the driver who takes the children to school. The participation of the

educator in this workshop was advantageous because the

Agroecology activities were scheduled alongside others such as

games, drawing workshop and reading mediation. This has allowed

more access time to the overall Centre’s schedule to the youngsters

and children involved in this particular project. With a repertoire of

activities connected to direct contact with the Earth, these children

plant vegetables and greens, take care and reap this food, which is

often offered in their snacks at School or sold to raise to funds to buy

new seeds and seedlings.

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Besides planting and taking care of the vegetables, in this workshop it

was also resumed the planting and care of medicinal herbs in the Herb

Corner which already existed in the CECKF. Resuming this activity

influenced children and

teenagers to get to know the

benefits of many medicinal

herbs and spices grown by their

relatives and that now have

seedlings in the CECKF.

Medicinal herbs such as

“Anador” (used as a painkiller) or even basil (plant used as cooking

seasoning) are often looked for by residentes to be used at home, and

this is a reward for work that is being developed. Even little Davi Luca,

who is 3 years old, helped take care of the Herb Corner!

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The results of this workshop are reaped each day. The youngsters are

very interested in the workshops, they like manual work and some even

help by sharing their experiences. A fact that can be used as example

is when the educator Renato planted parsley seeds and a small boy,

who was participating in the workshop, taught him that the parsley

seeds must be planted in the shade so that they can germinate better.

Some of these youngsters help taking care of the garden patch in their

houses during the month of June.

SOLAR HEATER

Energy consumption in Brazil has been increasing each day due to

modernizations in agriculture, people’s purchasing power and also

because of automatization in industries. This brings more comfort to the

population. Consequently, the price of energy also increases.

Considering this scenario, it is necessary to foster awareness of

economy and research alternative means of generating energy.

The necessity to discuss this matter made it imperative to establish a

partnership between the CECKF and EMATER (a public and local

company that gives technical assistance to rural areas in Minas Gerais)

in order to put together a project that would work with Solar Heaters

using recyclable materials and having as a goal the awareness of the

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responsible use of energy with the 9th grade students from José

Avelino de Melo City School and the surrounding communities.

Despite being a simple project, we cannot disregard indispensable

details of its making and operation. That is why, under the orientation

of Emater’s team, the 9th grade students had all the required care to

carry out the project. This a low cost workshop, where the recyclable

material is one of the main elements in the building of the heater

bringing a responsible solution to accumulated waste.

To have progress in this project, Emater’s team organized a

conversation with the teenagers so that they could know more about

awareness of energy consumption followed by a documentary about

the solar heater.

This project was made possible through

the preparation of materials such as

PET bottles and the donations received

from the DME group of PVC pipes and

a water tank.

Throughout each meeting, the

teenagers accomplished the necessary tasks for the progress of the

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project: washing milk cartons, cutting the

bottles in the required sizes, etc. Right after

these items were ready, the teenagers were

able to:

continu

e their

work by

painting

the

cartons

black (as this colour absorbs

more heat and therefore heating the water in the solar heater). These

youngsters also cut the pipes in the established sizes and, in the end,

assembled all the modules of the Solar Heater.

In the end of this project, we gifted the Solar Heater to the Health

Centre for the Family, located near the CECKF and also the residents

who go there.

Frequency: Every Thursday for 1h30min.

TRAINING AND DEVELOPMENT

RANCHO GRANDE CULTURAL SPACE

Several projects were carried out at the Rancho Grande Community

Space in 2013: the book collection was catalogued and increased,

new games and toys were acquired, and there was an expansion of

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the Arts & Crafts workshop and the development for Reading

Mediation educators.

This year the focus was on Reading Mediation. Several gatherings took

place that included sharing of experiences from other educators as

well as video documentaries showing activities in libraries.

These activities gave rise to an even greater wish to better know the

collection and, together with the kids, find out their preference for

different genre and to share even closer experiences with reading.

Duration: once a month.

Benefited public: Educators at Rancho Grande Cultural Space and

the Educational and Cultural Center

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STAFF AND PERSONNEL

EDUCATORS TEAM

HILDA MÁRCIA ALBINO SEBASTIÃO, educator at the Kaffehuset Friele

Educational and Cultural Center, graduated as teacher.

RENATA FERREIRA ALVES, educator at the Kaffehuset Friele Educational

and Cultural Centre, BSc in Education from the Pontifical Catholic

University of Minas Gerais – Poços de Caldas campus.

RENATO DONIZETTI DE CARVALHO, educator atthe Kaffehuset Friele

Educational and Cultural Centre, teacher of the Drawing Workshop

and Technical degree in Business Management by the Pitágoras

University.

TATIANE APARECIDA DA SILVA, educator at the Kaffehuset Friele

Educational and Cultural Centre and has BSc in Education from the

Pontifical Catholic University of Minas Gerais – Poços de Caldas

campus.

VANESSA PAMPANINI VANNUCCI, educator at the Kaffehuset Friele

Educational and Cultural Centre, has a BSc in Geography and

teaches geography and sociology in Elementary School and Youth

and Adult Education.

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COORDENATION

Coordenation: 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).

Techincal Assistant: JULIA MARIA PELLICCIOTTI 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 Ohtake, 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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LAMBARI INSTITUTE – ART CULTURE AND EDUCATION

President: RAYMOND REBETEZ

Financial Counselor: DANILO TADEU ALVES

Executive Counselor: ALFREDO BARBOSA JUNIOR

Secretary: CAMILA MARIA CANCIAN