OUR GROUPS
KEKERÊ
3-7 YEARS OLD
ERÊS
8-13 YEARS OLD
SOMODÉ
14-17 YEARS OLD
COLETIVO MIP
KEKERÊ
The work with Kekerê is focused on the playfulness that the literacy environment offers, with the fundamental role of interaction between caring and educating, ensuring children's right to childhood. It is built on the foundations of joy, a love for laughter and fun, and the celebration of life. Therefore, there is plenty of play, sparkle in the eyes, laughter, stories, and axé (positive energy and blessings).
Literacy
Education for freedom (Freire, 2014) begins in early childhood, which is why democratizing access to materials is a way to ensure the autonomy of the children. The care they develop for their materials is directly related, even if unconsciously, to the self-care they develop for themselves.
The first group is for children of school age starting from six years old, the age when they should be enrolled in the first year of elementary school. The second group consists of children aged between eight and fourteen. It was necessary to set different learning goals for each group, as they are at varying levels of development.
Carefully observing the individual needs of each child is a responsibility, and it requires attentiveness. We believe tirelessly in the potential of each child to learn, understanding challenges as a transformative force in our practice.
Socialization and Free Play
Educator Camila Zarite develops her work with the Kekerê group based on the pillars of playfulness and cooperation as a methodology for the emotional, physical, and cognitive development of young children. The goal is to ensure children's right to play and learn through social interaction.
Afro Dance
Ernane Ferreira, an art educator specializing in Afro dance, has been working with body awareness and playfulness in early childhood. He focuses on how children’s bodies relate to the fields of play and dance, considering the symbolic impact present in the Itans (Yoruba myths and stories). Through storytelling, traditional attire, and other elements within the cultural heritage of African traditions, Ernane brings these symbolic narratives to life for the children, enriching their cultural experience.
Musicalization
We began the year 2024 with a new addition to our educational program, Music and Movement, for our Kekerês, a group of children aged 3 to 7 years.
Led by educator Diego Escobar, who is also a percussionist and accompanies our collective Colerê Providência, this early childhood musicalization program, with an Afro-referenced perspective, aims to enhance cognitive development, stimulate creativity, and boost memory and concentration, among other benefits.
The Kekerês enrolled in this new class performed with Colerê for the first time last year and will likely be adding percussion to their next performance.
ERÊS
Respecting the autonomy of the children and fighting for the guarantee of a quality educational proposal, our main actions for teaching ethnic-racial relations in childhood consist of the following activities:
Colerê
General coordinator and educator Ernane Ferreira has been developing Afro dance at Casa Amarela since 2017, believing in the educational and reflective potential of dance. In Afro dance, the body serves as an instrument of connection with the world, our ancestry, African rhythms, and the earth itself. Introducing Afro dance from childhood is our attempt to provide holistic teaching and development in movement, gesture, rhythm, expression, and ancestral knowledge. It is a form of communication through the language of the body, understood by all peoples, genders, and ages.
Boxing
Educator Erivan Feitosa has been working with boxing at Casa Amarela since 2019, focusing on the pillars of body awareness and cooperation as a methodology for emotional, physical, and cognitive development in children. Boxing plays a crucial role in fostering discipline, maintaining mental balance, and encouraging respect and a sense of community among the children.
Hip-hop
Educator Juliana Mello has been working with dance at Casa Amarela since 2017, focusing on body awareness and cooperation as a methodology for the emotional, physical, and cognitive development of children. The work with Hip-hop is essential for fostering children's critical thinking. With the support of the teacher, the classes not only focus on dance but also engage in political discussions about the social context that affects the children in this group.
English
Educator Nina Ghani has been teaching English at Casa Amarela since 2020, focusing on oral communication as a methodology for the emotional, physical, and cognitive development of the students.
Music - Orquestra Luna
Music is one of the most emblematic aspects of Afro-Brazilian culture. A people who live through dance, song, and smiles, shaping Brazilian identity with a deep love for sound, music, and movement. Educators Glaucia Maciel and Juliane Souza have been teaching music at Casa Amarela since 2019, focusing on the pillars of oral communication, memory, playfulness, body awareness, and cooperation as methodologies for the emotional, physical, and cognitive development of the children.
Pequenos Contadores de Histórias
Educator Gaby Makena has been working with children in this group by exploring different types of texts, images, and other research sources, but primarily focusing on the stories of significant figures from the Providência community and Black figures from Brazil. This approach serves as a strategy to improve communication, attention, initiative, and, most importantly, to foster a sense of belonging and racial identity.
Skate - Santo Skate Park
Educator Vinicius Martins has been teaching skateboarding at Casa Amarela since 2020, focusing on the pillars of body awareness and cooperation as a methodology for the emotional, physical, and cognitive development of the children. The outdoor classes at Santo Skate Park are a unique aspect of this educational approach, providing children with the opportunity to explore their own territory further, build partnerships, and develop autonomy.
Literacy and Learning
Educator Gaby Makena leads the literacy and learning program with four groups. This area is a key focus for Casa Amarela, representing our collective effort to ensure that all our students go through a guaranteed literacy process. The goal is for them to learn to read and write independently, using writing to solve daily problems, thereby enhancing their social practices and enabling them to create various text genres and written productions over time.
Computer Science
Thanks to the expansion of the digital inclusion program, the Erês group is now also taking computer science classes, serving as a preparation for the more advanced introduction provided to the older age group.
SOMODÉ
Youth is the phase in which individuals consolidate the information and knowledge necessary for exercising citizenship. We believe that education focused on racial identity can contribute to expanding access and retention of young people in schools, universities, and the job market, fostering dialogue with knowledge and values rooted in diversity.
Health Education
Educator Mariana Andrade leads the health education program with the goal of enhancing young people's knowledge about health issues relevant to their age group. She believes that education can contribute to the prevention of certain diseases and foster a proactive relationship with health and well-being. The program encourages self-awareness of the body and provides knowledge that supports the development of autonomy, all while addressing racial issues.
Mental Health Education
Educator Mylena Vicente leads the mental health education program, aiming to enhance young people's understanding of mental health issues. She believes that emotional education and self-awareness can contribute to the learning process and the development of social relationships, with a focus on racial perspectives.
Text and Writing
Educator Gaby Makena leads the text and writing program with the aim of creating conditions for students to develop their communicative and discursive competence. The goal is to enhance their ability to use language in a varied and context-appropriate manner across different social situations, encouraging them to expand their expressive resources and mastery of standard language in both oral and written forms.
Computer Science
Educator Wallace Lima leads the computer science program, believing in digital inclusion as an emancipatory process for the group. His aim is to provide professional skills for the job market while also encouraging the development of reading and writing skills during the lessons.
MIP
Educational Program
Communication and Territory
Writing and Leadership
Mathematics and Crochet
Body Awareness
Health Education
Professional Training Program
Professional courses lasting 4 to 7 months - Supported by FUND FOR WOMEN / L'ORÉAL BRASIL:
Natural Cosmetics
Sewing and Pattern Making
Culinary Arts
Eyebrow Design
Entrepreneurship
Hair Braiding
Body Awareness
Ritual do Rebolado is a welcoming educational activity that integrates dance, health, and ancestry in a dynamic and enriching format. Through body techniques, choreographies, and the use of ancestral knowledge of medicinal herbs, it promotes physical, mental, and spiritual well-being while celebrating personal and collective empowerment.
General Objectives
Empowerment and Self-Esteem: Strengthen participants' self-confidence, fostering individual expression and both personal and collective empowerment.
Physical and Mental Health: Improve physical fitness and promote mental well-being through breathing techniques, stretching, light exercises, and dance movements based on rebolado techniques.
Spiritual Connection and Ancestry: Reconnect participants with their cultural and spiritual roots, valuing ancestral knowledge and self-awareness practices.
Women's Health
The main objective of this project is the empowerment, strengthening, and training of women through the Saúde Cativa and MIP programs, a social initiative that uses health education as an effective strategy for promoting and preventing health issues. It focuses on strategies that reinforce gender and class matters, prioritizing knowledge-sharing among peers. The circle is used as a primary symbol of emancipation, with women's health rights, particularly those of elderly women, as the central axis of care. The project explores topics such as sexual and reproductive rights, femicide, and the hypersexualization of Black bodies. It also aims to develop and implement strategies for self-awareness, improving living conditions, entry into the job market, political rights, and public policies through knowledge-sharing in circles.
General Objectives
Education, Work, and Health Dialogue: Address different life aspects in an integrated way, focusing on life planning and strategies that provide a better quality of life, with a focus on employability.
Activities for Vulnerable Populations: Offer activities that enable socially vulnerable populations to exercise their bodily and written expression, strengthen their self-esteem, and achieve inner balance through workshops focused on self-awareness and empowerment.
Communication and Territory
The Communication and Territory classes are based on both current and historical debates involving topics that directly affect us, especially the Morro da Providência and the Port Zone as a whole. Different perspectives are explored, and some theoretical concepts are shared. From this, we understand how communication is a tool of power, whether it is oral, written, or expressed through other forms of symbols.
General Objectives
Sharpen critical thinking through personal and collective experiences and reflections, recognizing that information is power and disinformation is a consequence of a colonized country.
Develop various forms of communication, focusing on the territory and oneself as integral parts of it.