Lumiar Education begins this August with big news: our entire curriculum has been revised in light of the Common National Curriculum Base (BNCC). This means that all content and competencies provided by BNCC are covered and can be viewed on our digital platform.
“Even before the emergence of the BNCC, Lumiar was already working with competency-based learning. We have been doing this since we started with our first school, over 15 years ago, with our own tools. With the review that has just been done,communication becomes universal and everyone can easily identify the richness and compatibility of what we work on our projects with what is expected in the national curriculum parameters”, explains Fabia Apolinário, the institution’s implementation manager.
Currently, in addition to the Lumiar Schools abroad, the Lumiar Methodology is implemented in eight schools in Brazil, two of which are public. “This update will make it easier to scale our innovative methodology while safeguarding the freedom of each school to organize its activities.”
Schools using the Lumiar methodology still have autonomy to build their local curriculum based on students’ interests and learning needs. But they will have a simple and clear way of knowing what content and skills defined by BNCC are being addressed in each pedagogical activity.
All this “pedagogical engineering” happens in the Digital Mosaic, a key piece of the Lumiar Model. Besides containing the matrices of content and skills, it is in the Mosaic that our pedagogical modalities are organized.
Projects are our main unit of work, and within them there is always a combination of teaching skills and content, which can also be explored within learning modules and workshops. By accessing the tool, managers, educators, students and guardians can monitor, record and evaluate all these processes.
“After about a year of pedagogical research, we have developed a rigorous work of programming and information architecture to ensure the best usability,” says Luiz Piazentini, project manager of Lumiar Education. “The goal was to ensure the tool remained simple and intuitive to the user while realizing the complexity of learning construction.”
Andressa Caldeira, Lumiar São Paulo’s director, already uses the Digital Mosaic to follow the work of the educators team and students’ development. Updating the tool with the skills provided by the BNCC, she said, will facilitate a more assertive orientation. “I will get a clearer picture of how these skills are being worked on and what points of attention should be the focus to each group of students.”
The tutors, when designing each proposal, may list which BNCC competencies are relevant to the cycle or school year that are being addressed. And that’s not all. The platform indicates which skills are required so that the competency can be acquired.
As an example: to develop the “Critical and Scientific Thinking” competency, one must have the “Explore Hypotheses” skill. And what is required to acquire that skill? “Formulate assumptions and suppositions for specific issues, circumstances or scenarios. Develop hypotheses based on observations and up-to-date scientific arguments on the subject.” All of that information is mapped and available on the platform.
“When we are going to design a project, there are many possibilities. If all of this is already organized, it is much easier to match students’ interests with their learning needs, which is the core of the Lumiar methodology,” summarizes Dalila, tutor at Lumiar São Paulo.
In addition to complying with national legislation – with the content and competencies provided by the BNCC – the Lumiar curriculum is grounded in the latest and most relevant research on education worldwide.
Since its founding in 2003, Lumiar has been collecting knowledge about competency-based learning. In the last year, the pedagogical directorate has carried out, in partnership with consultants and researchers from institutions such as MIT, a thorough research and bibliographic update work that culminated in this update of our curriculum matrices.
On the one hand, the main needs of public and private schools were mapped. On the other hand, the latest discussions from the OECD(Organization for Economic Cooperation and Development; an association of 34 nations to promote growth and trade) on the skills required in the 21st century were taken into account.
In practice, by accessing the tool, the educator can design an activity and have competencies and content already mapped – having broken down the BNCC codes with the orientation per cycle or school year. In a project on the Federal Brazilian constitution, for example, the tool shows the theme “Routes of settlement in the American territory” and it belongs to the content of History with the code BNCC “EF06HI06 – Identify Geographically”, indicated for the sixth grade of elementary school. Within our competency matrix, a project like that can work at least two sets: “Feel, express, connect” and “Think, research and create.”
See the fac simile:
“In short, we set up a curriculum that responds to the most up-to-date Brazilian and international discussions. The same matrix of competencies used at Lumiar São Paulo is applied at the Santo Antônio do Pinhal public school, that uses our methodology, and at the Lumiar school in the United Kingdom”,concludes Piazentini.
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