Since we founded Infanzia, we have visited schools in different countries to learn, see, participate, contact and research ways to organize school. Anyone who thinks that a certain training and structure is enough to manage an educational institution is wrong. A school of excellence can only be built with many hands, eyes, research and study. Gone are the days when methodologies and the way of teaching were based on booklets and manuals. 

               

The contemporary – current – school understands that educating takes place in the physical space, in the relationships established between everyone belonging to the school (not only in the teacher-student relationship), in the materials offered, in the gestures, in the words exchanged, in the possibility of dialogue, argumentation, creation and authorship. Visiting and getting to know other educational institutions expands not only our pedagogical knowledge, but also puts us in an outsider position looking inward.

Marcelo Bueno writes that “our action in the world, our educational action with children depend on what we have become in life. In this life that crosses us, that happens in the present. Here and now. It is our sensitivity that is capable of changing the world. It’s every book read, every movie, song and sunset. Every hug, lap and laugh. Every tear, love and passion. Every uncertainty and anguish, every enchantment and shudder. It makes us what we can be. The educational action is the seam between what I carry inside me and what they carry outside of me. It is the me, the other person and the whole world”.

When we enter schools, in our national territory, recognized and with innovative pedagogical proposals and consistent with what we believe, we are able to perceive much of what we already do at Infanzia being provoked to what we can do more. Always in motion, renewing, updating and learning what is the latest in educational discussions and child development.
Having a school that is concerned not only with academic training, but also with the aesthetics of spaces and materials; with the formation and motivational responsibility of all and the construction of a global citizenship are pillars found in the visited schools.

              

We agree that children’s learning is more enriched when built in conviviality, in the exchange of experiences and in the solidification of coexistence, as are study trips. In addition to meeting educators from different corners of the country, we exchanged references, challenges, forms of healthy eating; with social health and dealing with certain situations and quality activities related to the teaching-learning process. Infanzia ends up being a bit of every part of this world.

          

We found that knowledge is not divided into school subjects, but into projects for deepening their multiple languages.

The partnership between children, adults and knowledge is fundamental for the construction of new knowledge.