The Ciena Solutions Challenge is a global design challenge by Digital Promise and Ciena that invites middle and high school students to design solutions that address Sustainable Development Goals within their communities. This blog post is part of a series featuring educators whose students’ projects exemplify core elements of the Challenge: creative use of technology, social purpose, student agency and leadership, and sustainability and scaling. Below are lessons on sustainability and scaling from educator Ed Gomes Jr. who manages programming at Centro de Mídias da Educação for schools across the state of São Paulo, Brazil, and facilitated the Building a Learning Community Through Technology and Engaging Youth Protagonism Through Safe Zones student project teams.
I teach English as a second language, literature, and linguistics in São Paulo, Brazil, to middle school through college students. It is common for students in these communities to start working when they are in the first grade. There are also many college students who work during mornings and afternoons before going to classes.
Learning a second language will play an important role for many of these students, whether in a job interview, learning certain technologies, or other aspects of daily life. Since English is not my students’ mother tongue, we are always trying to involve them in activities in which they can use English in a more practical way than just reading and translating texts.
We have also seen that the concept of local community change during and after the pandemic—something I’ve witnessed first hand since moving from teaching in a neighborhood community to teaching through an app that is used by public school students across the state of São Paulo. During this time, it has become increasingly common to see students in different cities interacting with each other through virtual classes.
In this context, we developed a number of student projects, including “Games for Change,” a project in which students play and then create their own games, “Building a Learning Community Through Technology,” that provides opportunities for students and families to practice English by producing videos, and “Engaging Youth Protagonism Through Safe Zones,” in which students have built school spaces where they and their peers can build social skills.
In both “Games for Change” and “Building a Learning Community Through Technology,” the first step was to create opportunities for students to engage with games and videos using English in daily situations, respectively.
With “Games for Change,” students defined themes for their own games, and after developing them, they hosted a board game day in their school where students exchanged and played their games together. In “Building a Learning Community through Technology,” students and families produced videos based on various scenarios presented by English language teachers and then sent them to their teachers at local schools. Teachers at local schools curated the videos and we exhibited them in classes on the app and on our education TV channel.
Although students are back to in-person classes, we continue to develop materials for online classes, and students are continuing to develop videos with their local teachers. We also see families practicing English, which is gratifying given the impact a second language can make on their lives. By taking action in learning, families proved that there are no restrictions for learning—it can be done in almost any environment beyond schools.
“Hearing that my project with the families showed that ‘everyone can learn’ made me sure we were on the right path.”
Engaging Youth Protagonism Through Safe Zones developed after I asked students what the most challenging issue for them is now that they are back to in-person classes. Most of them shared that two years at home due to the pandemic had negatively impacted their social skills and led to an increase of bullying at schools. Bullying has been increasing and becoming a more and more important subject in the last few years, so it matters that everyone take actions to prevent it.
As students investigated the challenge that they identified, they decided to take action by building areas where students could get together, following the example of student activity centers at universities in the United States. Students found areas which were not being used on a regular basis at their schools, investigated what resources could be provided in those places, built a budget, and sought partnerships inside their schools communities that could also provide resources so that they did not have to depend only on the possibility of receiving a Ciena Solutions Challenge Sustainability Award.
The idea of the Safe Zones starts with a room, but it becomes a safe school and ultimately, a safe community. In recent months, students have continued to iterate and make adjustments to the Safe Zones, and, together, we are working to get support from the Secretary of Education and media coverage that will help us to spread the initiative to other areas and schools in the state of São Paulo. In addition, as we all are readapting to in-person routines, the idea of a Safe Zone has even been replicated for teachers, such as in the headquarters of the secretary of education and at EFAPE (School of Teacher Development).
Throughout our project activities, we had great support from many people in the community, including other teachers. For example, Ana Lucia Trinquinato Toriani contacted families from her region to participate and acted as a curator for the videos that students and families submitted to the project. Janaína Jardim developed a project about anti-racist communication. And Antonio José coordinated live broadcasts about the Safe Zone project to student associations and key people around the state of São Paulo. Teacher and vice-principal Jonas Almeida engaged students at his school and facilitated the various bureaucratic steps to make it happen. Patricia Borges, director of the secretary of education, provided support for the project to be finished and gave our team autonomy in the decision-making process.
We also used the resources of the Centro de Mídias da Educação app to connect students from rural and urban areas across the state of São Paulo. As part of this, in “Building a Learning Community through Technology,” teachers João Franco Jr., Fabiana Wharton, and Mauro Marcel teamed up to produce a series of videos that students used as examples when producing their own videos. And, the Carlos Vanzolini Foundation recorded and edited the first videos for the classes.
As students participated in these projects and presented at the YouthMADE Festival, it was clear that they developed skills that they will use in the future, such as preparing effective presentations, communicating with different audiences in a second language, and considering sustainability when developing projects or even on a daily basis.
“It was impressive that some students who were really shy became team leaders and were able to talk in public in a foreign language.”
The advice I would give to others doing a project like this is to build a strong team, not only with students, but also with other teachers and administrators. Students are the main protagonists and without them the projects make no sense, but involving other teachers and administrators make the projects feasible when it comes to implementation
“After receiving the Ciena Solutions Challenge Sustainability Award, we hosted an event with students, teachers and families from all over the state for a special class (together with the “Seeds of the Future” Sustainability Award recipients) that was broadcast on Education TV and we could see that we can apply projects locally but we can also think globally.”
Changamoto ya Suluhisho la Ciena ni changamoto ya muundo wa kimataifa iliyoundwa na Digital Promise na Ciena ambayo inakaribisha wanafunzi wa shule za kati na za sekondari kubuni suluhisho zinazoshughulikia Malengo ya Maendeleo Endelevu ndani ya jamii zao. "Kutoka kwa makala hii, tunaelezea ""Mafunzo ya Wanafunzi"" ambayo yanaonyesha mambo muhimu ya changamoto: matumizi ya ubunifu ya teknolojia, kusudi la kijamii, uendeshaji wa mwanafunzi na uongozi, na uendelevu na upanuzi." "Msomaji wa ""Mafunzo ya Uendelezaji na Upanuzi"" kutoka kwa mwalimu Ed Gomes Jr., ambaye anasimamia programu katika Centro de Mídias da Educação kwa shule kote jimbo la São Paulo, Brazil, na aliwezesha timu za mradi wa wanafunzi wa kujenga jamii ya kujifunza kupitia teknolojia na kushiriki vijana kupitia maeneo salama." Ninasoma Kiingereza kama lugha ya pili, fasihi, na lugha huko São Paulo, Brazili, kwa wanafunzi wa shule ya sekondari hadi wanafunzi wa chuo kikuu. Ni jambo la kawaida kwa wanafunzi katika jumuiya hizo kuanza kufanya kazi wanapokuwa katika darasa la kwanza. Pia kuna wanafunzi wengi wa chuo kikuu ambao hufanya kazi asubuhi na alasiri kabla ya kwenda darasani. Kujifunza lugha ya pili ni muhimu kwa wanafunzi wengi, iwe ni mahojiano ya kazi, kujifunza teknolojia fulani, au mambo mengine ya maisha ya kila siku. Kwa kuwa Kiingereza si lugha ya mama ya wanafunzi wangu, sisi daima kujaribu kuhusisha yao katika shughuli ambazo wanaweza kutumia Kiingereza kwa njia ya vitendo zaidi kuliko tu kusoma na kutafsiri maandishi. "Tumeona pia kuwa dhana ya mabadiliko ya jamii ya ndani wakati na baada ya janga hilo, kitu ambacho nimeshuhudia kwa mara ya kwanza tangu kuhamia kutoka kufundisha katika jamii ya jirani hadi kufundisha kupitia programu inayotumiwa na wanafunzi wa shule za umma kote jimbo la São Paulo. """ Katika kipindi hiki, imekuwa kawaida kuona wanafunzi katika miji tofauti wakishirikiana kupitia madarasa ya kawaida. "Kutokana na hali hii, tumeanzisha miradi kadhaa ya wanafunzi, ikiwa ni pamoja na ""Michezo ya Mabadiliko,"" mradi ambao wanafunzi hucheza na kisha kuunda michezo yao wenyewe, ""Kuunda Jumuiya ya Kujifunza kupitia Teknolojia,"" ambayo hutoa fursa kwa wanafunzi na familia kufanya mazoezi ya Kiingereza kwa kutengeneza video, na ""Kushiriki Ujasiri wa Vijana Kupitia Maeneo Salama,"" ambapo wanafunzi wamejenga nafasi za shule ambapo wao na wenzao wanaweza kujenga ujuzi wa kijamii." Katika wote "Games for Change" na "Kuunda Jumuiya ya Kujifunza Kupitia Teknolojia", hatua ya kwanza ilikuwa kuunda fursa kwa wanafunzi kushiriki na michezo na video kutumia Kiingereza katika hali za kila siku, kwa mtiririko huo. Pamoja na <unk>Games for Change<unk>, wanafunzi walifafanua mandhari kwa ajili ya michezo yao wenyewe, na baada ya kuendeleza yao, wao mwenyeji wa siku ya mchezo wa bodi katika shule yao ambapo wanafunzi kubadilishana na kucheza michezo yao pamoja. Katika "Kujenga Jumuiya ya Kujifunza kupitia Teknolojia", wanafunzi na familia walitengeneza video kulingana na matukio mbalimbali yaliyowasilishwa na walimu wa lugha ya Kiingereza na kisha wakazituma kwa walimu wao katika shule za mitaa. Walimu wa shule za mitaa waliandaa video hizo na tukazionyesha katika madarasa kwenye programu na kwenye kituo chetu cha televisheni cha elimu. Ingawa wanafunzi wamerudi kwenye madarasa ya kibinafsi, tunaendelea kuendeleza vifaa kwa madarasa ya mtandaoni, na wanafunzi wanaendelea kuendeleza video na walimu wao wa ndani. Pia tunaona familia zikizoea Kiingereza, jambo linalothaminiwa kwa kuzingatia athari ambayo lugha ya pili yaweza kuwa nayo katika maisha yao. Kwa kuchukua hatua katika kujifunza, familia zilithibitisha kwamba hakuna vizuizi kwa ajili ya kujifunza - inaweza kufanyika katika karibu mazingira yoyote zaidi ya shule. "Kusikia kwamba mradi wangu na familia ulionyesha kwamba ""kila mtu anaweza kujifunza"" ilinifanya niwe na uhakika kwamba tuko kwenye njia sahihi. ""Kujishughulisha na Vijana kupitia Maeneo ya Usalama""" ilitengenezwa baada ya kuwauliza wanafunzi ni nini suala gumu zaidi kwao sasa kwamba wamerudi kwenye madarasa ya kibinafsi." Wengi wao walishiriki kwamba miaka miwili nyumbani kwa sababu ya janga hilo ilikuwa na athari mbaya kwa ujuzi wao wa kijamii na kusababisha ongezeko la unyanyasaji shuleni. Uonevu umekuwa ukiongezeka na kuwa suala muhimu zaidi na zaidi katika miaka michache iliyopita, kwa hivyo ni muhimu kwamba kila mtu achukue hatua za kuuzuia. Wanafunzi walipoanza kuchunguza changamoto waliyokuwa wameiona, waliamua kuchukua hatua kwa kujenga maeneo ambapo wanafunzi wangeweza kukusanyika pamoja, wakifuata mfano wa vituo vya shughuli za wanafunzi katika vyuo vikuu nchini Marekani. Wanafunzi walipata maeneo ambayo hayakuwa yakitumiwa kwa kawaida katika shule zao, walichunguza ni rasilimali zipi zingeweza kutolewa katika maeneo hayo, waliunda bajeti, na walitafuta ushirikiano ndani ya jamii za shule zao ambazo pia zingeweza kutoa rasilimali ili wasitegemee tu uwezekano wa kupokea Tuzo ya Uendelevu ya Changamoto ya Suluhisho la Ciena. Wazo la maeneo salama huanza na chumba, lakini inakuwa shule salama na hatimaye, jamii salama. Katika miezi ya hivi karibuni, wanafunzi wameendelea kufanya marekebisho na kurekebisha maeneo ya usalama, na pamoja tunafanya kazi kupata msaada kutoka kwa Katibu wa Elimu na chanjo ya vyombo vya habari ambayo itatusaidia kueneza mpango huo kwa maeneo mengine na shule katika jimbo la São Paulo. "Kwa kuongezea, kwa kuwa sisi sote tunarudi kwenye mazoea ya kibinafsi, wazo la ""Eneo la Usalama"" limetumiwa hata kwa walimu, kama vile katika makao makuu ya Katibu wa Elimu na katika EFAP (Shule ya Maendeleo ya Walimu)." Katika shughuli zetu za mradi, tulikuwa na msaada mkubwa kutoka kwa watu wengi katika jamii, ikiwa ni pamoja na walimu wengine. Kwa mfano, Ana Lucia Trinquedano Toriani aliwasiliana na familia kutoka mkoa wake kushiriki na alitenda kama curator kwa ajili ya video kwamba wanafunzi na familia kuwasilisha kwa mradi. Janaína Jardim aliendeleza mradi kuhusu mawasiliano ya kupinga ubaguzi wa rangi. Antonio Jose, mkurugenzi wa programu ya Safe Zone, aliandaa kipindi cha moja kwa moja cha habari kuhusu mradi huo kwa vyama vya wanafunzi na watu mashuhuri katika jimbo la São Paulo. Mwalimu na makamu wa mkuu wa shule Jonas Almeida aliwaunganisha wanafunzi katika shule yake na kuwezesha hatua mbalimbali za kiurasi ili kuifanya iwezekane. Patricia Borges, mkurugenzi wa Katibu wa Elimu, alitoa msaada kwa mradi huo kukamilika na kutoa timu yetu uhuru katika mchakato wa kufanya maamuzi. Pia, programu ya Centro de Mídia da Educação iliwaunganisha wanafunzi kutoka maeneo ya vijijini na mijini katika jimbo la São Paulo. Kama sehemu ya hii, katika <unk>Building a Learning Community through Technology,<unk> walimu João Franco Jr., Fabiana Wharton, na Mauro Marcel walijiunga ili kutengeneza mfululizo wa video ambazo wanafunzi walitumia kama mifano wakati wa kutengeneza video zao wenyewe. Na, Shirika la Carlos Vanzolini lilirekodi na kuhariri video za kwanza kwa ajili ya madarasa. Wakati wanafunzi walipokuwa wakishiriki katika miradi hii na kuwasilisha kwenye Tamasha la YouthMade, ilikuwa wazi kwamba waliendeleza ujuzi ambao watatumia katika siku zijazo, kama vile kuandaa maonyesho yenye ufanisi, kuwasiliana na watazamaji tofauti katika lugha ya pili, na kuzingatia uendelevu wakati wa kuendeleza miradi au hata kila siku. """Ilikuwa ya kushangaza kwamba baadhi ya wanafunzi ambao walikuwa na haya sana wakawa viongozi wa timu na waliweza kuzungumza hadharani katika lugha ya kigeni,"" alisema, akisema: ""Nishauri wengine kufanya mradi kama huu ni kujenga timu yenye nguvu, si tu na wanafunzi, lakini pia na walimu wengine na wasimamizi." "Wanafunzi ni wahusika wakuu na bila wao miradi haina maana, lakini kuhusisha walimu wengine na wasimamizi hufanya miradi iweze kutekelezwa linapokuja suala la utekelezaji. ""Baada ya kupokea Tuzo ya Uendelevu ya Suluhisho la Ciena, tulikaribisha tukio na wanafunzi, walimu na familia kutoka jimbo lote kwa darasa maalum (pamoja na wapokeaji wa Tuzo ya Uendelevu ya ""Mbegu za Baadaye""), ambayo ilitangazwa kwenye TV ya Elimu."