Ashoka’s fellow since 2013. I have a Master in Education, Family and Technology at Salamanca University (UPSA-Spain), a post-graduation in Communication Process Management at São Paulo University (USP-Brazil) I have been working with Education and Technology for more than 14 years, creating and coordinating different projects in Brazil. I was the Executive-Coordinator of Educarede Brasil (Telefonica Foundation´s Educational Project) for 6 years. Since 2010, I'm a Director and Co-founder of Educadigital Institute (www.educadigital.org.br), focused in developing and managing projects that aim to integrate the digital culture into educational spaces, using OER and Design Thinking for Educators. Educadigital is a private non-profit organization that aims at the integration of digital culture into schools and all possible public spaces where education takes place. Our mission is to create new learning opportunities to foster the human development. IED works in partnership with social organizations, companies, and governmental institutions that are interested in contributing to the improvement of the Brazilian education quality.
Over the past 14 years, I recognized that in order to liberate teachers and students from a dependence on centralized, largely static system providing instructional materials that failed to meet the needs of Brazil’s students and teachers, I would have to engage diverse coalitions in an effort to shift the thinking and practices of an extraordinarily diverse range of educational actors, from private publishers, to local, state and national education bodies, from teachers and trainers to textbook purchasing agents. Because of that our main cause are Open Educational Resources (OER), all of our projects have a open licence (Creative Commons) and they are available for copy, distribute and adaptation.
Working in collaboration with these partners, I am aiming to transform two subsidiary systems within the educational establishment: 1) the training and engagement of teachers (and the institutions which support them) so that they enhance and expand their role as producers of educational content that is tailored to the needs of the diverse student population, and 2) shifting the policies, practices and procedures of the regional and national educational authorities and actors regarding the procurement and distribution of educational materials. This latter system is comprised of a bewildering array of actors from publishing companies, elected representatives on key legislative committees, as well as multiple departments within the federal and state ministries of education and technology.