Affective School

Pilot Project

Antonio Carlos Dela Coleta

Nominated

for the

Darcy Ribeiro

Prize in

Education

2014

The adopts TWO pedagogies: Sensitive Affectivity and Cognitive Intelligence.T he first reinforces the second.

The transforms the public school, with the emphasis on elementary school, into the main institution of the State and of the Brazilian Government and the teacher into the most important professional.

The sincerely prioritizes public teaching policies.

The encourages the complete involvement of the student's family in school life.

The pioneers a new base of affectivity in teachers, managers and pedagogues, reaching out to the family and then all of society.

The is the only way to eliminate the current vicious circle of violence, corruption, poverty, premature deaths, murders, accidents, intolerance, prejudice, poor politics and poor public services.

Affective School

Affective School

Affective School

Affective School

Affective School

Affective School

READ ON TO LEARN MORE ABOUT THE AFFECTIVE SCHOOL02

The is the result of an educational project that started on April 2, 1997 with the Sensitive Pedagogy of Affectivity – at the time called the Non-Cognitive Pedagogy of Happiness. Its aim is to stimulate children to feel fascination for life, to give teachers professional and personal recognition, and to show society the importance the public school has as a fundamental institution that improves the quality of life of families, students and the Brazilian population.

Affective School

Despite their efforts, existing schools have not managed to overcome difficulties brought about by students' family and social environments.

If students do not all feel or live the same way, teaching them without considering their realities is educationally inefficient.

An unhappy child has a lack of attention that hinders learning and makes the teachers' work difficult, resulting in unsatisfactory education.

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Through the Sensitive Pedagogy of Affectivity (see pages 17 and 18) the will work efficiently for all students to live with their families in

healthy environments. This generates strong motivation, willingness, and satisfaction in learning what their teachers are teaching – knowledge as well as wisdom.

Affective School

The happy child is in a mental state that favors learning and facilitates the teacher's work, resulting in fully satisfactory education.

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An untidy house with seemingly withdrawn inhabitants is an indication of a negative "holothosene" that is the same thought, feeling, and energy of the student's family.

The meets the family of each student to identify and evaluate his or her feelings.

The Home Visitor carries out this work. He or she is a suitably qualified professional, who has an appropriate background to determine the "holothosene" (same thought, feeling and energy) of the student's family and occasional immaterial and material deficiencies, without offending their dignity.

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A tidy house and its seemingly serene inhabitants can appear to show a positive "holothosene", but sometimes hides other realities that reflect the child's mental activity.

The Home Visitor will act on more than appearances, as an apparently favorable environment can hide emotional difficulties that can impair the student and the family.

With this information, the Pedagogical Technical Team will plan the necessary changes for the student and family to live in healthy conditions. Shortfalls in individual affectivity will be eliminated to achieve a mental environment that is appropriate for learning.

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With the information gathered, the Pedagogical Technical Team will determine how the will work together with students through the teachers and with public authorities through the Family Needs Manager.

Affective School

HOLOPENSENE OF THE FAMILIESSTUDENT FEELING

SUFF

ERABLE

REASO

NABLE

GO

OD

EXC

ELLE

NT

BALANCED AND NICE

RESCUE AND AGGRESSIVE

INSTALLABLE AND UNDEFINED

REVOLTED AND DANGEROU

SAD AND DEPRESSIVES

The Pedagogical Technical Team transforms the data collected by the home visitor into graphs that will facilitate the 's understanding and action.Affective School

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The Family Needs Manager is fundamental to the , as he or she is the point of contact for the public authorities to resolve student family problems in a constructive and supportive way without false charity.

Affective School

The Family Needs Manager will be responsible for putting together the presentation of information teachers will pass on to the students about intended improvements.

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The main person in the is the teacher. He or she experiences affectivity first-hand and will be able to pass on to the students the theoretical information that they will discover to be true in practice and confirm the purposes of a happy and healthy life.

How will the teacher manage to live in affectivity? It is simple: adequate salary, modern and functional infrastructure, professional appreciation and mainly students with a real interest in learning. This situation depends on a healthy family and social environment backed by honest public policies, without diversion of funds or any form of corruption.

Affective School

Using the classroom to teach how the brain formulates thoughts and reason and selects those that are transformed into prosperous actions.

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Details of teaching how the human brain formulates thoughts and reasoning and slects those that are transformed into prosperous actions.

MENTAL ACTIVITY

THOUGHTS

FAVORABLE

UNFAVORABLE

PLEASANT (balanced)

TENDER (soft)

UNPLEASANT (unbalanced)

INTOLERANT (aggressive)

REASONING

POSITIVE

NEGATIVE

CONSTRUCTIVE (prosperous)

JOYFUL (hopeful)

DESTRUCTIVE (depressive)

SAD (melancholy)

ACTIONS

PROSPEROUS

DELAYED

CALM (enjoyable)

CONTINUOUS (consequential)

AFFLICTIVE (exhausting)

INTERRUPTED (pending)

FAMILY

ACCEPTANCE

PEACE

COMPANIONSHIP

TALENT

LOVE

FREEDOM

DREAMS

LIFE

ROOTS

WORK

FRIENDSHIP

RESPECT

BEAUTY

COURAGE

EQUALITY

SPIRITUALITY

SOLIDARITY

HONEST AND EFFICIENT POLICY

SOLUTION TO CONFLICTS

FOOD AND CLOTHING

HEALTHY LEISURE

PROFESSIONAL TRAINING

HEALTH AND WELL-BEING OF ALL

DIGNIFIED, OWN HOUSES

PEACE-KEEPING POLICE FORCE

COMMUNITY INTEGRATION

WORK OPPORTUNITIES

GENESIS OF AFFECTIVENESS

PUBLIC SOLIDARITY

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Students and parents visiting a prison to feel the effects of a lack of freedom, which is one of the concepts of human affectivity.

As well as theory classes, the will work with different external environments (divided into POSITIVE and NEGATIVE).T his will show their direct impact on the life of affectivity, so that students and parents feel it more intensely in the classroom.

Examples of NEGATIVE environments: prisons, emergency rooms, police stations, law courts, asylums, wars (via movie theaters), casualty wards, orphanages, polluted rivers and clinics for the treatment of drug addiction.

Affective School

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Students and parents visiting a planetarium to feel the generosity of the universe, increasing curiosity and the feeling that we still have a lot to learn, benefit from, teach and experience.

SCHOOL

PLANETARIUM

WELCOME

One of the purposes of the is to create positive and constructive references that a child will use for the rest of his or her life.

The presence of the parents in external classes serves to establish a bigger family connection with the , as they will learn and feel the solidarity and love that teachers dedicate to their children.

Examples of POSITIVE environments: Planetarium, art exhibitions, beaches, forests, orchidaries, temples of meditation, orchards, areas of natural beauty, places of architectural beauty, sugar production plant, children's theatre and musicals.

Affective School

Affective School

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It will be up to the to point out the material and immaterial needs of students' families to the public authorities, who through specific local management will address them all according to the Family Need Management chronogram.

The main objective of these services is to make the student feel responsible for the improvement in the quality of his or her family life and social environment. This will lead the student to respect and admire the , and in turn reflect in a more satisfactory education.

Affective School

Affective School

Local Management of Family Needs will cater for all units, working under the Local Government Secretary of Education.

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FAMILY DEMANDS FRAMEWORK

HOUSING

URBANIZED PLOTS OF LAND

OWN HOUSES

COMPLETED: 25

TO COMPLETE: 42

COMPLETED: 62

UNDER CONSTRUCTION: 137

SEMINARS

AFFECTIVITY

MATERNITY

COMPLETED: 03

SCHEDULED: 02

COMPLETED: 04

SCHEDULED: 01

SICKNESS

CLINICAL

MENTAL

CHRONIC CASES: 37

RESOLVED: 18

CONTROLED: 08

SEVERE: 02

WORK

JOBS

SELF-EMPLOYED

ACHIEVED: 28

LOOKING: 19

ACHIEVED: 10

ADDRESSED: 15

SUPPORT

DIFFICULTIES

LEGAL

CONFLICTS: 33

DEBTS: 41

CIVIL: 05

CRIMINAL: 09

LEISURE

PLANNED

GROUPS

VACATION: 05

WEEKENDS: 15

CHILDREN: 04

EDERLY: 04

Periodically, the will offer seminars to families of its students to expose them to the same nature of teaching their children receive. These seminars are part of the service of the necessary immaterial needs of family members.

Affective School

The integrating the students' families in the joint effort to teach, educate and improve the family and social environment of the children.

Affective School

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The concerns itself with the child even before birth, teaching parents the best way to live with affectivity during pregnancy.

The child born in an atmosphere of affectivity will be happier and learn to have a healthier adult life.

Affective School

The will receive information from public authorities about the pregnant women in the school catchment area to include them in specific programs.

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AFFECTIVESCHOOL

AFFECTIVESCHOOL

WHITEWHITE is the color of purity, innocence, reverence, simplicity and peace. is a stimulating color, associated with life, health, warmth, energy, vitality and the sun. It is friendly, intense, joyful, tropical youthful and represents both sunrise and sunset. is the color of wisdom, confidence, serenity, tranquility, fluidity, water, creativity, peace, dignity, the sky, devotion, progress, freedom, affectivity, inspiration, friendship, patience and harmony. is the color of nature, spring, fertility, youth, development, luck, hope and intelligence. is the color of concentration, optimism, joy, happiness, idealism and wealth.

ORANGE

BLUE

GREENYELLOW

THE COLORS OF THE AFFECTIVE SCHOOL

Not even 50% of GDP invested in public education would resolve the problem of Brazilian schools, as they use old methods, which do not interest students and make the work and life of teachers difficult.

Brazil needs greater investment in education. The country needs a new model of teaching, in which the school is the main public institution for the country's development – eliminating violence, suffering, corruption, intolerance, prejudice and many other evils that punish children, families and Brazilian society.

The Affective School

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SENSITIVE PEDAGOGY OF AFFECTIVITYDoctrinal Anchors

1. “FEELING – THOUGHT – REASON – ACTION ”

a)b)c)d)

2. RELATIVISM OF FREE WILL

a)b)

3. ASPECTS OF AFFECTIVITY

the hierarchy established by the human physiological laws of nature, especially endocrine and neuronal, which reason depends on thought:

Feeling can be changed to favor, or not, by the formulation of thought; Thought is involuntary and can only be modified if feelings are changed; Reason is formulated according to thought; Action depends on the brain's choice between many lines of thought – on that which, whether positive

or negative, does not go against and is compatible with, the binary mathematical model in the brain. This is implanted in the exact moment that an individual passes from childhood to adolescence. The model is the result of the weighted average of information first registered and stored in the genetic or hereditary memory, from the third week of life in the womb, and in the acquired or environmental memory, established from birth.

, due to the natural laws of human anthropology, especially gregariousness that establishes and observes the strong support of collective thought for the individual, which goes back to circumstantial, personal feeling – both favorable and unfavorable. It considers the following:

That nothing in the universe is absolute, especially the power of man mover himself; That personal responsibility falls back more on the collective and less on individualism – both for the

favorable and unfavorable, positive and negative and prosperity or delay.

due to the natural laws of human evolution, especially the thought of greater and increasing use of the wonderful, never-ending genetic, endocrine-hormonal capital. This stems from better and more sophisticated use of its principles, which are:

LIFE – FAMILY – ORIGINS – LOVE – WORK – RESPECT – PEACE – BEAUTY – DREAMS – COMPANIONSHIP – TALENT – COURAGE – ACCEPTANCE – FREEDOM – SPIRITUALITY – SOLIDARITY

and EQUALITY.

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SENSITIVE PEDAGOGY OF AFFECTIVITYEDUCATIONAL ANCHORS

1. DIALECTIC

2. MONITORED CONTRIBUTIONS

3. SUITABLE ENVIRONMENT Affective School

in the classroom, less for teaching and more for communication of the students' contributions monitored by specialists in external environments suitable for the sensitivity of showing, or absence of, affective concepts and community actions of solidarity – aimed at adaptation of human, socioeconomic, environmental and social reality, environmental and circumstantial to humanism, tolerance and generosity of its doctrine.

by specialists in external environments suitable for the sensitivity of the demonstration, or absence of, affectivity to establish individual sensitive references for the organic predisposition to the formulation of spontaneous thought. These thoughts hold a previous history of each one, with the view to creating to new synaptic paths toward affectivity, self-esteem and individual and family prosperity.

required by the for the students' families in order to favor and induce the development of feelings of gratitude in children. This will result from public policies of giving childhood and youth absolute priority, based on sustaining balance, social fairness and a tender family, individual and collective environment of peace, prosperity and well-being.

BRIEF TIMELINE OF 'SDEVELOPMENT AND ACTION IN THE CONSTRUCTION

OF THE FIRST BRAZILIAN PEDAGOGY

ANTONIO CARLOS DELA COLETA

1922 - Lourenço Filho, teacher and researcher from Porto Ferreira, São Paulo, begins intellectual construction by carrying out the first studies of the intelligence coefficient in children. These studies show the necessity for the teacher to know, respect, draw the most out of the individual profile of his or her students, and point to a new fundamental educational doctrine. He sought to apply this in the restructuration of Ceará state education system, and later introduce the New School Movement in 1932, which was one of the leaders in São Paulo state.

1950 - Anísio Teixeira, educator and politician from Caetité in Bahia uses these pedagogical fundamentals in the School Park be founded in Salvador, with an innovative didactic method of full-time teaching.

1983 - Darcy Ribeiro, anthropologist and politician from Montes Claros, Minas Gerais, uses Lourenço Filho's doctrine and Anísio Teixeira's in the CIEPs (Integrated Public Education Centers) in Rio de Janeiro.

1997 - Professor Walter Alexandre Carnielli of UNICAMP (University of Campinas) concludes that was not "trying to reinvent the wheel", encourages, and guides him to further his studies in philosophy and pedagogy.

Antonio Carlos Dela Coleta

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1998 - Professor Reinaldo Monteiro of UNESP (University in Rio Claro) encourages and guides to carry out research, giving substance to the doctrine and didactics of his pedagogical thought. 2001 - submits his first scientific research to the Committee for Research Ethics at UNESP Medical School in Botucatu. The research is based on the social application of his pedagogy, entitled "Modification of Involuntary Thoughts about Purpose and Meaning of Life", involving the 15 poorest of 52 adults living on the streets in Rio Claro.

2003 - submits his second scientific study to the Committee for Research Ethics at UNICAMP Medical Science Faculty. The study is based on the application of this pedagogy, entitled "Facing Breast Cancer with Lung Metastasis".

2004 - speaks in front of the National Commission of Research Ethics. He explains that by modifying the feelings of the cancer victim, making them good and balanced, his or her organism is also made healthier – new cells replace the cancer cells and tumors, leading them to diminish and disappear.

2005 - publishes the FIRST TEXTBOOK OF ENDOCRINE AND CEREBRAL NEUROPHYSIOLOGY, ESPECIALLY FOR TEACHERS AND PARENTS OF STUDENTS IN ELEMENTARY AND MIDDLE SCHOOL WITH APPENDIX FOR CHILDREN FROM 7 YEARS OLD AND ADOLESCENTS.

2010 - receives his 3rd positive prostate biopsy report – cancer-free and proving the validity and concepts of the medicinal application of his pedagogy by using his own organism.

2011 - publishes the book AFFECTIVE SCHOOL – SENSITIVE PEDAGOGY OF AFFECTIVITY = DOCTRINE AND DIDACTICS.

2011 - , having exhausted all possibilities to apply his pedagogy, decides to go into politics. He founds the local offices of the Humanist and Solidarity Party and begins a committed, efficient political career, truly dedicated to the people.

2012 - runs for Mayor with Hamilton Berbieri as his deputy and although he is not victorious at the ballot boxes, earns the respect of the local population for the efficiency of his political campaign costing little more than 10 thousand Brazilian reais.

2013 - begins his educational work in the application of the Sensitive Pedagogy of Affectivity to change feelings and involuntary thoughts about the meaning and purpose of lite in the parents of the five children and adolescents, who show the most serious family, social and educational problems. This project has already been approved by the authorities and City Councilors of Cordeirópolis – it is pending the decision of 5th chamber of revision of public and social patrimony if the Federal Public Ministry.

2013 - begins applying the Sensitive Pedagogy of Affectivity to change the feelings and thoughts of 65 families in the Constante Peruchi Community.

2013 - publishes the book THE NEW BRAZILIAN DEMOCRACY EMERGING FROM POPULAR MANIFESTATIONS IN JUNE/13.

Antonio Carlos Dela Coleta

Antonio Carlos Dela Coleta

Antonio Carlos Dela Coleta

Antonio Carlos Dela Coleta

Antonio Carlos Dela Coleta

Antonio Carlos Dela Coleta

Antonio Carlos Dela Coleta

Antonio Carlos Dela Coleta

Antonio Carlos Dela Coleta

Antonio Carlos Dela Coleta

Antonio Carlos Dela Coleta

Antonio Carlos Dela Coleta

2005 - is diagnosed with an aggressive form of cancer, which proves resistant to surgery and other conventional treatment.

2006 - forces himself into favorable circumstantial environment to alter his feelings and change the way his organism functions, in order to regain his health. He finishes this in 2010.

2014 - , is nominated for the Darcy Ribeiro Prize for Education 2014 in the Education Board of the Chamber of Deputies for his consistent educational work for the .

Antonio Carlos Dela Coleta

Antonio Carlos Dela Coleta

Antonio Carlos Dela ColetaAffective School

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DEVELOPMENT OF THE AFFECTIVE SCHOOL PILOT PROJECT IN CORDEIRÓPOLIS/SP The following actions have already been carried out together with the effort to transform local and state elementary schools into , a concerted move to combat political corruption, elimination of housing debt of more than 2,000 private houses, and the legalization and urbanization of slums and unregistered neighborhoods with substandard housing, among other local anomalies:

1. Foundation of the Housing Cooperative of Cordeirópolis and registration of private houses for 1,272 families who paid rent, lived on charity of in substandard or irregular housing in ZEIS – Zones of Social Interest in Cordeirópolis.

2. Collection of around 3,000 signatures of Cordeirópolis electors for two popular initiative legal projects boycotted by the legislature.

3. Filling a security order suit with the Head of the Supreme Court, Attorney General of rights of the population of Cordeirópolis. Since 1997, the inhabitants have been hostage to a political group that takes care only of its own interests – as shown by the 33 civil suits of corruption and municipal public patrimony.

4. Educational work for the legal application of the Sensitive Pedagogy of Affectivity to change the feelings and thoughts of the parents of the five children and five adolescents who show the most serious anomalies in their family, social and school lives. These ten will be selected from the 50 minors followed by the Tutor Council of Cordeirópolis, whose project has been approved by the Public Prosecutor's office and the Chamber of Councilors of Cordeirópolis and is currently pending the decision of the 5th Chamber of Coordination and Revision of Public and Social Patrimony of the Federal State Prosecution.

5. Educational work for the social application of the Sensitive Pedagogy of Affectivity to change the feelings and thoughts of 65 families in the community of Constante Peruchi – helping them to build their own brick-and-mortar houses with materials acquired via financing from the Caixa Econômica (Federal Bank) through mutual solidarity. This is currently pending approval of the Urban Land Regulation Project by Cordeirópolis Council and the handing over of temporary ownership deeds of each family's plots with protected rights of use guaranteed by the cities' bylaws.

6. Effort to install Porto Seco, a port with customs, and railroad cargo warehouse in Cordeirópolis city center, abandoned for the last 20 years and on a downward spiral of human and urban deterioration. In the medium term, this will change the economic activity of the municipality from pottery (environmentally unclean and unfavorable) to logistics (clean and healthy) and benefit from the best railroad connections in the São Paulo state area.

Before transforming the schools in Cordeirópolis into , the pedagogical doctrine must be minimally compatible with the reality in the area. This is why the Pilot Project is beginning this way – to eliminate corruption and make everyone's lives equal and affective.

Affective Schools

Affective Schools

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Antonio Carlos Dela Coleta

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E-mail: ac.delacoleta@gmail.com

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