The majority of today’s workplace learning follows the traditional classroom model. With that I mean an unidirectional focus on transfer of content, “the banking concept of education” as Paulo Freire used to call. In this context, learners are depositories and educators depositor of content, transferring from one mind to the other.
I have been involved with education for the last 18 years. Throughout my career, I have always challenged the traditional educational system, moving away from reductive and disjunctive learning processes. My approach is to invite people to be designers of their learning; for that I provide educational practices that are more aligned with the real demands of a complex world.
I like to call that an ecology of learning, which means that learning is an open and complex process comprising elements that are not just content but also context. The combination of content with context create a dynamic environment where knowledge is not just presented but also co-created.
In my practice I develop experiential learning processes where knowledge is created through the embodiment of the experience. I host lecturers, courses and workshops in a variety of topics. I also design learning processes supporting students and professionals to co-create environments for life-long learning. That means a supportive environment where interaction and collaboration can enable new learning, ideas and practices.
Sustainable Development Goals: lessons from a Brazilian Grassroots movement
I had the opportunity to organize and facilitate two days visit for a Brazilian community at Breda University of Applied Sciences.
Erasmus+ Grant: Visiting Scholar at Polytechnic of Leiria Portugal
With the grant of Erasmus Program of Scholars Exchange I had the opportunity to spend a week at the University in Leiria teaching and facilitating workshops.
Workshop – Poetic forms of Social Activism
Workshop: Towards relational and poetic forms of social activism in professional practice and in everyday life Together with Emerson Rasera we offered a workshop on poetic forms of social activism where through conversations in small groups, we created opportunities for dialogue and reflection for action on the topic of political tensions, social inequality and sustainability issues. Those topics are urgent to be touched up, however conflicts between different groups freeze dialogue and impoverish social life. How can we create collaborative capacity to deconstruct unfavorable approaches and move into transformative action? The invitation here is to decolonize our everyday life and
Design Challenge: Towards a sustainable tourism vision for Amazonas: Creating hybrid narratives
In my role of business developer and content coordinator for the “hotspot Brazil” at NHTV Breda University of Applied Sciences I embraced the challenge to organize a field trip for the Imagineering Master students in Brazil with a design challenge – How to create hybrid tourism narratives in order to develop sustainable tourism in the region of the Amazonas. This present design challenge was organized as a first concrete step in building a strong partnership between our University and the State University of Amazonas, in Brazil, specially with the Ocean Samsung http://www.oceanbrasil.com, the innovation lab. sponsored by Samsung. Our goal
Destination Management Field work: A project of collaborative exploration in Australia & Myanmar.
Every year, the master TDM (Tourism Destination Management) at NHTV Breda University of Applied Sciences organizes a field trip in order to have the students experiencing first hand a destination, translating the classroom learning into “real world”. The students spend three months on three different destinations. I was with them in Australia and Myanmar, facilitating the changing of destination and making sure the groups are working well. My main role was to focus at the group work of the students, looking at how their interaction and communication are helping (or not) in the exploration of the assignment. This is an
Experience design Course – Manchester metropolitan university
Experience design Course
Manchester metropolitan university
6th,7th,8th November 2015, Manchester, England.
The Social Innovation Project
The Tilburg University, Faculty of Humanities, Liberal Arts and Scicences, offers a discipline every year on social innovation in which all the students need to work on a social innovation project. The coordinator of the course Ellen Dreezens invited me to be part of the team and give a workshop to the students on how to have effective meetings when the topic is social innovation. The students have different backgrounds, from Law to marketing. Very inspiring students to work with.
Visiting Professor at the University in Brazil
As part of a collaboration program with my University in the Netherlands, I was invited to become a visiting professor at the UFPE – Federal University of Pernanbuco in Recife. In this position I will be working with professors and students in their research and projects. In the month of October I had the opportunity to be there in person, giving a course to masters and PhD students from PROPAD (Graduate program of management). I also had the chance to participate in an International Seminar sharing my experience in didactical methodologies. Amazing experience! Click here for some pics
Palestra: Engenharia da Imaginação (Imagineering)
This talk was the opening of the event called Inovarse, with a focus on innovation and social responsibility ( www.inovarse.org.) The first topic was Imagination and I was invited to speak to the audience about the importance of imagination and how this human resource can help us developing innovative and co-responsible projects. The event was organized by the Brazilian University in Rio de Janeiro : Universidade Federal Fluminense. Together with Inovarse, the XI CNEG – National Conference on excellence in management was taking place with a great academic program and many researches being presented. For some pics click here!
Co-designing Education: the Imagineering Approach
The Educational Institution is still predominantly functioning under the modernist paradigm in which the focus is on the transmission of knowledge, very hierarchical, linear and cognitively centred. While this might have been a good approach to train people during the industrial revolution it doesn’t make sense anymore in the technology revolution, in the society 3.0 we are living now. There is an urgency of other ways of teaching and provision of learning environments that are aligned with the needs of the 21st century. At the Imagineering Academy and the Performatory, we work with a curriculum that enable a more relational, collaborative
WORKSHOP – Health 2.0 – innovation in hard & soft Technology
Ma 1 Sept 13.30-14.30 Innov. in Hard & Soft Techn. Gehost door: Celiane Camargo – Borges & Murilo Moscheta Over the last century technological innovations have dramatically changed the way we understand ourselves and our surroundings, which consequently have impacted our healthcare practices. A movement called Health 2.0 is growing in that direction. Initially, Health 2.0 was mainly focused on technology itself, such as search engines for data, clinical records and blogs, and as an enabler for healthcare information between health professionals and patients. Some authors, however, have already questioned the sole inclusion of the Internet as a revolutionary innovation in
Webinar: Contemporary Approaches to Theories
2014 Webinar: Contemporary Approaches to Theories. Featuring Social Constructionism and Complexity Theory