Fund for Teachers | My Passport

Lisandra Rosario

West Middle School, hartford CT

Undertake a linguistic and cultural immersion experience in Belo Horizonte and Rio de Janeiro, Brazil, to expand a Teachers of Speakers of Other Languages curriculum for elementary students to include culturally-relevant forms of music /movement/the arts and more effectively reach students emigrating from Brazil and Portugal.

Where I've Been

  • Belo Horizonte, Minas Gerais, Brazil
  • Mariana, Minas Gerais, Brazil
  • Ouro Preto, Minas Gerais, Brazil
  • Rio de Janeiro, Rio de Janeiro, Brazil

My Fellowship in Images

Capoeira is all about respect. You begin by grounding yourself and meeting your opponent eye to eye. Hold the pose/bow until you feel ready to engage in the duel.
This is Wagner the capoeira instructor at the elementary school. He knows the martial art, the music, the instruments and how to adapt the program to the grade level. I can see his passion for what he does.
Third Grade Capoeira class. Students do warm ups using the red bumpers as cushion.
Ginga warm ups. The most common body movement.
Capoeira originates from Angola. Brazil government issued a country-wide policy that focuses on the implementation of African history and culture in the education curriculum. Most schools choose Capoeira.
Heading up to see 1 of the 7 Wonders of the World: Christ the Redeemer. One of the few experiences available in English. Past few years, Brazil focused on domestic tourism and all museums and parks are only available in Portuguese.

Igniting Your Personal and Professional Growth

Describe one or two, specific learning experiences from your fellowship. In words, show us this experience and explain why it was powerful.

1. The schools I visited followed a different schedule than the ones back home. Students and their families can choose how to attend school. Option A: academics for 3hrs + Lunch + extracurricular for 3hrs. Option B: extracurricular for 3hrs + Lunch + academics for 3hrs. Option C: Only academics. Three hours of Physical Education sounds ideal. 2. The higher funded/affluent schools are in the city/urban areas. The underfunded/poor schools are in the suburbs/favelas. This is opposite in Connecticu

What did you learn about yourself? What did you learn professionally?

I learned that I am capable of learning a new language! That I am still passionate about languages. Professionally, I learned to better communicate with families and the community. Having this experience as a frame of reference is teaching me how to be more culturally responsive in the classroom.

What were some unplanned or unexpected experiences or outcomes of your fellowship? Or, how did the fellowship you crafted differ from the actual learning experience?

The main focus of this fellowship was about capoeira and language learning. I did not expect to learn so much about the rich History of Zimbabwe, Angola and Mozambique cultures nor about the political climate of the country. Visiting Ouro Preto (Dark Gold) was an unexpected experience. I learned about the connection of my last name-Rosario and the positive impact it had in this town (the former capital of Minas Gerais mean "General Mines") during slavery.

Impacting Your Classroom, School and Community

Outline specific plans you have to implement your fellowship and reach your student goals.

I plan to collaborate with community leaders/families to raise awareness about Brazilian culture. I plan to collaborate with the Physical Education teacher to create lessons and curriculum about how capoeira promotes health and fitness I plan to develop interdisciplinary lessons for each grade level that combines language, history, arts, music, science and culture.

What is one way you can leverage your fellowship to create one authentic learning experience for students? (e.g. hands-on learning, projects, community engagement)

Brazilian culture and Heritage will be part of the Black History Month Celebration and the Hispanic Heritage Month Celebration.

How, specifically, will your fellowship extend beyond your classroom? (e.g. families, school-at-large, afterschool groups, surrounding community, colleagues, etc.)

Since this fellowship, my awareness of this culture has greatly increase. As I continue assessing incoming students from Brazil (and other places), I am able to communicate with families more effectively about their child. I am able to have informal chats at drop off and dismissal. I am able to engage families about the life they left behind and establish positive relationships. Recently, I attended a community event that was celebrating Brazil's independence day. I saw many Brazilian families.