Why Chapel’s food service is a hallmark of flavor and high standards
IVY LEAGUE
Chapel alumni Cezario Caram and Mathias Reimer recount how Chapel prepared them for admission to world-renowned universities
IS THIS LOVE?
A short story by Maria Flávia Bastos
PUTTING UP WITH FRUSTRATIONS
To psychoanalyst Marion Minerbo, allowing oneself is just the start of the journey
TRUE LOVE SAYS NO
In an exclusive interview, philosopher and professor Mario Sergio Cortella addresses the family’s responsible role in raising children
Engage. Challenge. Support. Care. Prepare students for life.
LOVING IS SYNONYMOUS WITH LIVING
“Igive you a new commandment, that you love one another. Just as I have loved you, you also should love one another. By this everyone will know that you are my disciples, if you have love for one another.”
John 13:34–35
Love can be expressed in several different ways, and it is certainly the most important of all human feelings. Everything we do is motivated by the flame that divine creation sowed in all of us – love for humanity, for our neighbors, for our family, for knowledge, and the beauty in the world.
However, the path of nurturing the love within us and truly practicing it in our daily lives is not straightforward. Anyone who is on a mission to teach knows this very well. One example is knowing how to say “no,” which implies setting limits, defining parameters, and signaling ethical references. This is not always easy to do, since the prospect of going against the expectations of those we love is one of the most difficult situations we face as parents or teachers.
In the exclusive interview he gave in this edition of Inside Chapel, well-known philosopher and professor Mario Sérgio Cortella reminds us that qualifying love for our children as “unconditional” has the potential of being a trap. “When love is unconditional, it can border on being irresponsible,” he warns.
Another interviewee, psychoanalyst Marion Minerbo, reminds us that frustrations and setbacks are inevitable in the educational process, given that life is not fairy-tale perfect. In a letter addressed to the fathers and mothers of our school community, she emphasizes that building a bond where the child or teenager feels that their deep emotional needs are truly understood is much more important than saying “I love you” repeatedly, or commending children on everything they do.
If not existing for others is worse than dying in psychic terms, as defined by the psychoanalyst, nothing celebrates life better than strengthening bonds, and love is the glue, the alloy that consolidates relationships. However, love needs to be taken care of; it needs to be cultivated, like a delicate plant that can bear beautiful flowers and fruits.
Love is built daily, and reasserts itself as the great anchor for human existence amidst a world rife with increasingly “fluid” and “instant” relationships. Above all, this includes self-love, a mandatory requirement for loving others. Only those who love themselves can share their love.
As for me, the grand message taken from all these readings is that love continues to be increasingly relevant and essential. It is not outdated, nor has it ever risked being such, because loving is synonymous with living. A life without love is an empty and wasted existence. Therefore, let us follow the teaching of Christ, highlighted at the beginning of this text: “Love one another.”
Dear Inside Chapel readers, I wish you a school year full of love and good relationships!
Father Lindomar Felix da Silva, OMI, Provincial of the Missionary Oblates of Mary Immaculate in Brazil
STAFF
EDITORS-IN-CHIEF: Miguel Tavares Ferreira, Marcos Tavares Ferreira, and Luciana Brandespim
EDITOR: Paula Veneroso MTB 23.596 (paulacopywrite@gmail.com)
CONTRIBUTORS IN THIS EDITION: Adriana Calabró, Maria Flávia Bastos, Maurício Oliveira, and Paula Veneroso
PHOTOS: Anne Karr, Arquivo Chapel, Arquivos Pessoais, Bruno Vatanabe, Chico Max, Jairo Goldflus, JR Duran, Leandro Melo, LES Fotografias, Paulo Vitale, Suzana Mendes, and Vitor Garcia
GRAPHIC DESIGN AND LAYOUT: João Henrique Moço
TRANSLATIONS: Chapel School
PRINTER: Pancrom
Ms. Juliana Menezes, School Director and Elementary School Principal
The 29th edition of Inside Chapel welcomes the start of the 2024-2025 school year! Let’s embrace this new beginning with open hearts and minds, ready to explore new ideas, build lasting relationships, and create a vibrant, inclusive community.
This edition will explore the urgency of happiness in today’s fast-paced world, where we continuously seek happiness. As parents, we desire to plan, provide, and create the happiest moments for our family and ourselves. To pursue happiness, we often plan for it, and when it doesn’t happen as we pictured it, we feel frustrated. We need to see beyond as we focus on creating happiness in structured moments. Nonetheless, it can be found daily in small gestures and activities. Daily interactions that warm our hearts and nurture our souls must be valued. To recognize when we are feeling happiness, we must know what makes us happy. Is it a spontaneous message during the day, the pick-up moment at the end of the day, sitting around a table and sharing a meal, a warm hug, the sunset, or an invitation to sit on the couch and enjoy a cup of tea? Attention to detail will lead us to notice that joy often arrives unexpectedly and unplanned.
Parenting is hard work, and the physical, emotional, and social connection, devotion, and commitment is a full-time job and does not go unnoticed. We are faced with challenges every day. When we feel like we are on top of our game with our children, we quickly realize that we are not, and we continue to seek strategies to parent and guide them with love, affection, and responsibility. Children change and develop rapidly; each day is new for the family, and parents are learning along the way. It’s an ongoing process of questioning and evolving, ensuring children grow into independent, autonomous individuals with strong character and values.
As our children grow into strong individuals and eventually live away from home, we hope they will uphold the ethical and moral lessons they learned with us. These lessons include understanding the vital difference between needs and desires, distinguishing right from wrong, and recognizing the boundaries between safety and risk. We hope they remain compassionate and empathetic, treating others respectfully and appreciating their uniqueness.
Parenting is an endless but rewarding journey. In both the pursuit of happiness and the practice of parenting, we find that life’s greatest joys often come from embracing the unplanned and nurturing everyday moments.
ADRIANA CALABRÓ
[Instead of Seeking Happiness, Let It Come to You, p. 09] is a journalist, writer, and screenwriter. She has received awards in the areas of communication (Best of Bates International, NY Festival, and Creation Club) and literature (Puc/UNESCO Best Books of 2017, ProAc Literature Scholarship, Off-Flip Award Finalist, winner of the João de Barro Award, Free Opinion Award finalist, and Paulo Leminski Award finalist). Adriana has been working as a facilitator at a Creative Writing Workshop called Palavra Criada (palavracriada.com.br) since 2005.
MARIA FLÁVIA BASTOS
[Cecília, Miguel, p. 34] holds an undergraduate degree in Social Communication, a Master’s in Social Management, Education and Local Development, and a PhD in Business Administration, but she is fundamentally a teacher by definition and in her soul. Whether in the classroom or at a lecture, her pursuit of human essence, and her appreciation of people are constant, since she understands that everyone can improve and enhance their skills, as well as undertake, surprise, and recreate[1] themselves, of course. She has written six books: Educação e Empreendedorismo Social (Education and Social Entrepreneurship), Não Manual de Empreendedorismo (NonHandbook on Entrepreneurships); Quando me Reinventei (When I Reinvented Myself), Ainda Não Temos Respostas (We Still Have no Answers), Só Restou a Poesia[2] (Only Poetry is Left), and has more recently completed her first novel: O Jeito Que Ela Carrega (The Way She Carries Herself).
MAURÍCIO OLIVEIRA
[Broad Horizon, p. 28] has written for the main Brazilian press outlets, including Veja, Exame, O Estado de S. Paulo, Valor Econômico and UOL. Maurício has a Master’s degree in Cultural History and a doctorate degree in Journalism from the Federal University of Santa Catarina (UFSC), and has published over 30 books, which include Amores Proibidos na História do Brasil, Garibaldi, Herói dos Dois Mundos, and Pelé, O Rei Visto de Perto
PAULA VENEROSO
[Love That Always Says Yes Does Not Teach; It Is Submissive, p. 20, and Eating is Communion, p. 15] is the editor of Inside Chapel. She is a journalist with a Master’s degree in Portuguese from PUC-SP. She has worked as a copyeditor, writer and reporter at Veja and Veja São Paulo magazines and at Folha de S. Paulo Newspaper. For more than 20 years she taught graduate courses in journalism. She currently works as a book designer and editor, in addition to producing and editing news articles for print and digital media.
09
LIFE ISN’T PERFECT
According to psychoanalyst Marion Minerbo, accepting this and still loving our existence is less painful.
20
“YES, RAISING KIDS TAKES WORK”
Philosopher and professor Mario Sergio Cortella reiterates this in an exclusive interview with “Inside Chapel.”
34
SHORT STORY
Maria Flávia Bastos writes about the hits and misses of a couple that realized love sometimes is not a done deal.
51
TALENTS & PASSIONS
Get to know the skills, hobbies, and passions of two teachers and seven students.
15
WHOLESOME FOOD
Get to know Chapel’s Food Service Department. It’s just like education: it practices personalized and memorable nutrition.
28
INTERNATIONAL PRESTIGE
Chapel’s relevance in the accomplishments of alumni Cezario Caram and Mathias Reimer, who enrolled at Brown University and Yale University, respectively, in the US.
38
SPOTLIGHT
Encontro Literário, High School Lectures, sixth grade Musical Concert, Science Fair, and teachers’ participation in AMISA and in the Jornada de Estudos Brasileiros. What made news at Chapel.
61
GALLERY
A record of the events at Chapel: Carnival, Upper Active Family Morning, Young Trojans Festival, International Festival, “Addams Family” musical, and Kindergarten, 6th grade, and 12th grade graduations.
By Adriana Calabró
INSTEAD OF SEEKING HAPPINESS, LET IT COME TO YOU
MARION MINERBO HAS MEDICAL DEGREES FROM THE COLLEGE OF MEDICAL SCIENCES OF SANTA CASA DE SÃO PAULO AND THE BRAZILIAN PSYCHOANALYSIS SOCIETY, AND A PHD IN PSYCHOANALYSIS FROM UNIFESP. SHE HAS ALSO PUBLISHED SEVERAL BOOKS AND DOZENS OF ARTICLES IN NATIONAL AND INTERNATIONAL PERIODICALS, BUT DEDICATES HERSELF PRIMARILY TO PASSING ON PSYCHOANALYSIS TO THE YOUNGER GENERATIONS.
Born in São Paulo in 1957, Marion says that it was in this city that her birth family found a welcoming and generous environment to restart their life from scratch after fleeing Egypt as refugees in 1956, a year before she was born. Marion has been building a new life abroad for a while now, but unlike her parents, she has done so deliberately: “Since I can work online, I spend six months in Berlin and six months on a beautiful farm in South Africa, near Stellenbosch. I enjoy the company of my three children, my grandchildren, and a few good friends, since an emotional network is essential.” That is certainly a way of life that is aligned with her own reflections on happiness, as we will see below.
When faced with “liquid modernity” and the feeling of instability encroaching upon familial and social structures, it becomes necessary to reflect on how to create foundations, in families and children being raised, to address the challenges of a changing world. It’s important to think about how we can install in people a kind of “chip” that enables us to read the modern world and be able to say: the world is unstable but I have resources within me that keep me stable and that allow me to deal with this instability.
The ability to symbolize
To Marion Minerbo, both the family and the role it plays in the individual’s subjectivation process are directly affected by social, cultural, economic and political contexts, which carry a threat that she considers serious. “The first challenge is what I would call symbolic misery, that is, the precariousness of symbolic elements that
Photos: Suzana Mendes
experiences one has in their daily lives. Comparatively speaking, it is as though we suffered from “psychological anemia,” which makes us react with anguish to situations that we are unable to process. This requires defenses, and when they fail, we develop symptoms that include violence, depression, addiction, or the feeling of an empty and meaningless life.” Symbolizing (that is, the ability to identify, represent or express feelings and emotions, the meaning of our experiences) is, to Marion, one of the foundations in the individual’s project of subjectivation. She sees this process as the psychic basis that empowers us with the “chip”, as mentioned previously, allowing happiness to arrive. It would be, so to speak, a path to a strengthened psyche.
So how can we move in the opposite direction, reversing
symbolic misery, on both social and individual levels? To the psychoanalyst, culture and sports projects are good allies for rescuing people and communities from this contemporary evil, and making them more capable of building a meaningful life, even when faced with very adverse conditions. At the individual level, there are many ways to deal with “psychological anemia,” all of which are tied to replacing symbolic elements made available from cultural sources (books, films, exhibitions, interviews, etc.). When all else fails, and psychological suffering freezes the subject, Marion’s recommendation aligns with her solid, theoretical clinical training and professional experience: “Doing (psycho)analysis is the process whereby the psyche expands its symbolic repertoire, and makes you more capable of facing life’s challenges,” she says.
Being and existing
Regarding the second threat to the human journey, Marion brings up a sensitive issue that is essentially tied to the economic system: “You just have to look around to see that families and people, in general, are increasingly more desperate regarding their survival, and more anguished about the thought of being excluded from the system, being kept on the sidelines, and becoming unnecessary or irrelevant to others.”
Marion says that, psychologically speaking, not existing in the eyes of others is worse than dying, and that living day to day with the threat of being excluded from a community can be maddening. The actions that allow us to face these issues are geared toward strengthening bonds, so that each individual can feel physically and emotionally supported. “That would be the least guarantee
needed for us to continue to exist to one another,” she asserts.
Switching or for and
Another interesting statement by the author and psychoanalyst is that contemporary anguish uses our defense mechanism to produce a type of binary psychological functioning of the “either me, or the other” (what she calls OR/ OR), which annuls the possibility of feeling, thinking and acting according to the “me and the other” (AND/AND) logic. With the advancement of social networks and the internet, this dynamic becomes even clearer, and directly impacts the formation of the repertoire and even the values of adults, children, and young people.
To Marion, the internet and especially social networks are like an institution. Together with the family and the school, they form the community and, even more than that; they are treated as ‘society’ proper. “In this sense, they participate in all of our subjectivation processes. They provide what Castoriadis calls ‘operative meanings,’ which become the background
for our conscious and unconscious psychological life.” In other words, it is through them that we give meaning to the world and ourselves.
The psychoanalyst also points out that people whose psychic suffering is caused by symbolic misery might use social networks as a symptom. They defensively hold onto the truths and values that circulate there, in an attempt to sustain an imperfect or incomplete identity, and fulfill their existential void. “The content becomes some unquestionable identity references that are based on an all-ornothing proposition, and that create the various forms of fanaticism and intolerance that we see today. The psychological equipment that would allow us to see the nuances and complexities is missing,” she adds.
Frustration under control
Another determinant in constructing this symbolic universe interspersed with the appeal of the connected world includes generational issues, more specifically, the way parents deal
with their children’s frustration. In her most recent book, Marion explains how experiencing primary mourning (that is, how infants experience loss and mourning in their early interactions with caregivers and objects in their environment) is a sine qua non for the subject to yield to a subjective position, where it becomes possible to tolerate frustrations.
“Before experiencing primary mourning, I consider myself to be special, the center of the universe, the world owes me. Furthermore, I believe there is something or someone who can, who should gratify or fulfill me completely. When it doesn’t, it’s because it or they don’t care about me.” This psychic state in which we all find ourselves at the beginning of life occurs, and it is good that it does. A mentally healthy mother, or whoever is in charge of the maternal function, enters a special state of tune with the physical and emotional needs of the baby. It’s as if the baby feels that the world is magical. There you have the basis of a strengthened and hopeful
A SUCCESSION OF SMALL EVERYDAY SITUATIONS ALONG THE LINES OF “THESE GUYS UNDERSTOOD ME” IS ESSENTIAL FOR A CHILD’S MENTAL HEALTH. IT IS A WAY TO BUILD THE SYMBOLIC REPERTOIRE REQUIRED TO DEAL WITH LIFE.
psyche. However, the necessary psychic work of primary mourning soon follows: “After experiencing this work, I discover that 1) I am neither the center of the universe, 2) nor does the world exist to gratify or fulfill me. That’s the way it is. Frustrations are not ‘against me.’ That’s just the way life is: nothing is perfect, and I’m not perfect either, but it’s worth it all the same.”
This psychological work is personal, but as explained by Marion, it could be because the environment does not help. Parents and children have become trapped in the logic of All or Nothing. “Either I’m a success, or I’m a failure; either this job is amazing, or it sucks; either this trip was wonderful, or boring. There are no nuances. That’s why people have to fight like crazy to side with success, the incredible job, the wonderful trip,” she points out. And that’s where the danger lies.
Moments of happiness
As for the classic question, ‘After all, what is happiness?’ Marion prefers not to comment, because from her viewpoint, dealing with the abstract concept of “happiness” belongs to the realm of philosophers. As a psychoanalyst, she prefers to talk about the subjective experience of being happy, and what “psychological tools” make it possible. Definitely, one of the key points for the “psychic equipment” to be prepared to receive these moments of happiness has to do with the ability to feel happy with a moment, even if everything is not absolutely perfect or some previously fantasized aspect has been frustrated: “It’s at these times that a person can say to themselves, ‘I am exactly where I want to be, doing exactly what I want to, and that’s enough for me.’ It’s times like these that you have the subjective experience of being comfortable in your own skin, and at ease with the world and with life. What factors make these moments possible? I wrote a whole book called ”Notes on the Aptitude for Happiness” (Blucher, 2023) to answer this question. I recommend reading it [laughs].”
Speaking of bibliographies, the author also wrote “Diálogos sobre a clínica psicanalítica (Blucher, 2016)”
THAT’S THE WAY IT IS. FRUSTRATIONS ARE NOT ‘AGAINST ME.’ THAT’S JUST THE WAY LIFE IS: NOTHING IS PERFECT, AND I’M NOT PERFECT EITHER, BUT IT’S WORTH IT ALL THE SAME.
( Dialogues on the Psychoanalytic Clinic), a book in which she presents an imaginary conversation between an experienced analyst and a young colleague – an interesting way of dealing with complex issues, but with just the right amount of colloquialism that engages the reader. Inspired by Marion’s great idea, which even led to another publication belonging to the same series, “New dialogues on the psychoanalytic clinic” (Blucher, 2019), my colleagues and I decided to ask her how she would address contemporary parents who have been highly impacted by the challenges of raising a child. She liked our idea and answered what
appears here at the side, with valuable content for the whole family. Regarding her own experience with happiness, Marion gives us her testimony: “At this point in my life, I am happy to realize that all my books (three more on the way!) have served particularly to let me be part of the journey and training of many young colleagues. It comforts me to know that I have added a brick to this great joint construction that is our world. Other than that, what makes me very happy is the light at twilight. It makes me love life, which is the most important thing.”
DEAR PARENTS,
From what I’ve seen, it is common to think that for you to raise emotionally well-adjusted children, you need to repeat “I love you” several times a day, or compliment them on everything they do in order to give them self-esteem, or even avoid getting them frustrated. I’m sorry to say that’s not the case. The most important thing, for better or for worse, is conveyed totally unconsciously. It’s not something you can control. The good news is that, for this very reason, there is no point in blaming yourself if something goes seriously wrong. If you want to raise self-confident children who have faith in life, with a “psychological aptitude for happiness,” pay attention to what psychoanalysis has uncovered: From the minute a child is born, the newborn and whoever is in the maternal role will try to “understand each other.” They may understand each other reasonably well, or they may disagree in a way that is dramatic for everyone. When I say “understand” I mean decoding the many messages (appeals) that the baby sends reasonably well, and responding suitably enough to send a message to the baby that “these guys understood me.” A succession of small everyday situations along the lines of “these guys understood me” is essential for a child’s mental health. It is a way to build the symbolic repertoire required to deal with life. And the opposite is also true: a succession of “those people don’t understand me; they didn’t understand anything,” is extremely painful and frustrating for the child, who will be forced to be “born psychologically” into an environment of symbolic misery. The chip for deep emotional communication – a human potential that came his way from the factory – will atrophy from lack of use.
If you want your son/daughter to have sufficient mental development for them to experience moments of happiness in life, then a bond has to be created from the start, whereby he/she feels that his/her deep emotional needs are being understood. Successful communication begins with a “conversation” between the bodies of mother and child, and the first order of business is the child’s bodily state. The second is their emotional state. Even if the child does not know how to speak, they understand that they are sending messages about their physical and emotional needs, and that there is a receiver who is trying to understand them. They will make an effort to be clear, since they realize that they have to be well-understood before they can be well-cared for. The very concept of communication between people (language, in the broadest sense of the term) is developed along with the perception that they are a person (and not a cute puppy).
Another form of language that is equally important is playing. You can’t play without communicating. But, attention! Playing a game or a sport is different from playing. In general, games already have codes and only require skill. Playing involves creativity, imagination, and fantasy. A baby who is less than a month old plays with the adult, who sticks their tongue in and out. The little one joins in the game and imitates what they see by also sticking their tongue in and out. These are joyful moments because both sides realize that they understand each other! Pleasurable communication is already taking place! Another game is peekaboo, where are you? You found me! And so on. What is important is for the child to experience situations like “these guys are enjoying me, they understand me, and best of all, they are having fun understanding me!” Once again, not all parents are capable of this, and if they are not, it is not because they do not want to be this way, but because they are unable to be, and this is because of their own unconscious entanglements. Parents who are depressed, distressed or resentful about life have little mental disposition to play with their children, and this is how the midfield gets messy. The first thing that disappears is enjoying their company. The child begins to display somewhat loud symptoms. Everyone suffers. The sooner you seek professional help, the better.
By Paula Veneroso
THE IMPORTANCE OF EATING GOES BEYOND NUTRITIONAL NEEDS, GIVEN THAT SHARING A MEAL CAN BRING TOGETHER PEOPLE FROM THE MOST DISTINCT CULTURES. THIS IS CONFIRMED EVERY DAY AT LUNCHTIME AT CHAPEL, WHEN THE SCHOOL COMMUNITY COMES TOGETHER TO ENJOY THE DELICIOUS RECIPES PREPARED
BY THE FOOD SERVICES DEPARTMENT.
EATING IS COMMUNION
In the emotional memory of most students who have studied at the school, there is a special place reserved for the meals’ flavors. Just ask them about their memories, and see how food has marked the school years for many of them. It is inevitable to draw comparisons with other schools in Brazil and around the world, but Chapel always comes out on top.
The school’s Food Services Department has been updated over the years, and it can be said that today’s Chapel kitchen is among one of the most complete and modern school kitchens in the country. Heading the department with 30 years of dedication to the school is nutritionist Marcia Berkowitz, who relies on the collaboration of her professional colleague, consultant Flora Spolidoro. Ms. Berkowitz is also responsible for creating and preparing menus for special diets. She is at the school every day, oversees the preparations, and watches to see whether the school community approves the dishes. Marcia is also responsible for purchasing, after all, “you can’t make high-quality food using lousy raw materials,” she often says.
Wholesome eating
Chapel provides three meals a day – morning snack, lunch, and afternoon snack. The main one is lunch, which is served to all class levels, but adjusted to the particularities of each age group. The well-balanced menu is split into a main dish (with two options a day – one being grilled
Photos: Anne Karr and Bruno Vatanabe
and the other, egg-based), two kinds of side dishes (including vegetables, pasta, soufflés, pies, etc.), four types of salads, and two fruits for dessert. Both rice and carioca (brown) beans – or other legumes such as lentils, white, or black beans – are served daily, regardless of what else is on the menu, in addition to water and juice from fruit pulp. “At Chapel, we hardly ever add sugar to anything we prepare. As for the juices, the pulp already has fructose. The exceptions are lemon and passion fruit juices, which we do sweeten a bit; otherwise, they would be too sour,” remarks Ms. Berkowitz. Two fruits are offered for dessert, and Chapel serves a sweet treat once a week. “Nevertheless, we offer fruit on that day too; this way the child can eat fruit every day,” explains the nutritionist.
In Early Childhood Education, lunch is served in the classrooms, where students eat supervised
Chapel’s Food Services Department is in charge of preparing 1,000 meals and 700 snacks daily, and typically handles a ton of food a day, on average. When it comes to food safety, the department complies with strict hygiene and sanitary standards, which has ensured Chapel a spotless record of zero cases of food poisoning at the school.
An effective means of preventing all types of transmissions—otherwise known as crosscontamination—in addition to periodically carrying out microbiological food analysis, is by dividing the kitchen into areas. At Chapel, the main kitchen has been divided into the following areas: cooking, snacks and special diets, salads, desserts, coffee, butcher, pan washing, and washing of trays and smaller utensils. Aside from the main kitchen, the school has two additional support kitchens: one that serves the teachers’ restaurant, and one for Early Childhood Education meals. Each has its own utensils, which are not shared, as well as its own dishwashing and sanitizing machines, installed in its respective space.
All employees in the department undergo periodical medical examinations, and often have their hands swabbed at random, a method used to check the cleanliness of food handlers’ hands. A company with expertise in food safety is responsible for regular
audits to check the hygiene of both employees’ hands and utensils. According to Ms. Berkowitz, tests are commonly carried out when meal preparation requires greater handling, like on the days when lasagna or pies are assembled. All the professionals on the food services team wear disposable masks that are changed every two hours. An alarm goes off every 30 minutes to warn everyone to stop what they are doing and clean their hands.
FOOD SAFETY FIRST
INDUSTRIAL SCALE WITH ARTISANAL FLAVORS
Chapel’s kitchen has modern cooking equipment ensuring healthier preparation and better flavor and texture retention. A major standout is the so-called combi oven, which uses dry hot air or steam to bake, fry, grill, or make au gratin food. The oven resembles a giant air fryer, and is controlled by computers. The degree of doneness (rare, medium rare, or well done) and the degree of cooking (light, medium, or dark) can be adjusted based on time, temperature, and humidity.
A regard for excellence means that the Food Services Department avoids offering processed products to the school community as much as possible. “We even make the “requeijão” (a Brazilian version of cream cheese) for our snacks in our own kitchen,” says Marcia Berkowitz, head of the department.
The raw material standard is another factor that ensures the school’s high food quality. All suppliers are screened by the nutrition department, through on-site technical assessments and/or company technical files and microbiological analysis before being considered suitable for supply.
CULTURAL AND RELIGIOUS ASPECTS ARE OBSERVED BY THE FOOD SERVICES DEPARTMENT, WHICH TAKES INTO ACCOUNT THE MOST DIVERSE EATING PRACTICES.
by their teachers. There are heated electric-powered carts on each floor to keep the meals warm. At this age group, mealtimes are considered a learning moment, and the goal is for children to develop the autonomy to feed themselves.
From Pre-I to 1st grade, students are also given a morning and an afternoon snack prepared by the Food Services Department. Snacks consist of fruit, juice, and savory salty food – a sandwich or baked pastry – or a slice of cake. “The fruit and the juice served at snack time are different from the ones served at lunch,” says Ms. Berkowitz, pointing out the diversity of the food. From 2nd grade onwards, students bring an afternoon snack from home, but get a morning snack at school, until their last year in Elementary School.
Nutritional care
When students start High School, they are responsible for their own snacks, which can be purchased at the school canteen. “We avoid processed products as much as possible, and try to provide the healthiest food,” explains the nutritionist. Baked salty snacks like mini baurus (ham, cheese & tomato sandwich), potato bread, sfeehas, varied pastries, and cookies are among the students’ favorites.
Students from 1 st to 12 th grade have lunch at different times at
MORE THAN A SCHOOL KITCHEN, A COOKING SCHOOL
Three nutritionists, a nutrition technician, and a consultant manage the work of thirty additional professionals who make up the team that prepares everything served at Chapel, whether an everyday meal or snack or food at events, meetings, and special occasions, or even the various salty and sweet snack foods from the canteen. The staff members include a chef, a lead cook and four other cooks, as well as professionals with more specific roles, like the butcher, confectioner, salad maker, and butler, as well as assistants, helpers, and those who help with special diets, for example. Many have been at Chapel for a long time.
Cícero José da Silva has been at Chapel for almost two decades; he has headed the kitchen for about a decade. He started as a helper, then took on the position of junior chef, before being promoted to cook, and finally to chef. He acts as a maestro, assigning and coordinating each day’s tasks among the staff according to the menu. Even though he has been at Chapel for many years, he still feels excited about his work. “It’s very special here, because we learn so very much, and, especially because many professional kitchens don’t even come close. When students come to thank me and compliment me on my food, I feel even happier. I feel fulfilled at Chapel!” cheers the friendly and talented boss.
SPECIAL DIETS: CUSTOMIZED EATING
Approximately 10% of the school’s students are on a special diet, either because of a chronic illness, such as diabetes or celiac disease, or else allergies, various forms of intolerance, or even a medical recommendation to lower cholesterol levels. As soon as the family informs the school and documents this need for a special diet by presenting a medical statement, a team from the snacks and diets area is put in charge of overseeing the student’s meals.
“We plan the meals for the entire week, and a nutritionist supervises their set-up every day. When they are ready, we check everything again,” explains Ms. Berkowitz. Each student has a separate container, labeled with their name, which is handed out to them by one of the nutritionists at mealtime.
Cultural and religious aspects are observed by the Food Services Department, which takes into account the most diverse eating practices. For example, as far as meat is concerned, the school provides vegetarian options and different daily alternatives to pork.
the cafeteria, where they are supervised by nutritionists, who lend support to those on special eating diets, and also keep an eye out to make sure the Elementary School children, in particular, are eating well. “We encourage students to follow a varied diet, and eat at set times, so that they’re
not without eating for too many hours,” says the nutritionist. Waste is one of the concerns of the Food Services Department. Whatever is left over at lunch is weighed, and students are constantly made aware of food waste, and advised to avoid putting more on their plate than they can eat.
THE CHAPEL COOKBOOK BRINGS TOGETHER THE SCHOOL’S FAVORITE RECIPES
The most popular salty and sweet dishes of the school community, as well as the recipes submitted by teachers, employees, and family members, are brought together in the Chapel Cookbook, the school’s recipe book.
The book’s 125 recipes – which can be prepared by both children and teenagers – are available in English and Portuguese, and include a list of basic ingredients and related nutritional information. The expanded second edition was recently released with culinary tips curated by nutritionist Flora Spolidoro, a full-time consultant at Chapel.
LOVE THAT ALWAYS SAYS YES DOES NOT TEACH; IT IS SUBMISSIVE
LOVE IS ONE OF THE NOBLEST HUMAN FEELINGS, SINCE IT MAKES US MORE SENSITIVE, MORE UNDERSTANDING, AND MORE TOLERANT. IN SHORT, LOVE MAKES US MORE HUMAN. PERHAPS ONE OF THE MOST REAL EXAMPLES OF LOVE IS PARENTS’ AFFECTION FOR THEIR CHILDREN. NOT SURPRISINGLY, THIS FEELING IS THOUGHT OF AS UNCONDITIONAL; THAT IS, IT IS UNLIMITED AND ABSOLUTE. NEVERTHELESS, THIS IS NOT NECESSARILY HEALTHY.
This was said by Mario Sergio Cortella, a philosopher, teacher, and writer who turned 70 in March. Mario has been teaching for half a century. He started his academic career during the second year of his undergraduate studies, and has taught at the Pontifical Catholic University of São Paulo (PUC-SP) for 35 years. Even though he no longer teaches traditional classes, he has not stopped teaching. Having authored 51 books, he now travels around Brazil lecturing, and can be seen on TV Cultura or heard on radio CBN, where he is a commentator.
Professor Cortella, as he is affectionately known, currently has 22 million followers on social media, which gives credence to the importance and reach of his ideas. He was once again invited to speak to Chapel’s families, and made room in his busy schedule for an exclusive interview with Inside Chapel.
By Paula Veneroso
Photos: Chico Max, Jairo Goldflus, JR Duran, Leandro Melo, Paulo Vitale, and Vitor Garcia
Could we say that parents’ unconditional love for their children borders on lack of love?
Mario Sergio Cortella: Every time something is done without condition, that is, where there is no requirement, the relationship becomes relaxed, and the care for it becomes loose. This is always dangerous. Therefore, a love that accepts everything could be frivolous. True love has requirements. In some religions, including Christianity, when you come across Paul the apostle’s saying “love accepts everything,” it is clear that he is speaking about acceptance and compassion. In this sense, a love that always says yes does not teach. It is submissive. Love incapable of setting limits, conditions or rules doesn’t teach; it releases, it relaxes ties. Thus, true love means being able to say no. It says yes, but it doesn’t only say yes. When love is unconditional, it can border on being irresponsible, but when we adults have to look after children and young people, our care for them has to be wellthought-out, and caring means not
only allowing, but also preventing, not only accepting, but also rejecting. Otherwise, it’s marked by interest.
Why can the expression “love accepts all” be thought of as unethical and anti-educational?
MSC: A person’s, an adult’s or a child’s, upbringing sets boundaries and behavior-related barriers. Ethics is practicing decency in circumstances where something can or cannot be done, should or should not be done. Someone’s mere wish does not give that person permission, regardless of age, to do whatever they want. Their desire has to be subjected to conditions, not only of the community where that life belongs—initially the family—but also related to one’s own decency. There are things—and I am reminded of this often—that I want, but can’t have, and things that I can have, but shouldn’t, as well as things I should want, but don’t. Therefore, a healthy personality balances desire, capability, and duty. Lovingness should not be marked by the inability to refuse. One of the ways
to get closer to someone—and I did this with my sons and daughter, and I still do it with my grandsons and granddaughters—is to use the phrase, “It’s because I love you that I don’t want you to do this.” Love that sets requirements is cautious love, and its care is indeed marked by conscientious freedom.
Parents are often not very clear about the difference between being an authority to their children and being authoritarian with their children...
MSC: Authority is carrying out an order based on goals that you are responsible for. Authoritarianism is an exaggerated order. I often say that a family is a structure with collective participation, but it cannot and should not be a democracy. A democracy is a broad social concept in which rights and duties are correlated. In the family context, adults undoubtedly have to consult and dialogue, but when you are responsible for someone else, and there is the burden of consequence, adults must exercise authority.
However, this authority should not be exacerbated. It is not about imposing an order at any cost, but using it to achieve a purpose.
So how can parents exercise authority?
MSC: A family’s purpose is to give life, support, upbringing, shelter, and affection to a group of people of various ages. For there to be order and concomitant harmony and freedom in this group, divergence is welcomed, but subject to the authority of whoever is responsible. Let me go back to the point: a family is not governed by the same principles as a democracy. Just like in the classroom, I want active participation, but the role I have as a teacher is not the same as a student’s. I am the authority, I cannot be authoritarian, I must not be authoritarian, but must take on the task set to me. Therefore, exercising command and management will be absolutely illegitimate only if it leans toward authoritarianism exercised on a daily basis as a sign of fear. Desmond Tutu, that special great man from South Africa, who received the Nobel Peace Prize, recalls something his father always said to him, and this is a lesson I learned: “Don’t raise your voice, improve your arguments.” And, if the argument is not understood, the person taking the responsibility will have to say ‘no’ with the weight that it carries. Thus, an order is illegitimate only if it is authoritarian.
Do you think that parents are afraid of taking on the role of being the authority?
MSC: Parents who fear exercising power are intelligent parents, because
anyone who’s afraid that they don’t know how to do something right, but doesn’t give in to that fear, and tries to learn how to do it, does so because they want to be prepared. So it’s okay to be afraid. The problem is when this fear stops the action, and becomes submission, complacency, or negligence.
So, are you saying that parents are continuously learning how to be parents?
MSC: Of course. None of us are born completely trained. I, Cortella, was not the same father to André, who is my 46-year-old son, to Ana Carolina, who is my 44-year-old daughter, or to Pedro, who is 40. That’s because, not only were they not the same
PARENTS WHO FEAR EXERCISING POWER ARE INTELLIGENT PARENTS.
WHEN LOVE IS UNCONDITIONAL, IT CAN BORDER ON BEING IRRESPONSIBLE.
IN THE FAMILY CONTEXT… ADULTS MUST EXERCISE AUTHORITY…IT IS NOT ABOUT IMPOSING AN ORDER AT ANY COST, BUT USING IT TO ACHIEVE A PURPOSE.
person—given that everyone is unique—but I also changed my way of being in my relationship with them. Some of the principles have remained and some of the rationale has been sustained over time, but the relationship and the lessons have changed. Therefore, any adult taking part in the upbringing of children and young people, especially, must learn continuously. We parents are not born knowing it all, nor are we born ready for it all.
Is it normal not to know what to do when you are a parent?
MSC: Yes. A parent who says “I don’t know what to do” is showing intelligence, because we often really don’t know. This is when we should turn to those who can help us. In the family-school relationship, the school is often better at guiding, because of its very nature. The school does not always know the answer on its own, but it can seek out a community of care known as society.
Since the family brings together different people and personalities, it is clear that disagreements and friction will exist. However, because people seek the perfect family, we
see many parents who associate a conflict with a family breakdown. What is your opinion of this?
MSC: True peace is not the peace that abides in cemeteries, in the sense that even the cemetery is not a peaceful place, but rather a place where life has been organized in another way. There is no peace where there is coexistence. We wish for peace only because coexistence imposes this as a necessity, and being peaceful is different from being passive. For a father, mother, or adult who helps care for a child or young person to be passive is very dangerous. After all, we can’t live with other people of any age without experiencing friction. It is inherent, especially because we have different desires. Since each person is different, we need to bring harmony to coexistence, but this harmonious coexistence does not imply absence of conflict. Conflict arises when we try to decide what to eat, watch something together, or go to the movies, for example. There is a conflict: I want to watch this and the other person may want to watch something else; I want to eat this food, and the other person wants to eat another. Now,
what does affection do? It pairs the divergences so that there is at least a temporary pact, so that there is a consensus, albeit not lasting. So you say, “Okay, today, we’re going to do it this way, and tomorrow we’ll do it another way.” This postpones the confrontation, and I am distinguishing between conflict and confrontation deliberately.
Please explain the difference between conflict and confrontation.
MSC: A father or mother who fears conflict cannot exercise authority. In fact, I always say that labor isn’t just something that is experienced in a maternity ward. Being a father or mother, fatherhood, motherhood - it’s a lot of work. You have to spend time addressing conflicts to prevent them from turning into confrontation. In conflict, there is a divergence, while in confrontation, there is a clash that requires using one’s force to mitigate. Refusing to clash is always necessary.
What is the danger of parents always giving in to their children’s wishes to avoid conflict?
MSC: Of course, some parents
A CHILD IS THE ONE WHO IS BEING RAISED, NOT THE ONE WHO IS RAISING YOU. YES, THAT’S WHEN THEY’LL BE HARD WORK.
may say: “But if I avoid clashes, if I say no, my child will be irritated.” For sure. And this is inherent to existence itself. Wants are not rights. A father or mother who is afraid of conflict needs to review their position. On the other hand, the fear of confrontation is necessary. And the way to avoid confrontation is to practice competent authority as a learning experience. So how do you avoid confrontation? Just by avoiding it. By saying ‘No, you can’t.’ I also get angry or irritated when some things don’t go my way. Thus, educating someone is also about teaching them how to handle not getting what they wanted. Precisely for this reason, there is a difference between taking into account what a child wants and submitting to their wishes. Taking something into account is a part of paying careful attention, submitting is being irresponsible.
How can we prevent conflict from becoming confrontation?
MSC: I’ll give you a concrete example. I read online about a mother who worked out a common everyday conflict that could deteriorate into confrontation, about the unlimited use of digital tools by her children. She called her children and said: ‘From now on, we will have a new Wi-Fi password everyday. Everyday, I’ll establish a new password and you will only have access to it every time you have done your schoolwork and tidied up what you have to do,’ Now, this is a smart approach, a way of doing things. As adults, we have to have more abilities, because we live in a different world from before, when the time children and adults had to interact was more restricted. Today, the longer commutes and increased workload and tasks make us have to live a more restricted life, a rarer intergenerational coexistence.
Regarding the coexistence between parents and children that you mentioned becoming rarer, we realize that many parents make up for this absence, this lack of time, by allowing or practicing hyper-consumerism. What would you say to this?
MSC: When idolatry or adoration of consumption as a form of compensation takes hold of people’s lives, it makes every relationship become a transactional relationship, a kind of barter. ‘I give you this and you calm down.’ ‘I allow this and you leave me alone.’ Now, this is one way of renouncing a responsibility that should not be renounced. Evidently, some parents, or even
ANY ADULT TAKING PART IN THE UPBRINGING OF CHILDREN AND YOUNG PEOPLE, ESPECIALLY, MUST LEARN CONTINUOUSLY. WE PARENTS ARE NOT BORN KNOWING IT ALL, NOR ARE WE BORN READY FOR IT ALL.
grandparents—as is my case as a grandfather—devise a situation of very risky behavior, that is, one where leaving the house for a walk or going somewhere becomes equated with consumption. If they go out, they are going out to buy something. You don’t go out for a stroll, to watch an ant work, to look at the sun, or to take a walk down the street. If they go out, it’s to buy something. Every time a parent establishes this connection, that going out means buying something, the child will certainly revert to that intention. Therefore, the child will understand that what they’re doing isn’t something they shouldn’t be doing. On the other hand, some parents use a strange excuse. When the child asks for something, they say, ‘I have no money.’
Please explain why this excuse is so strange.
MSC: Depending on their age, a child has a hard time dealing with this information, because as they get used to seeing cards being used, or paying for something by touching a cell phone, they understand that this excuse is being used to deceive them.
And indeed it is. What the parent should say, at that moment, is: ‘The money I have isn’t for that purpose, just like the money that your grandmother, your aunt or your godfather gave you isn’t for buying bread, milk, and paying the bills at home.’ Well, that’s when children usually get angry. And they will. That’s why we’re the adults and they are the child. A child is the one who is being raised, not the one raising you. Yes, that’s when they’ll be hard work, and this is precisely the burden that falls on those who teach other people.
DON’T ENTER QUIT MODE
“We must understand that we are contemporaries of children of different ages. At 70, I am a contemporary of my grandchildren, aged 5, 8, and 11, and their parents, since we are living at the same time. However, living at the same time does not mean living in the same way. The way we view reality, the experience, is different. Therefore, we need to pay attention, and learn ways of living from others, and not just settle for the complaining mode: ‘Oh, those kids; oh, these times; there’s no other choice.’ The quit mode is very dangerous. Raising a child is different from watering a plant, because you take care of them daily, but not automatically. It is an everyday construction, and, at times like these, not giving up means taking a firm step.”
THE THREE LARGEST CHALLENGES WHEN RAISING CHILDREN, ACCORDING TO CORTELLA
BE PREPARED TO TEACH
“The second challenge is understanding that those who are raising kids have to prepare themselves. It is not enough to think that because I begot them, or helped those who did, in the case of grandparents, I already know how to do it. The fact that I raised, helped raise three kids, who now have kids of their own, does not mean that I already know how to do it. It means that I’m capable of doing it, because I was a learner and continue to learn today. Therefore, the challenge is to be intellectually humble, that is, to be ready to learn what you don’t know, especially when partnering with schools and other institutions.”
KEEP ACTIVE HOPE
“In addition to realizing that keeping abreast is a continuum, because the learning process—like life—never stops, we must have active hope. That is, instead of waiting, let’s pursue it. It may seem obvious, and it is, but for a few things in life, it’s better to get an early start, before it’s too late. And one of those things is precisely having to establish partnerships with educational institutions, one of which is the school, which teaches. In other words, part of the educational task is carried out by the school, the other is by the family. This is when the family should turn to the school. Therefore, the third leg is active hope, the ability to search, the ability to move in that direction.”
BROAD HORIZON
The Ivy League is a group of eight private universities in the United States, and is synonymous with high standards and prestige: Brown, Columbia, Cornell, Dartmouth, Harvard, UPenn, Princeton, and Yale. Attending one of these institutions means not only having access to the finest education, but also joining a network of outstanding alumni in the most varied fields, from politics to the arts. These universities represent a true distinction not just in academics, but also in life.
As of last year, two recent 19-year-old Chapel graduates – Cezario Caram and Mathias Reimer – are living their dream of being members of the select group of Ivy League students. Mathias studies at Yale, founded in the city of New Haven, Connecticut in 1701, and Cezario is at Brown, which initiated its academic activities in Providence, Rhode Island in 1764. In the text below, they recount their journey toward achieving this great feat, and share what the early days of their remarkable experience has been like. CHAPEL STUDENTS ARE ACCEPTED AT TOP AMERICAN UNIVERSITIES
By Maurício Oliveira
Photos: Personal Archives
“Welcome to Brown”
Cezario Caram’s acceptance at Brown was the perfect ending to an intense trajectory at Chapel, which started at age four, and ended when he graduated from High School. “I always wanted to leave a mark that would be representative of my long path through the school, and that would make me remembered as someone who gave back everything he received from this school community,” he says.
Cezario journeyed through the love of sport. Ever since he was little, he would be enthralled by how the entire school stopped to cheer their representatives at sports tournaments. As soon as he started playing soccer and futsal, he stepped into the
spotlight of the sports teams. His vocation for leadership often placed him as team captain, even when there were older teammates.
The young man managed to juggle physical activities and studies well, and stood out for his grades, which were always among the highest in his class. “I believe that sports helped me with this, because it contributed to aspects such as discipline, concentration, and time management.”
With the onset of the COVID pandemic in 2020, Cezario was deeply affected by the forced social distancing from school, and the subsequent suspension of sports practices and competitions. When it became possible to return, albeit partially and gradually, he took it upon himself to maintain
the school’s tradition of scoring many titles in the interscholastic championships, especially since he was one of the group’s veterans and leaders. However, everything seemed to go against him, including a hip injury that left him out of action for a few months, and shook up his self-confidence.
The tide turned in his last year at Chapel. In addition to being elected President of StuCo (Chapel’s student council), Cezario garnered a redeeming achievement in sports: the Big 8 tournament futsal title. Chapel played against seven other international schools, and had an incredible turnaround in the finals – the team was down 3-1 and managed to win 4-3.
News of Brown’s acceptance arrived amidst the euphoria-filled days of this landmark victory. It was the final conclusion of an application process filled with intricacies that had started months earlier. Cezario had already been accepted to Georgetown University, in Washington D.C., but Brown was his dream school. “Ever since I was little, I felt an almost inexplicable familiarity with Brown. I think the university mascot’s being a bear appealed to me.”
To this day, he still gets emotional when he remembers how he
felt on May 17, 2023 – a day etched in his memory – when he opened an email from the university that read ‘Welcome to Brown.’ “It was as if everything had fallen into place at that very moment, as if all the challenges I had faced suddenly made sense. My world was complete.”
Adaptation has not been simple, since moving to the United States has required unordinary selfdependence. Cezario was used to safe environments, where he was surrounded by support, both from the Chapel community and his large five-sibling family. “My time away has certainly led me to mature significantly. The life experience that studying abroad provides is
just as important as the academic experience,” surmises the collegegoer, who shares a dorm room with two young Americans –one from Texas and the other from North Carolina.
In the first years, Brown’s flexible curriculum allows students to choose different subjects, but he plans on doing engineering, the same profession as his father’s, who founded a construction company. In addition to striving to keep up his studies and have the best possible performance, Cezario occasionally participates in soccer matches, but is not committed to any specific team. “Whenever I play, I do well. I’m Brazilian, right?” he jokes.
By Maurício Oliveira
WIND IN HIS SAILS
Mathias Reimer started studying at Chapel at the age of 15. After living in the United States for some time as a child, he came back to Brazil, and studied at a Waldorf school for the first few years. “Since I wanted to go to college in the United States, my parents agreed that it would be better to do high school at Chapel,” he recalls.
As with Cezario, Mathias’ experience at Chapel was strongly impacted by the pandemic.
Since normalcy was reinstated for good in his last year, he enjoyed the time before departure immensely. “I was sorry that the pandemic kept us out of school for so long, but when school became feasible again, I enjoyed every minute of the time I spent with my teachers and classmates.”
Mathias did the International Baccalaureate (IB) course, with the methodology that prepares students for global experiences.
Photos: Personal Archives
The final term paper requires a fourthousand word essay, and he chose “Submarines in the First World War” as his topic. It was a way to combine three of his passions: engineering, history, and the sea –Mathias has been sailing since he was young. “As soon as we came back to Brazil, when I was six years old, my parents wanted my sisters and I to be physically active, and signed us up at the Santo Amaro Yacht Club,” he recalls.
Mathias, who is dedicated to and passionate about sailing, started participating in national and international competitions. He placed 10 th in the Junior Laser Class of the World Championship in Italy, and won the Junior World Lightning Championship, in the United States, as leader of a threesailor team. Since he dreams of competing in the Olympic Games, he is resolute about studying and not letting go of the sport. An important criteria in choosing a university was for it to have a good sailing team.
In the summer of 2022, he visited a few universities including Brown, Harvard, and Yale, and got to know the structure and coaches of the sailing teams. “I felt like Yale would be the environment that would suit me best. It became my first option.” To the boy’s and his entire family’s great pride, it worked out. “I certainly wasn’t recruited specifically because I was a sailing athlete, but I believe that this counted positively toward my profile.”
In addition to his regular training schedule on the university’s sailing team, which demands dedication, there are often championships on weekends. To reconcile studies and sports, he has to turn down many other opportunities at Yale, such as lectures and participation in themed clubs –not to mention parties. “That’s the price I have to pay if I want to be on the sailing team, but I am at peace with my choices,”
says Mathias. He shares a room with three colleagues, who are all Americans. The dorm as a whole provides a very multicultural experience, so much so that the Brazilian’s closest friend is Greek.
Since he did the IB at Chapel, Mathias was entitled to “skip” some basic subjects, such as Calculus I and Calculus II, and focus on more advanced subjects. “The true value of our classes lies in these subjects,” says the young man, who plans to graduate with a degree in Mechanical Engineering, the same profession as his father’s. For this, he has to take 20 of the 36 credits in his course – the rest can be taken in humanities, writing, or social sciences. “Today I am very clear about how well my journey through Chapel prepared me for what I am experiencing,” concludes Mathias.
By Maria Flávia Bastos
CECÍLIA, MIGUEL
They grew up on the same street, she, in an architecturally designed home with a pool and garden. Cecília lived with her parents, trilingual university professors. There were frequent trips abroad that ultimately contributed to the house’s décor, all showcased on the large bookshelf. Miguel lived in the home that had belonged to his grandparents, but that he now shared with his father, a methodical but loving widower who had a musical instrument store where Miguel learned to play the guitar, and where he taught Cecília. There on the street, they were just kids, not their parents’ children. Later on, they became teenagers who laughed and made up this extraordinary world where love was the rule and not the exception. When they were 22, they had to say goodbye. Cecília was leaving Brazil with her parents. They wouldn’t see each other again for a long time. When they said goodbye, they looked at each other and knew they loved each other, but love doesn’t always win.
Miguel sat down in the middle of the street and started crying. And right there, by himself, wearing clothes soaked from the recent rain, he felt a strange mix of fluids in his body, which ached all over. He did not know if it was fever, anguish, or anger. There was a long wait
Photos: Personal Archives
ESSAY
– several months. The expectation was tantamount to that of one’s first teenage kiss. But nothing ensued. No news, no message, and no sign.
He really wanted to believe what a lady who had also been waiting at the airport lounge said: ‘The plane has been delayed for two hours!’ But it wasn’t the same flight. She had not come and that was that.
With the little strength that he still had left, he opened his wallet and took out a pain killer while Gilberto Gil throbbed in his head: “Drão, our love is like a kernel;
it has to die to germinate.” Gee, Gil! Why does it have to die? Miguel was one who was dying, alone, on a sidewalk, holding the credit card bill for the 10 payments on a hotel by the sea, for a weekend in Itacaré that would never be. And neither would the images of how she made tea, took care of the dogs, laughed to tears at bad movies, left jam on the edge of pages of the books she read, played Drão on the guitar to lull him to sleep.
Hungover, he woke up with the sad Pernambuco fado song by Isadora Melo
throbbing in his head: “Was it I who left you or you who lost me?” And he thought about how life had turned around and taken him back to her, someone who was so different from him. Although he was very scared –again – he wished he had seen her face-to-face, and told her what he had been feeling. But, for whatever reason, she did not come, so he wrote down everything he had not been able to say. He went to his computer and started typing:
I am already inclined, by nature, to not hide my feelings, and even risking being taken for a fool, I usually put myself out there and expose myself. But, after my father’s death, I came to understand that life is not just short-lived, it’s urgent! And one of the things I don’t regret about my father is that I told him everything. We would tell each other everything. The peace of having loved him and feeling loved by him makes me feel good.
So I don’t want to wait another year for a few songs, texts or messages, to say what I feel now. Again, even if I risk playing the fool, I’ve decided that I want to do this. So here it goes!
When I met you again after so many years, I was happy to see you well, and had a mixed feeling of longing to be your friend again and being bewildered by “revisiting one’s great love,” like Chico Buarque sang. And I think there was even an attempt to rekindle our friendship, but, even though I’ve tried telling myself I was crazy or it was just my impression, I found myself feeling overly happy whenever a message came from you. I tried to slow down, but a racing heart doesn’t have much of a brake.
The year after our first meeting, we managed to set a date, and I told myself: “she’s just your friend! Stop it, Miguel!” But there we went. That therapeutic night, we talked for hours on end about our loves, pains, joys, and I wanted our conversation to last a week, a month, a year. And I thought about myself years ago, waiting for the phone to ring. And it would ring at least three times a week, and we would go at it, talking for an hour or more, about books, music, and, sometimes, you would read excerpts from books you liked, or play the guitar for me. At these times when I found myself going back in time, I truly felt a chill running down my spine in anticipation of reliving it all again. I was so afraid that the following night, at that dinner with our childhood friends, I had the first of many panic attacks that were yet to come. Believe me, sometime later, when I was already doing psychoanalysis, I learned that panic is the suppression of desire. I thought to myself, now what do I do?
And then another year came around, with another possibility of seeing you. I swear, I tried to minimize it, and not make it so important, but, at that point, you were already sending me songs through Deezer that I listened to a thousand times with a teenage heart. September came, and when you told me you couldn’t see me because of a sore throat, I felt relieved, as though I had taken a Rivotril sedative. I thought: “I’m free! There’s no danger! There’s no chance that this will blossom!” But you stared down the flu and came to see me. I had some whiskey and went downstairs. That night, my body trembled. I don’t know if you noticed, but I was cold and afraid that I was going to stutter. However my intuition overrode my anxiety. It really happened! Done! After so many years we kissed again, like teenagers. I could even be someone who thinks it’s cool to live the moment and that’s that! That’s it! We satisfied our adult curiosity, and okay now, life goes on. At best, we would be friends who kiss once a year. But that didn’t work. I’m not as modern as I’d like to be. I went home and I missed you. I wanted to talk
and hug you again. I wanted to talk to you about my travels, my songs, the horoscope, and the price of bread.
I tried to be different, but once again, many years later, I fell in love with you. And I was really mad about it! I felt fear, anger, and then I accepted it. And it’s not easy, you know?! Back then it was hard since we lived in different cities, we were young, but today, gee!!! There’s distance, careers, homes, families. I cried to stifle my feelings! And I haven’t stopped...
I have written all of this because I decided I had to tell you, because just like when I was a teenager, I feel like I’m living this alone. I was waiting and you didn’t come. I have to forget you again. Yes! That’s it! I did it once and I can do it again. I don’t want to be just your friend. That’s not going to work! I have many wonderful friends, but you are not one of them. So, let’s keep the sad fado song concluding that, after writing all this, I finally understand that I’m losing you, because you’re leaving me.
He pressed the send button. He closed his laptop. She answered the next day. He was unsure whether he should read it right away, since she
was a good writer, and this could change his mind at a time when he had already understood that love does not withstand everything. He went
downtown, to the bank, to the market, had a bad lunch, came home, turned on the radio, and their song was playing. He opened his laptop and read:
I missed the flight, Miguel. You know how distracted I get, especially since I was coming from a job all the way in Manaus, and it was a day full of connections, from one flight to another until I landed! I didn’t land. I didn’t know if I wanted to. I slept between one stopover and another. As I was sitting at the airport, with a glass of Coke Zero warming in my hand, I thought about the charming and also boring people I co-exist with, the meetings, all the business deals and what they’re worth, but none of this is hard for me. What I’m really afraid of is to talk about simple things, the ones I feel on a daily basis.
I’m glad I listened to you and started doing psychoanalysis, which means that, while I am waiting so many hours at airports, between a nap and my wish to see you, together with a little courage, I feel I can write to you.
That night when we met - and I only realize this now - I should have told you and wanted to tell you better things than I did. But I think that, ever since we started to speak less to each other when we became adults, when we met, there was a sort of therapeutic catharsis where we talked, talked, and talked, and I always think there is more that we could have said. And I was so surprised by everything that all I could do was feel it. I couldn’t process it.
So today, I want to say what I didn’t say. First, I loved everything! I loved it when you would suddenly send me a song in response to the song I sent you on Deezer, and that I would listen to over and over, and think of you.
I wanted to tell you that I had no idea that you would remember our almost platonic teenage romance so many years ago. I wanted to tell you that I loved kissing and hugging you, and that I should have met up with you the other day. I would have liked to tell you that the Clarice Falcão song you sent the day before was a perfect song to have played right then in your blue Beetle that I love so much, and, lastly, that I hope it doesn’t take me so long to muster the courage to meet up with you again.
They read each other’s messages a few times on their laptops. They never had the courage to try a third round. They let it go. She traveled a few more times. She passed through Miguel’s city, thought about calling and imagined his smile when
he read “Cecília” on the screen of his lowtech device, but she did not call. He got the phone number of a new therapist, and his anxiety went away for good. He does not even take Rivotril sedatives anymore. Every now and then they look at their
laptops, draft a message, listen to the songs they know are theirs on Deezer, but it never goes beyond that. They finally understood that they loved each other, but that love, well love, doesn’t always win. It does not withstand everything.
Inspired by the African concept of Ubuntu – meaning welcoming, sharing, and community – generally expressed by the phrase “I am because we are,” the VI Encontro Literário at Chapel had “Interdependence” as its theme. “We thought of interdependence as a theme, because it brings to mind the idea of coexistence and community, and refers to everything that makes us rely on one another,” explains Livia Galeote, a Portuguese High School teacher. She says the choice to honor Conceição Evaristo as a writer was precisely because “The work of the Minas Gerais writer is characterized by looking to others, at other realities, and that her writing as a storyteller refers to the idea of writing as an experience, termed in Portuguese as ‘escrevivência.’”
The teacher explains the expression created and coined by the writer and linguist as the combination of the words “writing” and “experience” in Portuguese. According to Conceição Evaristo, “escrevivência” goes beyond a mere joining of words: “‘Escrevivência’ is not writing about oneself, because that would exhaust itself around its own subject. It is about the collective experience.”
The topic was discussed in language classes to inspire students to participate in the literary contest. According to Ana Inglesi, head of the Languages Department, this kind of cultural activity is extremely relevant to students, who take on the role of the leading character when producing
prose and poetry. “The literary contest can open doors to many students, who start to write and create, and notice that they are good writers. It’s a confirmation of the student’s voice,” she says.
The students take on this active role not only by participating in the contest, but also by helping to edit the book of texts entered in the contest and distributed to participants on the day of the awards. “We invited an IB Arts student to create the book cover, and another senior who takes Portuguese to write the prologue introducing the writer,” says Paulo Henrique Silva, an Elementary School Portuguese teacher. He states that the event is a great way to introduce new authors to younger children, and adds that the day of the awards is always memorable: “It is very exciting to see the school community participate, and the winner’s eyes sparkle when they are announced.”
The event was held on April 16 and not only gave out awards, but also featured musical performances by High School students and poems recited by elementary
school students, who were inspired by Conceição Evaristo’s to create their own. “It is a very interesting event, not only because it is a community celebration, but also because of the artistic production, and the means to share productions with others. The Encontro Literário is an event of major academic and social relevance,” says Ms. Galeote.
To Eliana Cardia, Coordinator of the Brazilian Program, “The literary contest goes beyond the award or the competition. It culminates in an afternoon celebration that builds a vibrant and inclusive school community, gives students a voice, and contributes toward cultivating a generation of talented and creative writers.”
LIST OF AWARDS BY CATEGORY
PORTUGUESE
Children’s poetry
Lara Pedro Faggin
Children’s prose
Laura Sanjar Pereira
Preteen poetry
Laiz Buzzinaro Ribeiro
Preteen prose
Julia Buzanello Segui
Teen poetry
Alex R Baines
Teen prose
Maria Carolina Melo
Adult poetry
Vinicius Ferreira Britto Rego
Adult prose
João Paulo dos Santos Pacifico
ENGLISH
Children’s poetry
Rafaela Cristina Gomes
Children’s prose
Audrey Patricia Hamilton
Preteen poetry
Isabela Gebenes Paraskevopoulos
Preteen prose
Mariana Rombino Ávila
Teen poetry
Beatriz Nottingham
Teen prose
Beatriz de Oliveira Abram
Adult poetry
Kerstin Schönherr
SPANISH
Children’s poetry
Lucas Barua
Children’s prose
Juan Fabios
Preteen poetry
Fernanda Talonia
Preteen prose
Vibha Srinivas Komala
Teen poetry
João Pedro Fegyveres
Teen prose
Jano Albert Kamilos Filho
Adult prose
Lina Bustamante
FRENCH
Teen poetry
Bruno Stille
Teen prose
Maria José Zappia
HIGH SCHOOL LECTURES PUT LEARNING UNITS INTO PRACTICE
Last semester, High School students had the opportunity to attend lectures connected to program content that helped cement their knowledge.
Human Rights Agenda
The 7th to 9th grade classes met Englishman Dr. Stuart Lawrence, whose brother, Stephen Lawrence, was murdered in London in the 1990s. After witnessing the lack of effectiveness on the part of the police, who did not arrest the murderers, Dr. Lawrence’s family questioned why the police had failed in their investigation, and fought for justice. During a very compelling lecture, Dr. Lawrence connected with students, and recounted what it was like to be black in a predominantly white country. This encouraged reflection on the importance of not getting accustomed to playing a victim’s role, and fighting for one’s rights. After Stephen’s ordeal, English laws were changed, and the government carried out a broad reform of the country’s police.
Dr. Lawrence’s lecture excited the students, and Professor Donald Campbell, Head of the English department, reflected: “It’s great when the curriculum comes alive. No matter how much students read about the topic, having someone in the classroom share their experience is much better.” Stuart Lawrence’s participation was very positive, especially for 8th graders, who had just completed a study unit on racial equity.
The fantastic reality of superheroes: a photographer-assisted analysis
Chapel’s 10th graders had the opportunity to practice what they know about image analysis by interacting with photographer Renata Mello, who was invited by Portuguese teacher Tatiana Cavalari. The closing activity of the learning unit for photography and photographic analysis was conducted by the photographer, who carried out an activity with the students, and also introduced them to her original work and her profession. Renata Mello projected images from her book “The fantastic reality,” and students could analyze them according to what they had learned in theoretical classes. The book’s images engaged the students by displaying superheroes in everyday situations where they cannot use their powers and are faced with the frustrations and limitations of real life.
“It was a unique moment for students to practice and interact with Renata in a very relaxed and fun environment,” reveals the teacher. According to her, students felt at ease to contribute or engage in the activity, “analyzing the components of the images, checking out how the photographic planes interact with one another, and explaining the concepts they had recently learned.” Photographer Renata Mello is the mother of one of the students in the class; she donated copies of her book to the Chapel library.
Hands on: a lecture organized by students
Two 11th graders, Pedro Manuel Farias and João Pedro Marrar, were key to inviting another speaker, entrepreneur Igor Morais. Mr. Morais is the founder of Kings Sneakers, a Brazilian urban fashion brand that currently has over a hundred stores and an e-commerce business. Igor’s story is inspiring: he set up the brand with a R$300 loan, and with great focus and tenacity. He eventually became a successful entrepreneur.
His story is told through the autobiographical book “Nada Vem Fácil” (Nothing Comes Easily). At Chapel, he spoke to classes from 10th grade onward. João Pedro says that he decided to invite the entrepreneur so that his colleagues would have the opportunity to hear an inspiring story, one that they could identify with. With this in mind, he and his friend Pedro Manuel dedicated themselves to preparing the entire event, from choosing the speaker to making the invitation, publicizing it to all the classes, and setting up the space and the presentation. In the end, everyone was pleased: students really enjoyed it, because they learned new things. Likewise, Pedro and João gained experience organizing events, and received accolades from their classmates and teachers.
A
MEMORABLE EDITION OF THE MUSICAL CONCERT FOR GRADES 4-6
The eighth edition of the Upper Elementary Music Concert will go down in Chapel history as one of the most memorable music events in recent times. Starting with its theme, Timeless Tunes celebrated music that is timeless, and the challenge of spanning music over nine decades, from the 1940s to the 2020s. “The idea of the recital was to explore repertoires that children still do not know, and it was very important for both the students and the audience to connect and be positively engaged
with the songs that were chosen for the program,” explains teacher Roberta Braga, head of the Music Department and the event’s organizer. The role played by the musical program is to give students the opportunity to get up on stage and perform. By fulfilling this role, the Musical Concert becomes a very special moment that excites everyone taking part in it and watching it.
All classes from 4th to 6th grade took part in the concert by singing a song and playing another on the xylophone.
Ms. Braga recalls that the songs chosen for the repertoire are at a level the children are familiar with, since they must be able to read the scores in order to play the instrument. The concert was presented to parents as pocket shows, but the last rehearsals were held in open format, so that other classes could watch. In addition to the music, the students were also responsible for the auditorium’s decoration, which was produced in Art classes under the guidance of teacher Cris El Dib. This year, there was another novelty: the students produced a video of interviews with current artists whom they were impersonating. “Students get involved with the topic of the recital from the scope of different subjects. In addition to the music, there is the artistic production, the video, and the script for the show,” mentions teacher Caio Oliveira, who confirms that “the integration of subjects is very good, since it provides a connection between the areas.”
Teacher Filip Stoops states that the recital is an “excellent chance for the 6th graders to set an example, not only in terms of musical performance, but also as an opportunity to write the script for the entire recital, and even record a
video.” He points out that the students were truly involved in the project, and displayed engagement. Student Tony Choo agrees: “I participated in the video production as an interviewer, together with my colleague Valentina Boueiri, and thought it was a very different experience. We developed an agenda of questions and I think that, in the future, this could help me with other things that I will do,” he reflects. Student Maria Masi was responsible for writing the presentation script with seven other colleagues, and introducing the musical performances on the day of the show. She also enjoyed the activity. “The experience of writing, rehearsing, and reading at the event was so much fun! I learned new things, and I had the opportunity to do some of them for the first time, things that will help me in the future,” he comments.
For teacher Mehir Desai, this year’s recital was memorable: “The interviewers, Tony Choo and Valentina Boueiri, did an incredible job organizing their colleagues, writing prompts, and making it a student-led production. Gabriel Son was masterful in editing the video, a task taken on at the cost of many hours of work. The presenters researched artists, created and developed a script that was fun and informative, and later presented it to an audience of hundreds of people, which is no small challenge.”
SCIENCE FAIR PUBLICIZES STUDENT EXPERIMENTS
The traditional High School Science Fair took place in March this year, and brought together chemistry, physics, biology, and psychology experiments from 7th and 8th graders. Divided in these four categories, the projects were voted on by a team made up of Chapel teachers, guest teachers, and High School juniors and seniors. The most outstanding projects in each category are awarded prizes, and the best experiment at the fair is awarded the highest prize. Teacher Leonardo Silveira says that preparation for the fair starts one semester earlier, when students bring the topics they are interested in to class, and receive guidance to ultimately decide on their research topic. Teacher Ingrid Vompean adds that after that, “they describe the variables of the experiment, prepare the list of materials, develop the research method, write up the results and conclusions, and finally prepare the presentation poster.” Ninth grader Ana Dall’Ovo is one example. She felt that “the Science Fair was an incredible learning experience! Being able to collaborate with a project partner, sharing ideas, and overcoming hardships during the development stages of our experiment made the process challenging and light at the same time.”
According to Professor Marcio Kuroiwa, head of the Science Department, “this project is a way to prepare for the IB, and also a great opportunity for parents to see their
children’s projects.” Ms. Vompean draws attention to the development of the students’ critical thinking: “Furthermore, it is interesting to see how they develop their freedom to make choices, since they choose the area and topic of the experiment. This proactivity is a very important means for students to gain an active role.” For 8th grader Mariana Ávila, one of the fair winners, “the Science Fair experiment was a nice change from the usual projects we do in the classroom. Actually, experimenting was fun. It was good to take a class where you think about topics, ask questions, and record results. I found the Science Fair more stressful than most projects, perhaps because of the amount of time we spent on it, but being awarded was really fun and unexpected, and made the whole process worthwhile.”
To Mr. Silveira, students like to get out of their comfort zone, especially on the day of the presentation, when they show their work to family members and strangers. They realize how much their success depends on their own commitment.” Eighth-grader Enzo Ventura endorses this by saying that “participating in the Science Fair was a very enriching experience from beginning to end, from choosing the topic, to developing the experiment, analyzing the information, and creating the poster. I will be really happy to participate in this project again in 9th grade.” This project was so successful that many students requested that there be a Science Fair in 9th grade, and, according to Ms. Vompean, their request will be granted: starting in the 2024-2025 school year, one more grade will participate, and the award will also increase.
Further proof that the event is phenomenal was the first edition of the Elementary School’s 3rd grade Science Fair, which took place in April. According to teacher Audrey Huang, third-graders are very curious: “We saw that they were very interested, and suggested putting on a science fair so that they could perform experiments.” The topics of the projects were chosen by the students themselves, based on fun facts that they had looked into. “It was an integrated project, which included several subjects, since they had to read, research, and understand what they were reading to develop their projects; we just provided guidance,” says teacher Allison Bragaglia. She says that, despite the challenge, the journey was quite fun. The classes visited the High School Science Fair to help them develop their projects.
The students’ ability to work in pairs or threesomes –pre-determined by the teachers – made another positive impression. “I was very impressed with their ability to collaborate with each other,” says Ms. Huang. Student Tiago Ribas comments that he and his project colleagues took quite some time during the process to plan what they would do, but that the experiment they presented at the end – how to make crystals – worked well and was a success. Student Beatriz Amaro says that she chose the topic of her experiment after she learned about osmosis. “Our project was about how to make the biggest gelatin bear using different types of water, i.e., salt, fresh, and natural water,” explains the young scientist, who was able to prove that the bear actually got bigger if it was placed in sugar water.
CHAPEL AT THE 13TH JORNADA DE ESTUDOS BRASILEIROS
In February, teachers Aline Cuchiaro, Paulo Silva, Adriana Alves, and Sávio Pereira presented their work at the 13th Jornada de Estudos Brasileiros at the Escola Americana de Recife (PE), in the company of the Brazilian Program coordinator, Eliana Cardia. The Jornada brought together over
one hundred experts from 13 international American schools in Brazil. The event addressed the topic: “The current challenges in education and the redefinition of the teaching-learning process,” and featured three lectures and over 30 interactive workshops. Check out how Chapel teachers participated:
The Museum as a Classroom and Research Space
Aline Cuchiaro and Paulo Silva
The museum was used as a source of research, and became fundamental to the interdisciplinary work (Portuguese and Brazilian Social Studies) carried out with 4th graders on Brazilian biomes. Students were given the opportunity to understand why a researcher’s work is important, and to refine the needed research tools, in addition to understanding Brazilian fauna and flora, their characteristics, what heritage means, and man’s impact on nature.
After the discussions, students visited the USP Zoology Museum, where they observed what they had studied before. At the end, the presentation showed the results of the work, the infographics, and the articles connected to the topic.
“IT WAS A VERY SPECIAL OPPORTUNITY TO SHARE PRACTICES WITH OTHER COLLEAGUES FROM DIFFERENT STATES, HEAR THEIR COMMENTS AND SUGGESTIONS, AND LEARN ABOUT SIMILAR EXPERIENCES. THESE ARE ALWAYS OPPORTUNITIES TO EXPAND OUR REPERTOIRE OF PRACTICES, AND COME UP WITH NEW IDEAS TO USE IN OUR OWN CLASSES.”
Paulo Silva
“‘WHEN WAS THE LAST TIME YOU DID SOMETHING FOR THE FIRST TIME?’ ASKED AN UNKNOWN AUTHOR. THIS QUESTION DESCRIBES THE MEANING OF THIS EXPERIENCE IN MY LIFE. MORE THAN A PERSONAL CHALLENGE, IT WAS A VERY IMPORTANT PROFESSIONAL EXPERIENCE, CONSIDERING THAT THE SCHOOL AND OTHER TEACHERS WHO ATTENDED WERE CONFIDENT ABOUT MY WORK. DEVELOPING THIS INTERDISCIPLINARY WORK TOGETHER WITH MY COLLEAGUE PAULO WAS A MEMORABLE EXPERIENCE, AND ONE THAT AWAKENED OUR EAGERNESS TO CARRY OUT MEANINGFUL NEW PROJECTS.”
Aline Cuchiaro
Boy in the Mirror: from literary work to comic book genre through AI
Adriana Alves and Sávio Pereira
The intention was to show how literature, comic books, and technology (artificial intelligence) talk to one another and can produce knowledge. In Portuguese classes, students read the literary work “O menino no espelho,” (Boy in the Mirror) by Fernando Sabino, studied the comic book genre, and produced comic books based on the book’s episodes using Canva’s platform. They wrote the texts (the characters’ speeches) and created illustrations using artificial intelligence.
“IT WAS INCREDIBLE TO TAKE PART IN THE JORNADA, SINCE I WAS ABLE TO LEARN ABOUT PROJECTS FROM OTHER SCHOOLS, AND SHARE EXPERIENCES WITH OTHER TEACHERS. HAVING THE OPPORTUNITY TO SHARE THE WORK DONE IN THE CLASSROOM WITH OTHER PEOPLE WAS VERY ENRICHING!”
Sávio Pereira
“TAKING PART IN THE JORNADA WAS A VERY ENRICHING EXPERIENCE. WE LEARNED SO MUCH! WE EXCHANGED FOND FEELINGS FOR ONE ANOTHER AND EXPERIENCES THROUGHOUT THE DAY, EVIDENCED IN THE WARM WAY WE WERE WELCOMED, DURING DEBATES, LECTURES, AND WORKSHOPS, IN THE SUPPORT WE RECEIVED FOR OUR PRESENTATION, AND IN THE MANY GET-TOGETHERS TO ENGAGE IN CONVERSATION. THE BEST WAY TO SPREAD THIS KNOWLEDGE WILL BE TO MAKE IT A REAL, LIVING ELEMENT IN THE CLASSROOM.”
Adriana Alves
CHAPEL AT AMISA 2024
In March, it was the turn of educators Sylvia Almeida, Daniela Hayashida, Julia Ragusin, Amanda Manea and Gabriela Pezoa to present their work at AMISA 2024, which took place at the American School of Assunção, in Paraguay. In the company of Early Childhood Education coordinator Emanoelli do Valle, and High School Principal
Raising Diversity Awareness through Art
Sylvia Almeida
Sean Quinn, Chapel teachers took part in one of the most important education events in the Americas, which brought together educators from 19 countries and 24 international schools to address the topic: “Growing and Connecting: Better Together.” Check out below what Chapel teachers presented:
The workshop revealed different strategies on how to use art to explore different cultures in the classroom, and in the school. After all, more knowledge and awareness of different cultures creates an environment of understanding and the much-desired feeling of belonging.
“THE EXPERIENCE WAS AMAZING AND INVIGORATING. I WAS HAPPY TO PARTICIPATE IN SO MANY WORKSHOPS, AND STILL HAVE A SIZABLE AUDIENCE FOR MY OWN WORKSHOP, WITH PARTICIPANTS WHO THANKED ME MANY TIMES, AND WHO VALUED THE CONTENT THAT I SHARED WITH THEM. I WAS ALSO FORTUNATE ENOUGH TO BE PART OF SUCH A SUPPORTIVE TEAM OF MANAGERS AND TEACHERS, WHO MADE THEMSELVES AVAILABLE AND WERE HELPFUL IN SO MANY WAYS!”
Sylvia Almeida
Affect the fact of affection, affect it! How can affectivity connect body, mind, and the heart in building the nexialist individual?
Daniela Hayashida and Julia Ragusin
The workshop “Afeta o fato afeto, afete!” explored how affectivity, or the set of emotions, feelings, and behaviors that permeate human relationships, can be a fundamental tool in constructing a nexialist identity. A nexialist is someone who mixes skills, and is concerned about developing several of them and using them together.
“THE AUDIENCE SHOWED INTEREST AND ENGAGEMENT TOWARD THE TOPIC, AND THERE WAS A MEANINGFUL EXCHANGE OF IDEAS AND EXPERIENCES DURING THE SESSION, WHICH HIGHLIGHTED THE IMPORTANCE OF AFFECTIVITY IN BUILDING THE NEXIALIST INDIVIDUAL. THE FEEDBACK WAS VERY ENCOURAGING, AND PARTICIPANTS EXPRESSED THEIR APPRECIATION OF THE INNOVATIVE APPROACH AND THE DEEP REFLECTION INSPIRED BY OUR PRESENTATION.”
Turning reading into adventures
Amanda Manea and Gabriela Pezoa
How can you uncover different ways to help students develop their love for reading? By creating meaningful and exciting experiences through reading challenges and interdisciplinary projects, promoting creativity and community engagement to cultivate a vibrant reading culture.
“ONE OF THE MOST MEANINGFUL REALIZATIONS I CAME AWAY WITH FROM THE CONFERENCE WAS THAT I COULD PRESENT MYSELF TO UNFAMILIAR AUDIENCES, BE CONFIDENT ABOUT WHAT I WAS SAYING AND BELIEVE IN MY VALUES AND MY WORK. AMISA 2024 WAS NOT ONLY AN OPPORTUNITY FOR PROFESSIONAL DEVELOPMENT, BUT ALSO A SOURCE OF INSPIRATION AND SELFASSERTION, SERVING TO HELP ME PRACTICE MORE INCLUSIVE EDUCATION.”
Amanda Manea and Gabriela Pezoa
Daniela Hayashida and Julia Ragusin
TALENTS & PASSIONS
In this edition, the Talents & Passions section features the spiritual journey of religion teacher Ana Lucia Dias, who has already read the Bible three times, and the musical and literary adventures of Theory of Knowledge teacher Jean Marcus Silva, who plays the trumpet in jazz bands and is currently writing his third novel. As for the students, this section features seven favorite activities for students from Grades 6-12: building robots, theater, figure skating, literature, journalism, community service, and volunteering.
SPIRITUAL JOURNEY
I WALKED ON THE PATHS THAT JESUS WALKED. THIS MADE ME VERY OPEN TO OTHERS, AND I COULD SEE GOD IN OTHERS.
The Early Childhood and Elementary School religion teacher, Ana Lucia Dias, embarked on her spiritual journey when she began reading the Bible, praying more, and traveling to experience not only her religion but others, giving special attention to Arab Orthodox and Jewish cultures and religions. “I have always been Catholic, but I had a spiritual awakening in 1996, and it made me open up to all religions,” she explains, adding that: “In my travels, I walked along the same paths as Jesus, and this opened my mind; I opened myself to others and began to see God in others.”
One of her most memorable trips was in 1998, when she spent six months praying in Israel. While there, she lived in a kibbutz (Jewish settlement) in the Northern part of the country and also with a Christian Orthodox Arab family in Bethlehem, learning about Jewish culture and religion. To her, these experiences strengthened her connection with God and her transcendence: “I am much closer to my God, and I can pass this on to the children I teach with much greater strength; I am a role model to them, and I want to develop their connection with their own God,” she states.
Having degrees in Psychology and Education, the teacher is currently preparing for her third degree, Theology, for her personal development. “I study Catholic confessional theology,” says the devotee who has read the Bible three times, including one in Lectio Divina mode – which is a prayerful reading of the Bible. Ms. Dias prays the rosary every day, in addition to reading, meditating and reflecting.
In addition to caring for the mind and spirit, the teacher always finds time to take care of her body. She used to spend two to three hours in the pool and swim eight kilometers a day. Another passion of Ms. Dias’ is animals: she adopted two dogs and four cats and loves traveling with them. “I look for pet-friendly inns, and like going to the São Paulo countryside or southern Minas Gerais. On one of our last trips to Socorro (SP), we hiked up a waterfall,” says the teacher who has been teaching at Chapel for five years.
JEAN
At Chapel for four years, Jean Marcus Silva is the High School religion teacher and also the IB Theory of Knowledge teacher. He has a peculiar history with music. He was seven years old when his mother enrolled him in a music school in Angra dos Reis (RJ), where he was born and where he lived with his family until he started university. Right after he started to learn music theory, he wanted to learn the trumpet to play duets in the town procession. “I used to play in processions, and at the Festa do Divino. I joined the town’s marching band as soon as I could, and started trying my hand at playing other types of music,” says the teacher.
He took a break from music when he started university, first studying philosophy at UFRJ (Federal University of Rio de Janeiro), and then liberal arts at SOKA University, in California, where he graduated. Even though he never considered playing professionally, he went back to playing in bands when he moved back to São Paulo in 2016. “I play in bands for musical fun. I don’t consider myself a good trumpet player, I’m just competent,” says the instrumentalist modestly. Jean belongs to a Brazilian big band, whose repertoire includes brass and Tim Maia, and another jazz band, where he explores new themes and techniques.
In addition to music, Mr. Silva devotes himself to writing novels. When he graduated from college, he took to furthering his writing career. He wrote his first novel right before he graduated, when he was in Taiwan doing an exchange program in his last year of college. “When I came back to Brazil, I had no contact with any publishers or way of publishing. Therefore, I decided to publish on my own. I printed, learned how to bind a book, created a technique for making fabric covers, and sold copies to friends,” discloses the author and editor of a truly crafted production. Ever since he started teaching, he has found it challenging to balance work and a writing career, but is currently finishing his third novel. This time, however, he will look for a publisher. “Of course, if I could craft another publication like the last one, I would do it just that way, but I’m going to look for something more professional,” he reveals.
Jean Marcus states that being in the classroom and talking to students has provided a good exchange for him as a writer. “I’m at a point where I like where I am. I don’t know if I would be happy being a full-time writer. I don’t know if I would write as well if it weren’t for the classroom,” he concludes.
I WOULDN’T STOP TEACHING EVEN IF I WERE A FAMOUS WRITER. TEACHING HAS BECOME PART OF MY CREATIVE PROCESS.
LINGUANOTTO ROBOTICS PROJECTS
WHAT I LIKE MOST IS MAKING ROBOTICS PROJECTS AND THEN SEEING THEM READY. IT’S A VERY SATISFYING FEELING TO SEE A FEW WEEKS’ WORTH OF EFFORT COME TOGETHER AND WORK OUT.
When Guilherme Linguanotto talks about technology and robotics, he explains his projects so aptly that you would not know that he is just 13. Now a 7th grader, he has been at Chapel since 1st grade of the Elementary School. Guilherme got to know robotics more deeply after a friend invited him to take a summer course at MundoMaker, a school known for innovation, technology, and creativity, where children learn basic notions of electronics and robotics. “I really liked it, and now I not only take courses during the holidays, but I’m also enrolled in the regular weekly course. I’m learning robotics, and I’m working on a few robot projects,” he says. His first project was a safe with a password that, once deciphered, opened the safe and turned on a green light.
What Guilherme likes the most at Chapel are the art classes. In addition to school, he plays soccer in the Young Trojans. “I like playing soccer. I’m a goalie. I play at school and on the grounds of my apartment building with friends,” he says. Aside from playing soccer, the young man also likes to watch matches on television, especially the Champions League games. His favorite team on the field is São Paulo Futebol Clube.
Guilherme says that he plans to continue his robotics course, and also dedicate himself to technology classes at school. Through Chapel’s Innovation Hub, he discovered the Micro:bit, a microcontroller designed for children to learn basic computing and computer programming concepts. “I liked it so much that I asked my parents for one,” he admits. At the moment, Guilherme is building a robot that does research: “It’s a game in which the robot asks a question and the person has to answer,” he explains.
Of all the projects he has created, the one he liked the most used animatronics, based on the game Five Nights at Freddy’s, which he loves: “It’s a horror game that has robots, and it inspired me to start making one for myself. Its eyes and mouth move,” he explains enthusiastically. He plans to grow even more in this area: “What I like most is making robotics projects and then seeing them ready. It’s a very satisfying feeling to see a few weeks’ worth of effort come together and work out.”
SOPHIA FONSECA THEATRICAL EXPRESSION
Sophia Fonseca is passionate about new experiences. A year and a half ago, she asked her parents if she could join an acting school to take acting, singing, and dancing lessons. A few weeks after enrolling in the musical theater course at the Allégresse School, she auditioned for the “The Sound of Music” musical, and was given the role of one of Captain Georg von Trapp’s seven daughters. We rehearsed for seven months, and the effort was worth it: “I tried really hard, and gave it my best. It was a very positive experience that allowed me to focus even more on the course,” says the 8th-grade student.
After taking part in the musical, Sophia was asked to sing at shows known as belters – belter is a singing technique that uses a mixed voice, and originated in American and English musical drama schools. Her first appearance was in a show at the All of Jazz Restaurant in São Paulo. “I like acting more, because I have always liked watching actresses perform, but when I started studying, I saw that it’s a lot neater than it seems. You study the character, and overcome the challenges by studying,” says the 13-year-old. At the time of this interview, Sophia was rehearsing for the musical “Anastasia,” in which she played the role of Countess Lily.
At Chapel since Pre-I, Sophia enjoys the school’s environment, where everyone gets along, and the teachers are approachable. When she took theater classes at school, she was very shy, and did not get much out of it. However, when she started taking classes out of school, she overcame her shyness: “I used to be embarrassed because I had to sing alone, but now I got used to it, and think it’s super normal to perform in front of others. Now I enjoy the experience of opening up to the audience, expressing myself, and showing what I can do,” she comments.
Sophia believes that it is only by doing something that we discover what we like to do, and that is why she likes to try everything: “Aside from the theater, I ice skate, play the piano, and play tennis. Every day, I practice one extracurricular activity,” she reveals smiling.
I DO THEATER BECAUSE I ENJOY THE EXPERIENCE OF EXPRESSING MYSELF IN PUBLIC, AND OF SHOWING WHAT I CAN DO.
RAFAELA TOSSUNIAN FIGURE SKATING
WHEN PEOPLE ASK ME WHY I DON’T GET NERVOUS BEFORE COMPETITIONS, I SAY IT’S BECAUSE I’M DOING SOMETHING I LOVE.
Rafaela Tossunian discovered her greatest passion just over three years ago, right after the Covid-19 pandemic let up and her social life went back to normal. “I asked my parents if I could take figure skating lessons, and they agreed,” says the 14-year-old. She liked it so much that she quickly started training with a coach at Arena Ice Brasil, a Brazilian Ice Sports Confederation project. In July 2022 she participated in her first competition and won it. From then on, championships came into her life, and victories became part of her routine: she has already participated in seven competitions, and has placed first in most of them. “When I’m skating alone, I feel very free; it feels like I’m freeing myself from my chains. I’m going very fast, and that’s really good,” says the 9th grader, who enjoys the company of the skating friends she spends chunks of time with: Rafaela trains three times a week, about five hours a day.
“It’s not easy to juggle practice with studies, but I try,” she says. At the time of this interview, she was training for the South American championship. Even though she is not thinking of turning professional, the young woman plans to continue competing: “I don’t want to work with that professionally, but I love competing. When people ask me why I don’t get nervous before competitions, I say it’s because I’m doing something I love.” Her only regret is the lack of investment in the sport in Brazil.
Together with her dedication to the sport, Rafaela has been working on a volunteer project in one of the hospitals where her pediatric heart surgeon father works: “The situation of those who are hospitalized is very sad, especially the children. With this in mind, I started a project currently being evaluated by the hospital board, to entertain younger children in pre- or post-operative situations, distract them, and improve the quality of their stay in the hospital by entertaining them. If it’s approved, I will ask volunteers to work with me,” she closes.
At Chapel since 2nd grade, what Rafaela most enjoys is being with people. “I love the teachers, who are great, and the location, which is very beautiful,” she concludes.
MARCEL MOURA PEACE SPORT
From a young age, Marcel Moura was encouraged by his father to practice sports. “I took a liking for sports, and tried several different types with time,” says the 15-year-old. At Chapel since Kindergarten, Marcel is currently in 10th grade, plays volleyball and basketball, and recently decided to try softball. He trains practically every day after school, is a member of all the Varsity teams, and competes in interschool championships. “What I like the most is basketball, which I plan to continue playing,” he comments.
Another sport that he was introduced to a long time ago, and plans to continue practicing is tchoukball. Still rather unknown in Brazil, tchoukball was created in Switzerland in the 1960s, and is considered by the UN (United Nations) as a “peace sport” since there is zero violence. Tchoukball is a noncontact sport that can be played on a court, grass, sand, or in a swimming pool, since the only equipment it requires is the rebound frame, a kind of trampoline where the ball is tossed. “I practice tchoukball on Sundays with my dad, who introduced me to the sport when I was little,” says Marcel, who is a member of the São Paulo Tekokatu team, as well as the Brazilian national team in the M15 category (co-ed up to age 15). Marcel is a standout player, and usually scores many points in matches. He helped the team win second place in the Pan American Games held in Argentina.
Marcel is also in Chapel’s Drama Club, which stands out for its quality productions. In “The Addams Family” musical, the young man played the important role of Strumble, the butler. His success on stage was secured after plenty of rehearsing, in a somewhat tiring but very rewarding journey: “On the night of the performance, when I saw that everything was flowing just right, I thought that it was very cool, and that it was well worth the effort,” he says.
I PRACTICE TCHOUKBALL ON SUNDAYS, WITH MY DAD, WHO INTRODUCED ME TO THE SPORT WHEN I WAS LITTLE.
DANIEL AGAPITO HEAVY METAL JOURNALIST
BY WRITING FOR MAGAZINES AND WEBSITES, I GET TO SEE SHOWS THAT I WOULD GO TO ANYWAY, AND WIND UP MEETING MANY DIFFERENT PEOPLE.
He is only 16, but he already has a professional journalist’s portfolio. Passionate about heavy metal, a musical style he discovered from his parents, Daniel Agapito found a way to combine something useful with something pleasant through journalism texts. It all started a little over a year ago, when a black metal band from the Norwegian countryside was in São Paulo for a show. Daniel took the opportunity to write a review about the band and submit it to Whiplash.net, a website that provides user reviews in Portuguese. His work was well rated, and he started to contribute periodically. “I write for websites in England, the United States, and Finland,” recounts the overly modest 11th grader.
Being a reporter at shows, producing album reviews, and covering smaller bands got him invited to write for the largest Latin American magazine of the kind, Roadie Crew, at the beginning of this year. This Brazilian print and digital publication specializes in heavy metal and classic rock. In April, he was one of the journalists who was scheduled to cover the Brazilian edition of Summer Breeze, the traditional German rock festival Summer Breeze Open Air, which gathered 57 bands on four stages at the Memorial da América Latina in São Paulo. “I covered 14 shows and produced 30 pages of text over three days,” says Daniel, who is already used to the hectic work routine combined with the academics at Chapel, where he has studied since Pre-I.
Writing comes easily to Daniel, whether in Portuguese or English. He recounts that it is easier for him to write articles on the humanities, as can easily be confirmed: two years ago, his culinary e-book How to boil an egg was on Amazon’s bestseller list. Even though he told this story while laughing, when it comes to journalism, his dedication is authentic: “I take journalism seriously, and I plan to continue in this field at least for now,” says the heavy metal fan, who enjoys everything from traditional bands, such as Iron Maiden and Judas Priest, to those that he labels as “the most unlistenable.” The texts that Daniel has published can be viewed using the QR code next to:
DIEGO UNZUETA SOCIAL ACTION FOR KENYA
At Chapel since Pre-I, Spaniard Diego Unzueta joined the school because it was recommended by his parents’ friends when the family moved to Brazil. Currently in his final year of High School, Diego already has some life projects in mind for his future. “As soon as I finish Chapel, I plan to study business in the United States, with a specialization in computer science,” states the 17-year-old objectively. In fact, assertiveness is one of the adjectives that define him. What Diego, the current president of Chapel’s MUN (Model United Nations), appreciates the most about the club is having the opportunity to hold discussions: “What I like most is having debates with people, and having the opportunity to speak, to express myself,” explains the student, who is also part of the TAC (Take Action Club), which organizes social projects at the school.
One of the proposals that Diego brought to TAC was an initiative he discovered on a recent trip to Kenya, an African country where a family friend is working on an educational project with children from the Masai tribe, a semi-nomadic ethnic group, and where Diego helped build the Escuela Primaria Olchoro Lemayian. “Access to schools is very limited there, since the Maasai live in isolated places, and their dialect limits them from getting to know and exploring other life and work options,” explains Diego. His idea is to contribute to the social project, whose goal is to build schools and lodgings, so that children and young adults can have access to the English language, and to other knowledge.
“I have an emotional connection to the project. When I visited the school and the villages, I found that although they were the happiest children that I have ever met in my life, they want to learn, but they live in a very difficult situation in unhealthy homes, with poor nutrition, and walk many kilometers to fetch water. In short, they belong to a culture that exposes children and women to danger,” he says. One way to change the future of these children would be for them to learn another language, a tool that would give them a better future.
As soon as possible, Diego plans to give a talk and publicize the project in Brazil, so that he can raise funds to finish building the school. Already steering in this direction, the young man has committed himself to developing the project’s website so that this cause can become known globally.
WHAT
I LIKE MOST IS HAVING DEBATES WITH PEOPLE, AND HAVING THE OPPORTUNITY TO SPEAK, TO EXPRESS MYSELF.
SOPHIA HIRSCHFELD HUMAN RIGHTS
I HAVE ALWAYS BEEN VERY INTERESTED IN POLITICS, PARTICULARLY IN HUMAN RIGHTS. I LIKE PUTTING MYSELF IN PEOPLE’S SHOES, AND BEING ABLE TO CREATE SOLUTIONS THAT SUIT SPECIFIC CULTURES AND COUNTRIES.
Sophia is a recent Chapel graduate who made the most of her High School years and is gaining experience in her first classes at the University of Miami, where she is studying economics with a focus on politics. In the last two years of school, she was a member of the NHS (National Honor Society – Chapel’s honor club), and the president of the MUN (Model United Nations – the United Nations club), where she was able to hone essential skills for her development as a human and a professional. “I have always been very interested in politics, particularly in human rights. I like putting myself in people’s shoes, and being able to create solutions that suit specific cultures and countries,” says the 18-year-old.
Sophia took courses at Mock Trial to develop her experience in human rights. There, students participate in rehearsed court trials to learn about the legal system, and simulate cases in a court. “I’ve always liked debates, and this course allowed me to be a lawyer before witnesses. It was very interesting,” she says. Her involvement in the NHS was natural, since her family has always been involved in community service. At the Mauro II community sponsored by the church that the family attends, Sophia worked on the outskirts of São Paulo with the children who belong to the community. Her community work was conducted at Lar das Crianças, an after-school daycare program for children aged 2 to 18, which provides support for schoolwork. Before moving to the United States, she volunteered twice a week, providing emotional support to younger children.
At the time of this interview, Sophia was happy and sad at the same time: “I’m very excited to begin a new stage, while also sad to leave school. I found a very nice community of friends here at Chapel, and because it is smaller, we feel included, and also feel that it’s a very healthy and safe environment. In the three years I’ve spent here, I was around people who were good for me. I’m going to miss it,” she reflects as she bids farewell. Chapel also feels torn between sadness and joy: the school community will miss her, but also rejoices at her achievements.
Upper Active Family activities, the Young Trojans Festival games, the treats at the International Festival, a memorable presentation of “The Addams Family” musical, and the excitement at the Kindergarten, Grade 6, and Grade 12 graduations were some of the special moments that marked the last semester at Chapel. On the pages that follow, check out these cultural, sport, and festive events that brought together the school community.
CARNAVAL
Fotos: Arquivo Chapel
Photos: Chapel Archives
01 - No Carnaval do ECEC, Vitor Tavares, Omar Zarif, Enzo Petroni e Theodora de Villi desfilaram pela Chapel. 01 - At the ECEC Carnaval, Vitor Tavares, Omar Zarif, Enzo Petroni, and Theodora de Villi paraded through Chapel.
02 - Julia Garcia, Maria Carolina Muzzi, Maria Eduarda Mantegazza, Emma Ferrari e Theo Bernardo compuseram o bloco “Pipoquinhas Coloridas”.
02 - Julia Garcia, Maria Carolina Muzzi, Maria Eduarda Mantegazza, Emma Ferrari, and Theo Bernardo formed the parade group “Pipoquinhas Coloridas” (Colorful Popcorn).
03 - Foi grande a animação de Thomas Toledo, Sophia Favero, Maria Eduarda Iberê e Dylan Campos.
03 - Thomas Toledo, Sophia Favero, Maria Eduarda Iberê, and Dylan Campos were very excited.
04 - Com Ms. Marianna Zambrini, Laura Ayres e Theodora de Villi, do Pre I, divertiram-se com os confetes no bailinho.
04 - Ms. Marianna Zambrini, Laura Ayres and Theodora de Villi, from Pre I, had fun with the confetti at the celebration.
05 - A serpentina encantou Martin Pereira, Luiz Felipe Pacheco e Nicolas Cruz.
05 - Martin Pereira, Luiz Felipe Pacheco, and Nicolas Cruz were captivated by the streamers.
06 - Stella de Renzis e Helena Bortolin divertiram-se na festa inspirada no Carnaval da Bahia.
06 - Stella de Renzis and Helena Bortolin had fun at the Carnaval in Bahia inspired-party.
07 - Bruna Mariano, Marina Benício e Stella Gurgel com seus abadás personalizados.
07 - Bruna Mariano, Marina Benício, and Stella Gurgel with their personalized “abadás”.
08 - Francisco Filomeno, Rafael Cruz, Jake Chen e Arthur Lima acompanharam animados o trio elétrico.
08 - Francisco Filomeno, Rafael Cruz, Jake Chen, and Arthur Lima followed the “trio elétrico” with enthusiasm.
09 - Com seus abadás coloridos, Giulia Lima, Samantha Tsai, Lucas Barua, Lucas Campaña e Gabriel Son divertiram-se na festa de rua.
09 - Giulia Lima, Samantha Tsai, Lucas Barua, Lucas Campaña, and Gabriel Son had fun at the street party in their colorful “abadás”.
10 - Berlin Bokermann, João Pedro Sanches, Nina Son, Helena Loures, Gabriel Nasreddine, Elisa Dário, Clarissa Wu, Enzo Terni e Maria Valentina Pacheco exibem seus abadás na tradicional festa brasileira.
10 - Berlin Bokermann, João Pedro Sanches, Nina Son, Helena Loures, Gabriel Nasreddine, Elisa Dário, Clarissa Wu, Enzo Terni, and Maria Valentina Pacheco show off their “abadás” at the traditional Brazilian party.
11 - Joaquim Santos, Agness Choi, Nina Daher, Guilhermina Zogbi, Marina Pereira e Pietra Almeida também participaram da diversão carnavalesca.
11 - Joaquim Santos, Agness Choi, Nina Daher, Guilhermina Zogbi, Marina Pereira, and Pietra Almeida also participated in the Carnaval fun.
YOUNG TROJANS FESTIVAL
Fotos: Arquivo Chapel
Photos: Chapel Archives
01 - No Young Trojans, Pietra Almeida atuou em partida contra a EAC.
01 - In the Young Trojans, Pietra Almeida played in a match against EAC.
02 - A torcida de Enrica Almeida, Rebecca Buffara, Lola Cerda e Marina Benicio incentivou as colegas em campo.
02 - Enrica Almeida, Rebecca Buffara, Lola Cerda, and Marina Benicio cheered on their teammates on the field.
03 - Representando o 2º ano da Chapel, Eric Oguro e Giorgio Ramaciotti (de costas) atuaram contra a BCB.
03 - Representing 2nd grade, Eric Oguro and Giorgio Ramaciotti (facing backwards) played against BCB.
04 - Filippo Lima, em partida do time de futebol do 3º ano contra a EAC.
04 - Filippo Lima during the 3rd grade soccer match against EAC.
05 - Enrico Arruda comemora com a mãe, Cristiane.
05 - Enrico Arruda celebrates with his mother, Cristiane.
04
06 - No basquete, Gabriel Andrade, Bernardo Cuoco, Thomas Neto e Ricardo Carrillo jogaram na equipe do 4º ano contra a EAC.
06 - In basketball, Gabriel Andrade, Bernardo Cuoco, Thomas Neto, and Ricardo Carrillo played on the 4th grade team against EAC.
07 - Parabenizados por Mr. João Sodré, Gustavo Oliveira, Noah Shea (de frente), Arthur Lima, Antonio Secali, Henrique Navarro, Ian Ferrari e Rafael Pollastrini (de costas), atuaram na equipe masculina de basquete.
07 - Mr. João Sodré congratulates Gustavo Oliveira, Noah Shea (facing forwards), Arthur Lima, Antonio Secali, Henrique Navarro, Ian Ferrari, and Rafael Pollastrini (facing backwards), who played on the boys’ basketball team.
08 - Federico Borda, do 2º ano, fazendo aquecimento antes do jogo de basquete.
08 - Federico Borda, from the 2nd grade, warming up before the basketball game.
09 - Arthur Lima atuando no time de basquete contra a EAC.
09 - Arthur Lima during a basketball game against EAC.
10 - Alana Hernandez integrou a equipe feminina de basquete da Chapel.
10 - Alana Hernandez played on Chapel’s girls’ basketball team.
11 - Divertindo-se na partida de basquete, Sofia Zanata, Alana Hernandez (ao fundo) e Amanda Segui.
11 - Sofia Zanata, Alana Hernandez (in the back), and Amanda Segui having fun during the basketball game.
UPPER ES ACTIVE
FAMILY MORNING
Fotos: Arquivo Chapel
Photos: Chapel Archives
01 - Henrique Brandão participou da manhã de atividades com a mãe, Lídia.
01 - Henrique Brandão took part in a morning of activities with his mother, Lídia.
02 - Maria Fernanda Secali e a mãe, Andreia, curtiram a corrida de estafeta.
02 - Maria Fernanda Secali and her mother, Andreia, enjoyed the relay race.
03 - Noah Maingue e seu pai, Rodrigo, jogaram basquete juntos.
03 - Noah Maingue and his father, Rodrigo, played basketball together.
04 e 05 - Uma das atividades mais divertidas foi o voleibol dos alunos.
04 and 05 - One of the most fun activities was students’ volleyball.
06 - Na modalidade tchoukball, pais e filhos jogaram juntos.
06 - Parents and children played tchoukball together.
07, 08, 09 e 10 - As famílias também se divertiram jogando queimada.
07, 08, 09, and 10 - Families also had fun playing dodgeball.
11 - No final das atividades, pais e filhos se reuniram para foto memorável.
11 - At the end of the activities, parents and children got together for a memorable picture.
INTERNATIONAL FESTIVAL
Fotos: Arquivo Chapel
Photos: Chapel Archives
01 - Em março, Ms. Juliana Menezes, Ms. Ana Paula Aragon, Ms. Emanoelli do Valle, Ms. Carla Vidal Fegyveres e Mr. Sean Quinn participaram da abertura do 37º Festival Internacional da Chapel.
01 - In March, Ms. Juliana Menezes, Ms. Ana Paula Aragon, Ms. Emanoelli do Valle, Ms. Carla Vidal Fegyveres, and Mr. Sean Quinn participated in the opening of Chapel’s 37th International Festival.
02 - Integrantes do Glee Club, Mr. Caio Oliveira, Lara Zwecker, Beatriz Abram, Mariana Avila, Marina Moura, Laura Santiago e Marta Castro se apresentaram na abertura do evento.
02 - Glee Club members Mr. Caio Oliveira, Lara Zwecker, Beatriz Abram, Mariana Avila, Marina Moura, Laura Santiago, and Marta Castro performed at the event’s opening.
03 - O Chile foi um dos dezoito países representados no Festival.
03 - Chile was one of the 18 countries represented at the Festival.
04 - A Itália é uma das barracas mais concorridas.
04 - Italy was one of the most popular stands.
05 - A equipe da França caprichou no visual e na deliciosa culinária.
05 - The French team went all out on visuals and delicious cuisine.
06 - A cultura colombiana foi muito bem representada na festa.
06 - Colombian culture was very well represented at the party.
07 - A barraca da Grécia revelou as belezas do país.
07 - The Greek stand showed off the country’s wonders.
08 - A barraca da Alemanha dava água na boca só de olhar.
08 - The Germany stand was mouth-watering.
09 - A Bélgica mostrou alguns de seus pratos típicos.
09 - Belgium showcased some of its typical dishes.
10 - Os quitutes da Venezuela encheram os olhos de todos.
10 - The Venezuelan delicacies caught everyone’s eye.
11 - O México foi destaque pelas cores e sabores.
11 - Mexico stood out for its colors and flavors.
12 - A culinária coreana agrada aos mais diversos paladares
12 - Korean cuisine appealed to the most diverse palates.
13 - As delícias de Portugal são aguardadas com ansiedade no Festival.
13 - The delights of Portugal were anxiously expected at the Festival.
14 - O Canadá esteve muito bem representado no evento deste ano.
14 - Canada was well-represented at the event this year.
15 - A barraca da Inglaterra apresentou vários aspectos culturais do país.
15 - England’s stand displayed several aspects of the country’s culture.
16 - Os representantes do Líbano capricharam na apresentação do país.
16 - Lebanon’s representatives did an excellent job presenting their country.
17 - A já tradicional e sempre aguardada feijoada foi destaque na barraca do Brasil.
17 - The traditional and always eagerly awaited feijoada was the highlight of the Brazil stand.
18 - Os Estados Unidos escolheram o cinema como temática para o Festival.
18 - The United States chose movies as its theme for the Festival.
19 - As belezas naturais do país vizinho foram exaltadas na barraca da Argentina.
19 - The Argentina stand paid tribute to the country’s natural beauty.
20 - A barraca do Japão sempre brilha no evento cultural.
20 - The Japan stand always shines at the cultural event.
21 - Beatriz Abram, João Pedro Fegyveres e Alma Castanares fizeram o lançamento e venda de seu livro “Teen’s handbook for refugees project: learnings from Mi Casa, Tu casa - Minha Casa, Sua Casa”, que narra suas experiências com o projeto que montou bibliotecas para crianças e jovens refugiados venezuelanos no Estado de Roraima, no Brasil.
21 - Beatriz Abram, João Pedro Fegyveres, and Alma Castanares launched and sold their book “Teen’s handbook for refugees project: learnings from Mi Casa, Tu Casa - Minha Casa, Sua Casa” which recounts their experiences in the project that set up libraries for Venezuelan children and young refugee in the state of Roraima in Brazil.
22 - Theo Lemos demonstrando sua paixão pelo futebol italiano e pelo time brasileiro que reúne parte da comunidade.
22 - Theo Lemos exhibits his passion for Italian soccer and for the Brazilian team that brings the community together.
23 - Amanda Segui e Mariana Romero provaram as delícias servidas no evento.
23 - Amanda Segui and Mariana Romero tried the delicacies offered at the event.
24 - João Pedro Marrar, Leonardo Kiyose e Karam Karam divertiram-se no Festival Internacional.
24 - João Pedro Marrar, Leonardo Kiyose, and Karam Karam had fun at the International Festival.
THE ADDAMS FAMILY
Fotos: Arquivo Chapel
Photos: Chapel Archives
01 - Em abril, o Drama Club apresentou o musical “A Família Addams”, com Laura Santiago, Marcel Moura, Marta Castro, Marina Moura, Lara Zwecker e Lucas Inglesi.
01 - In April, the Drama Club presented “The Addams Family” musical starring Laura Santiago, Marcel Moura, Marta Castro, Marina Moura, Lara Zwecker, and Lucas Inglesi.
03 - Sophia Tsai, Laura Santiago, Marcel Moura, Marta Castro, Marina Moura, Lara Zwecker, Vibha Komala, Lucas Inglesi e Mariana Avila tiveram atuações brilhantes.
03 - Sophia Tsai, Laura Santiago, Marcel Moura, Marta Castro, Marina Moura, Lara Zwecker, Vibha Komala, Lucas Inglesi, and Mariana Avila gave brilliant performances.
04 - Cena de Laura Santiago (Wandinha) e Marta Castro (Gomez Addams).
04 - A scene with Laura Santiago (Wednesday) and Marta Castro (Gomez Addams).
05 - Sophia Tsai (Ancestor), Lara Zwecker (Feioso) e Laura Santiago (Wandinha).
05 - Sophia Tsai (Ancestor), Lara Zwecker (Pugsley), and Laura Santiago (Wednesday).
06 - Lucas Inglesi brilhou no papel de Vovó Addams.
06 - Lucas Inglesi shone in his role as Grandmama Addams.
07 - Marina Moura (Morticia Addams), Laura Santiago (Wandinha) e Marta Castro (Gomez Addams).
07 - Marina Moura (Morticia Addams), Laura Santiago (Wednesday), and Marta Castro (Gomez Addams).
08 - Marta Castro (Gomez Addams), Marina Moura (Morticia Addams), Vibha Komala (Mal Beineke) e Mariana Avila (Alice Beineke).
08 - Marta Castro (Gomez Addams), Marina Moura (Morticia Addams), Vibha Komala (Mal Beineke), and Mariana Avila (Alice Beineke).
09 - Elenco completo em cena: Sophia Tsai (Ancestor), Marcel Moura (Tropeço), Lucas Inglesi (Vovó Addams), Lara Zwecker (Feioso), Marina Moura (Morticia Addams), Marta Castro (Gomez Addams), Laura Santiago (Wandinha), Bernardo Freitas (Lucas Beineke), Vibha Komala (Mal Beineke) e Mariana Avila (Alice Beineke).
09 - The full cast on stage: Sophia Tsai (Ancestor), Marcel Moura (Lurch), Lucas Inglesi (Grandmama Addams), Lara Zwecker (Pugsley), Marina Moura (Morticia Addams), Marta Castro (Gomez Addams), Laura Santiago (Wednesday), Bernardo Freitas (Lucas Beineke), Vibha Komala (Mal Beineke), and Mariana Avila (Alice Beineke).
10 - Bernardo Freitas (Lucas Beineke) com Marta Castro (Gomez Addams) e Laura Santiago (Wandinha).
10 - Bernardo Freitas (Lucas Beineke) with Marta Castro (Gomez Addams), and Laura Santiago (Wednesday).
11 - Cena animada de Marta Castro (Gomez Addams) e Lara Zwecker (Feioso).
11 - A lively scene with Marta Castro (Gomez Addams) and Lara Zwecker (Pugsley).
12 - Elenco, direção e produção do musical: Ana Luiza Dall’Ovo, Sophia Tsai, Bianca Ludgero, Mariana Avila, Ms. Ana Inglesi, Vibha Komala, Lara Zwecker, Ms. Maxine Rendtorff, Laura Santiago, Marcel Moura, Mr. Caio Oliveira, Marina Moura, Marta Castro, Bernardo Freitas, Lucas Inglesi e Julia Segui.
12 - The musical’s cast, direction, and production: Ana Luiza Dall’Ovo, Sophia Tsai, Bianca Ludgero, Mariana Avila, Ms. Ana Inglesi, Vibha Komala, Lara Zwecker, Ms. Maxine Rendtorff, Laura Santiago, Marcel Moura, Mr. Caio Oliveira, Marina Moura, Marta Castro, Bernardo Freitas, Lucas Inglesi, and Julia Segui.
FORMATURA DO 12º ANO 12TH GRADE GRADUATION
Fotos / Photos: LES Fotografias
01 - Os eventos de formatura da turma de 2024 iniciaram-se no dia 22 de maio, quando houve missa, almoço e cerimônia de premiação.
01 - The graduation events for the Class of 2024 started on May 22nd with mass, lunch, and an awards ceremony.
02 e 03 - No fim do dia, os formandos receberam alguns presentes, dentre eles um quadro com as fotos de cada ano em que estudaram na Chapel, exibidos por Pedro Augusto Romão e Renata Papaléo .
02 and 03 - At the end of the day, graduates received gifts which included a framed picture with photos of them in each of their years at Chapel, as shown above by Pedro Augusto Romão and Renata Papaléo .
04 e 05 - Nicolas Razzotti e Bernardo Tocantins discursaram como Class Valedictorians na Cerimônia de Formatura em 25 de maio.
04 and 05 - Nicolas Razzotti and Bernardo Tocantins, the Class Valedictorians, gave speeches at the Graduation Ceremony on May 25th.
06 e 07 - Walter Celio Gallo Neto e Derick Galhardo discursaram como Class Salutatorians.
06 and 07 - Walter Celio Gallo Neto and Derick Galhardo, the Class Salutatorians, gave speeches.
08 e 09 - João Reszecki e Gabriela Figueiredo foram os oradores da turma.
08 and 09 - João Reszecki and Gabriela Figueiredo were class speakers.
10 - Marta Castro recebeu o diploma da School Director e Elementary School Principal, Ms. Juliana Menezes, e do High School Principal, Mr. Sean Quinn.
10 - Marta Castro received her diploma from the School Director and Elementary School Principal, Ms. Juliana Menezes, and from the High School Principal, Mr. Sean Quinn.
11 - Henry Joo recebeu o diploma da School Director e Elementary School Principal, Ms. Juliana Menezes, e do High School Principal, Mr. Sean Quinn.
11 - Henry Joo received his diploma from the School Director and Elementary School Principal, Ms. Juliana Menezes, and from High School Principal, Mr. Sean Quinn.
12 - 37 alunos da turma de 2024 colaram grau.
12 - 37 students of the Class of 2024 graduated.
FORMATURA DO
6º ANO
6TH END-OF-
YEAR PROMOTION
CEREMONY
Fotos / Photos: LES Fotografias
01 - Natalia Haftwurzel e Leticia Perrelli durante o discurso dos alunos.
01 - Natalia Haftwurzel and Leticia Perrelli during students’ speeches
02 - Joaquina Furlong, Laura Pontes e Manuela Salgado durante o discurso dos alunos.
02 - Joaquina Furlong, Laura Pontes, and Manuela Salgado during students’ speeches.
03 e 04 - Lucas Barúa e Juan Fabios discursaram para os presentes.
03 and 04 - Lucas Barúa and Juan Fabios gave speeches.
05 - Manuela Salgado entregou aos professores Mr. Filip Stops e Mr. Mehir Desai presentes de despedida feitos pelos estudantes.
05 - Manuela Salgado handed out going away gifts made by the students to teachers Mr. Filip Stops and Mr. Mehir Desai.
06 - A formanda Stella Amabile com a mãe, Fabiana.
06 - Graduate Stella Amabile with her mother, Fabiana.
07 - Ms. Juliana Menezes entregando o diploma a Pietra Abreu.
07 - Ms. Juliana Menezes handing out the diploma to Pietra Abreu.
08 - Ms. Juliana Menezes entregando o diploma a Gabriel Son.
08 - Ms. Juliana Menezes handing out the diploma to Gabriel Son.
09 - Lucas Ribas com seus pais.
09 - Lucas Ribas with his parents.
10 - Valentina Boueiri com seu irmão Raphael e sua irmã Giovanna.
10 - Valentina Boueiri, her brother Raphael and her sister Giovanna.
- Os formandos 2024 com seus professores. 12 - The 2024 graduates and their teachers.
MISSA DE FINAL
DE ANO DO KINDERGARTEN
KINDERGARTEN ENDOF-YEAR PRAYER SERVICE
Fotos / Photos: LES Fotografias
01 - Alunos do Kinder A participaram da missa de Final de Ano, que aconteceu no dia 12 de junho.
01 - The Kinder A students participated in the End-ofYear Prayer Service on June 12th.
02 - A turma do Kinder B também participou da missa.
02 - The Kinder B class also took part in the mass.
03 - A turma do Kinder C cantando “Seasons of Love”.
03 - The Kinder C class singing “Seasons of Love”.
04 - Pietro Billi recebeu o diploma da Ms. Emanuela Santo.
04 - Pietro Billi received his diploma from Ms. Emanuela Santo.
05 - Leticia El Khouri recebeu o diploma da Ms. Emanuela Santo.
05 - Leticia El Khouri received her diploma from Ms. Emanuela Santo.’
06 - Mariah Massih recebeu o diploma da Ms. Maria Hernandez.
06 - Mariah Massih received her diploma from Ms. Maria Hernandez.
07 - Flavia Pereira recebeu o diploma da Ms. Maria Hernandez.
07 - Flavia Pereira received her diploma from Ms. Maria Hernandez.
08 - Sophia Favero recebeu o diploma da Ms. Daniela Sperling.
08 - Sophia Favero received her diploma from Ms. Daniela Sperling.
09 - Frederico Reif recebeu o diploma da Ms. Daniela Sperling.
09 - Frederico Reif received his diploma from Ms. Daniela Sperling.
10 - Turma do Kinder A com Ms. Daniela Sperling e Ms. Vitória Mayumi de Paula.
10 - The Kinder A class with Ms. Daniela Sperling and Ms. Vitória Mayumi de Paula.
11 - Turma do Kinder B com Ms. Maria Hernandez, Ms. Julia Bassoli e Ms. Thamiris Generoso.
11 - The Kinder B class with Ms. Maria Hernandez, Ms.Julia Bassoli, and Ms.Thamiris Generoso.
12 - Turma do Kinder C com Ms. Emanuela Santo, Ms. Pollyanna Oliveira e Ms. Manuela Araújo.
12 - The Kinder C class with Ms. Emanuela Santo, Ms. Pollyanna Oliveira, and Ms. Manuela Araújo.
