Driving Question:

How does capoeira embody the essence of Afro-Brazilian culture and history?

Module Summary:

The teacher-led module “Capoeira” explores the history, cultural significance, and practice of Capoeira, a Brazilian martial art with roots in African traditions. Students examine how Capoeira developed during colonial times, its periods of restriction and criminalization, and its eventual legalization and global spread. Through this lens, the module highlights Capoeira as both a physical discipline and a cultural expression deeply connected to Afro-Brazilian identity.

Throughout the module, students engage in hands-on learning and cultural immersion to develop their understanding of Capoeira. Learners participate in weekly Capoeira classes, where they practice movement, rhythm, and technique, as well as learn to play traditional instruments such as the berimbau. They explore different styles of Capoeira, including Angola and Regional, and deepen their skills through an intensive training experience with expert practitioners, including sessions at ABADÁ-Capoeira, a globally recognized Capoeira organization.

In their final assessment, students create and perform a choreographed Capoeira piece that incorporates the styles and techniques they have learned. The process requires collaboration, creativity, and communication, as students from diverse backgrounds work together to build a cohesive performance. Through this experience, the module emphasizes the importance of cultural appreciation, physical expression, and teamwork, allowing students to engage with Capoeira as both an art form and a living cultural tradition.

Driving Question:

How can I promote political and civic education in my local community in Belo Horizonte through engaging workshops for young people?

Product output from this module:

A curriculum created by me to teach political education and securing external funding to allow for its implementation.

Project Summary:

Luiza, a senior from Brazil, has always been passionate about politics. Her Service Learning Mastery project, “Agents of Change: Empowering Brazilian Youth through Political Education,” stemmed from her concern about the political apathy prevalent in Brazil. Statistics show that two-thirds of the Brazilian population feel disconnected from politics, posing a threat to the country’s democracy.

Through the service learning curriculum, Luiza delved into this issue, discovering that the root cause of political apathy was a lack of political education. She conducted a strategic statistics project, engaging with young people in her community to understand their views on politics and education’s role in shaping political engagement. She found that politics were not effectively communicated to young people, making it difficult for them to see their potential impact.

To address this, Luiza aimed to promote political and civic education through engaging workshops for young people. She invested time in learning about politics and education, drawing inspiration from Paulo Freire’s critical pedagogy, which emphasizes active, reflective learning rather than traditional, passive education.

Luiza designed a three-lesson plan focusing on public policy creation in Brazil, emphasizing hands-on, interactive activities. The first session introduced students to politics and democratic values, encouraging them to see themselves as current political agents. The second session involved analyzing local issues and developing solutions. In the final session, students implemented their solutions to effect change in their community.

Securing an international grant through Civics Unplugged, Luiza conducted her workshops with 20 students at an NGO in her hometown. Initially, students associated politics with corruption, but by the end, they saw it as a means for social change and collective effort. They identified and addressed hygiene issues at the NGO, benefiting 400 students.

Luiza found the project both challenging and rewarding, witnessing significant personal growth and the empowerment of other students. She expressed gratitude to her teachers, mentors, and the NGO for their support and belief in her vision.

Project Summary:

Siphokazi S., a senior from South Africa, highlighted the unfulfilled promises of democracy in South Africa since 1994, particularly focusing on the persistent challenges faced by the 47 million South Africans living in townships. These townships, originally designed to segregate non-whites, continue to be plagued by unsafe conditions, poor education, and high unemployment, all exacerbated by economic disparities and failing municipal services.

Faced with this vast systemic problem, Siphokazi decided to address the waste management aspect, leveraging her education, expertise, and connection to the community. Fluent in Isizulu and deeply familiar with the local issues, she aimed to create impactful change at the grassroots level.

Siphokazi partnered with Birches and Eco School, whose curriculum focuses on sustainable lifestyles, to implement a similar framework in a government school. She taught life orientation (ALO) sessions to grade three students, emphasizing their rights and responsibilities, which were inadequately addressed by the current educational system.

In collaboration with DSW (Durbin Solid Waste) and PET Recycling, Siphokazi drafted a contract to bring waste management education and facilities to the school. She conducted three sessions with the students, teaching them how to manage waste effectively. Additionally, she set up a Waste Management Center at the school and created Isizulu posters to reinforce the teachings.

The initiative resulted in the collection of three tons of paper, two tons of plastic, half a ton of tin, and a ton of cardboard, generating 400 rand per month. The revenue was reinvested into the school to improve classroom environments.

Siphokazi’s project demonstrated the significant impact young students can have on their community. She envisions expanding this framework to other schools across South Africa, believing that true freedom requires more than just voting—it demands active, meaningful actions and services.

Siphokazi’s efforts reflect her mother’s advice: to act on what she believes in, striving for a better, more sustainable future for her community.

Driving Question: How might I use photomontage as a tool to foster socio-politic reflection?

What was your initial idea and what did you want to do/learn with this project?

I like to know what’s happening around the different corners of the world. Thus I read and watch a lot of the news. Then I thought: why don’t I make something out of it? That’s how I started it. It’s an ongoing project, and I’m mostly developing my research and multicultural literacy skills. Also, I have been improving my photoshop skills a lot, but it’s not my main focus.

Did your project development and change from your initial idea, if so how?

Initially, I did not know the topics I would work on; I just figured it out as I researched through newspapers and magazines. I also visited museums and memorials around different countries in Europe, which worked as an inspiration for some of my montages, which will be available next term.

What are your big takeaway lessons from this project?

It’s possible to transform a cabbage into a flower: raw and boring news can become interactive and interesting art pieces.