Our pedagogical approach is based on our journey towards self-consciousness and on the different ways in which we gain knowledge, we learn and understand. It is merely motivated by our effort to practice our beliefs. We do not contemplate neither limiting answers nor complete proposals. We understand that multiple, and often contradictory possibilities, arise from every situation. We feel more comfortable when hesitating and discussing over conflicts, than hiding behind our security.
Where does this school end? We understand that daily and community life are essential to the establishment of horizontal relationships or, at least, to raise awareness of the own hierarchies within. The pursue of an atmosphere of understanding and trust allows the exchange of knowledge, problems and concerns, and tends to the needs and desires of each of us. We place care, affection and mutual support at the center of it all, as a guide to build an environment that serves as an impulse, and not a burden, for the learning process.
It is therefore difficult for us to establish limits in terms of place and time. A school is not just a building. Outside its walls, one is learning constantly. Even the role of teachers and students is blurred out too. Thus we all learn from each other, as adults, as children, as old people. Somehow, school happens every day at every moment.
We place arts – often forgotten in standardized systems – and games, at the starting point to spontaneously access knowledge and develop interests through music, literature, painting or cinema. We do not intend to ask “what”, but “how” in constant motion, aiming more at the activity itself than at the moral in the end.