Portrait de Emiltina Matos – Professeure de Sciences à Anselmo de Andrade (Portugal)

  1. How long have you been teaching (your topic)?

I am teaching since 1984.

  1. How old are your students?

I have students from thirteen to seventeen years old.

  1. Could you please give information about your school/college like localization, economy, standard of living …

 Agrupamento de Escolas Anselmo de Andrade is located in the Peninsula of Setubal, in the crossing of the Tagus river, having the Atlantic Ocean facing Lisbon. Being itself an individualized pole and at the same time the pivotal point of contact with other spaces, our cluster integrates students from different study levels going from ranges as kindergarten to secondary education.

The three schools that belong to our cluster share the same Educational Project (Host, Guide and Integrate to Build the Future) although they have specific plans in which the different activities with the different classes and students from various ages are integrated. Our population covers a wide range of different social ranks, with distinct academic expectations. We have a great diversity of students, some having Portuguese as a second language, others children from migrants, as well as students with special educational needs (who are supported by a Unit Support of Multidisability).

Our school has a diversity of courses, including professional courses, aiming to fit our offers to the needs of students and their families.

We value the development of specific projects such as the methodology of consolidating apprenticeships, in constant interaction with the evolving environment, mainly with projects dealing with different areas such as  environmental, artistic, civics sports, experimental, education for health and school interchange ( European schools), according to our Educational Project.

Having this in mind, we have established partnerships with academic and scientific institutions at a superior level (both national and abroad), with institutions of local power, enterprises from our community, with parents’ association, non profitable social and cultural organizations, besides our training centre which supports our structured professional training.

Bearing in mind our school  features, its dynamic and projection in the community, as the national and international projects which have been developed ever since, our goal is to go on betting in our professional training ( teachers and staff), students, in a European perspective as a means to be up dated.

We want to embrace new challenges in a constantly changing Europe in an educational and training perspective.

Having such a background we aim to get more knowledge, more awareness and make our community more conscious of a borderless Europe with common goals even though having different cultures, customs and traditions, bearing in mind the importance of giving the means and counseling students to succeed in choosing their own path after leaving high school.

  1. Why did you choose to teach?

Since my early days that I like the school environment and to teach, help with learning and stimulate students’ curiosity contribute to make me feel professionally fulfilled.

  1. Why have you accepted to come on board the Declaration for the Planet’s Rights?

The topic was already on our agenda and it would be a great opportunity to develop this subject with our young students and colleagues.

  1. How did your students and administration react when you explained the project?

Students became enthusiastic and our administration encouraged our participation.

  1. How are your students aware about climate change?

Some of them are really conscious but others don’t concern too much about this issue.

 

  1. What do you expect regarding the text of the Declaration?

I expect that this text will spread information in many countries through schools.

It would be great if it contributes to make commitments in order to respect our Planet and to support all habitats and living things.

  1. What would you say about the role of school regarding climate change?

School should inform, based on science-confirmed facts, of the impact and consequences of climate change on life on Earth. And form for individual and collective behaviors and decisions that contribute to the environmental balance of the planet.

School should also be an example, supporting recycling, promoting a rational use of energy in class and offering conditions for the use of bicycles.

  1. Do you have any short story about environment and your students?

On celebration of the international polar year 2007 with many works (videos, igloo with recycled materials, website…) that have been done spreading the importance of investigation in Antarctica (4 of our students won a study trip into this continent). Twenty years ago, when recycling was unusual, we created a paper recycling competition. The students were very active and started changing habits in their families. 

  1. Do you have a mantra ? a favorite song ? favorite author ? food ? hobby ?

I like music a lot and my Portuguese favorite singer is Cuca Roseta.

Eric-Emmanuel Schmitt is one of my favorite authors and I like grilled sardines with boiled potatoes and salad.

 

Emiltina Matos