Renewal of the NEASC seal reaffirms the high standard of learning at Chapel FROM
Former student Beatriz Abram shares key experiences that marked her years at Chapel
A short story by Matthew Shirts
Nonviolent communication makes tough conversations easier
An exclusive interview with specialist Lu Vianello on one of today’s most essential skills
Ms. Juliana Menezes, Chapel Superintendent
The 31st edition of Inside Chapel marks the beginning of the 2025–2026 school year. As we enter this new academic year, we do so with open hearts, curious minds, and a shared commitment to learning and growth. Let us embrace the opportunities ahead, deepen connections, and continue building an inclusive and purposeful community.
Merriam-Webster defines communication as the “process of exchanging information, ideas, or feelings through a common system of symbols, signs, or behavior. It encompasses the imparting of information or the exchange of thoughts, opinions, or feelings, whether through speech, writing, or other means.” Nonetheless, this is an understatement in the school context of learning, growth, and human connection.
Communication is a complex, dynamic process. It involves expressing our ideas clearly, listening with intention, and being mindful of how our words may be received and how they might affect others. We must constantly reflect on this question: How do we communicate respectfully, constructively, and with empathy?
Effective communication is the foundation of trust. It prevents misunderstandings and builds stronger relationships. Yet, in a world shaped increasingly by digital platforms and instant messaging, we are reminded of our words’ power and risk daily. Social media and texting have accelerated the speed with which information spreads, but not always with truthfulness and kindness. Every message can have a lasting impact. Once shared, it can be difficult, if not impossible, to take back.
That’s why our intentions matter. Whenever possible, choose the conversation over the comment. A face-to-face dialogue over a forwarded message. It’s in real-time human interaction that we bridge differences and build understanding. No technology can replace the value of authentic connection.
As educators, families, and members of one learning community, we must model the kind of communication we hope to see in our students. Speak with those you need to speak to, even when it is difficult. Disagree when necessary, but do so with respect. Strive for clarity, but never at the expense of kindness.
Communication in a school like ours is not just about exchanging information; it is about building relationships, nurturing trust, and ensuring that every voice is heard with dignity.
EDITORS-IN-CHIEF:
Miguel Tavares Ferreira and Marcos Tavares Ferreira
EDITOR: Paula Veneroso MTB 23.596 (paulacopywrite@gmail.com)
EDITORIAL ASSISTANT: Fernanda Caires (publications@chapelschool.com)
CONTRIBUTORS IN THIS EDITION:
Adriana Calabró, Matthew Shirts, Maurício Oliveira, and Paula Veneroso
PHOTOS:
Chapel Archives, Freepik, Kiko Ferrite, Van Papillo and Vanessa Souto
GRAPHIC DESIGN AND LAYOUT: João Henrique Moço
TRANSLATIONS: Chapel School
PRINTER: Leograf
[NEASC: Reflection, Growth, and Excellence at Chapel, p. 15] Adriana Calabró is a journalist who develops literature, theater, and audiovisual projects, and conducts her own research on writing as a tool for transformation. She received the PUC/UNESCO Best Books of the Year Seal (2017) and the João de Barro Prize (2016) for her debut book for young readers, Vida Game. She also won the ProAC Literary Creation Award (2007), the Elas Cabíria Telecine Seal (2021), and the Rio WebFest Award (2022, as a collaborating screenwriter). Adriana was a finalist for the Off-Flip and Paulo Leminski awards, as well as in short film festivals in Brazil and in Contis, France. She is the author of nine published books.
[The Never-Ending Exchange Program, p. 37] is a writer originally from the United States. He grew up in California and earned his undergraduate degree from UC Berkeley. He later studied history at the University of São Paulo and completed his postgraduate studies at Stanford University. After moving to São Paulo in the 1980s, he played a key role in launching National Geographic magazine in Brazil and helped create Planeta Sustentável, the largest and most influential sustainability platform in Portuguese. He has also written columns for Veja magazine and O Estado de S.Paulo newspaper. His books include O Jeitinho Americano, A Feijoada Completa, and Emergência Climática: O Aquecimento Global, o Ativismo Jovem e a Luta por um Mundo Melhor
[“It’s Hard to Turn Down Harvard”, p. 32] 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
[Difficult Conversations: Can We Speak Without Hurting Others and Listen Without Feeling Offended?, p. 09, and Connection is the Key to Communication, p. 24] 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.
Specialist Liliane Sant’Anna discusses the principles of Nonviolent Communication (NVC), a methodology developed by American psychologist Marshall Rosenberg. NVC offers insights into human behavior and reveals how people tend to view the world: either through collaboration or through blind, boundless competition.
A high school exchange program brought Matthew Shirts to Brazil for the first time nearly half a century ago. In his short story “The Never-Ending Exchange Program,” Matthew recounts, with wit and humor, his early ill-fated adventures in the Brazilian Midwest, where he could barely speak or understand Portuguese.
Chapel renewed its accreditation with NEASC (New England Association of Schools and Colleges) this year, undergoing a process that was both challenging and enriching. The NEASC seal certifies the credibility and educational excellence of American schools around the world.
A roundup of what made news at Chapel this semester: teacher participation in the XIV Brazilian Studies Conference and AMISA 2025; the 4th grade visit with the Kuikuro Indigenous people in São Paulo; a talk with alumnus Luis Mameri for HS students on career choices; the NHS-organized charity walkathon; and the Giving Project’s tricycle donation to Santo Eugênio school.
Considered one of the most important behavioral skills in contemporary society, strong communication skills are fundamental to both personal and professional success. In an exclusive interview, speech therapist Lu Vianello explains that, although communication may seem instinctive for human beings, it remains a major challenge for many–and she offers valuable tips for developing more effective communication.
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Teachers Ana Inglesi and Christopher Govier open up about their literary and humanitarian journeys. Among students, talents shine through in sports like swimming, jiu-jitsu, and skating, the arts, including singing and other pursuits. The section also highlights student involvement in sustainability efforts, volunteer projects, and financial education–skills developed both in and out of Chapel.
From the age of three to seventeen, Beatriz Abram experienced all the richness Chapel had to offer. Now it’s Harvard’s turn to provide her with new experiences, which will certainly be just as intense and remarkable. After being accepted to five Ivy League universities, the former student reflects on her time at Chapel and shares her hopes and expectations for college life.
Photographic records of cultural and commemorative events at Chapel this past semester: Carnaval celebrations; traditional dishes at the International Festival; students’ talent on display in Anastasia: The Musical; Festa Junina fun and festive treats; and the Kindergarten, 6th and 12th grade graduation ceremonies.
By Paula Veneroso
TO LILIANE SANT’ANNA, A SPECIALIST IN NONVIOLENT COMMUNICATION (NVC), THE ANSWER IS YES. “NVC IS MORE THAN A TECHNIQUE OR METHOD; IT’S ABOUT BEING AWARE OF THE COMMUNICATION PATTERNS WE’RE ACCUSTOMED TO–PATTERNS THAT OFTEN PERPETUATE NON-VISIBLE VIOLENCE–AND LEARNING TO EXPRESS OURSELVES AND LISTEN TO OTHERS IN A NEW WAY.” LILIANE, A MODERATOR OF THE NVC APPROACH DEVELOPED BY AMERICAN PSYCHOLOGIST MARSHALL ROSENBERG IN THE 1960S, CONNECTED WITH THIS PHILOSOPHY WHEN SHE BEGAN EXPLORING RELATIONSHIP SKILLS MORE DEEPLY. IN 2017, SHE COFOUNDED INSTITUTO CNV BRASIL WITH THREE OTHER SPECIALISTS, WHICH HAS SINCE BECOME A BENCHMARK FOR NONVIOLENT COMMUNICATION IN BRAZIL.
DIFFICULT CONVERSATIONS: CAN WE SPEAK WITHOUT HURTING OTHERS AND LISTEN
Liliane, who holds a degree in Business Administration and a postgraduate degree in Positive Psychology, began her career as a human resources specialist. It was in the corporate world that she realized how communication could become a challenge for organizations. “I started to be moved by this, seeing many feel empty at work,” she explains. Liliane then delved into the study of the body, language, and movement to understand how humans can coexist more harmoniously once they learn how to have better conversations. “In my studies on relationship skills, nonviolent communication was incorporated as an element that completed and rounded out all my knowledge, like a pill that enhances human relationships,” she states.
So, how do we become members of this healthy communication club? Are there pills for everyone? Joking aside, Liliana assures that both those who know just a little about nonviolent communication and those who are more experienced can use it as a tool to improve relationships.
“In our relationships, there are conversations that drive us apart, turning into a tug-of-war, where I speak and hurt the other person, or where I take what I hear personally. These are what I call difficult conversations,” explains the specialist. In such cases, NVC untangles the knots, smoothing out conversations “so that conflicts can become productive and we can find a solution that benefits both sides,” she adds. But don’t think that someone has to give in for this to happen. Not at all! It’s not about the typical win-lose or win-win situations,
IN NVC, NO ONE RELINQUISHES THEIR OWN NEEDS; BOTH COLLABORATE TO FIND A MUTUALLY BENEFICIAL SOLUTION.
where someone always sacrifices their needs to avoid hurting the other. “No one relinquishes their own needs; both collaborate to find a mutually beneficial solution,” she explains.
In a relationship, if only one person practices nonviolent communication, it can still make the conversation nonviolent. This approach is relatively simple:
“It is about understanding what my needs are and how my actions affect the other person, while also recognizing the other person’s needs and how they affect me. The person with this understanding removes the blockage, allowing the exchange to flow,” summarizes Liliane. This way, even if only one party practices NVC, there’s a greater chance that a difficult conversation will flow more smoothly.
The caveat lies in very close relationships: the closer the relationship, the greater the pain, making it more complex to use NVC effectively in .
“If I have a long history with someone, I might also experience much more pain during that specific conversation,” says the specialist, who emphasizes the effectiveness of the mentoring process, “which works particularly well in these cases, such as mediation, where a third person can follow a conversation that is very painful and very hurtful.” However, for day-to-day conflicts, “NVC is a real game changer because it incorporates observable and tangible elements into how we view the world, which in turn
In his effort to systematize NVC, American psychologist Marshall Rosenberg (1934 -2015) was inspired by the nonviolent protest actions of Indian leader Mahatma Gandhi (1869-1948) and of American civil rights activist Martin Luther King (1929-1968).
Gandhi stated that “the first principle of nonviolent action is non-cooperation with any kind of humiliation,” and that this precept underpinned the transformation of violent realities through peaceful resistance. Martin Luther King, in turn, was the leading figure in the movements that fought to expand civil rights for Black Americans. A contemporary of Rosenberg, King was inspired by Rosenberg’s work during the early 1960s as an educational mentor in institutions dedicated to eliminating racial segregation. By teaching communication methods and techniques, Rosenberg developed NVC in his pursuit of creating active and genuine connections among people.
transforms our conversations,” she explains.
In our daily lives, it is very common to try to distinguish right from wrong and good from bad. In doing so, we often end up judging others and their behaviors, just as we are judged ourselves. “That’s where we lose,” states Liliane. “NVC is the exercise that brings us back to the core of ‘what is important to me’ and ‘what is important to you,’ so that we can collaborate,” she explains. In practice, it means
stopping the need to always be right and focusing instead on connecting with the other person to find mutual benefit in the collaboration. “NVC helps us move away from the ‘you versus me’ mentality or the desire to be right, and instead fosters understanding and comprehension. What’s important is to keep in mind what I want, what you want, and how we can reach a solution that meets the bare minimum, which is crucial for both of us,” she summarizes. To achieve this, NVC relies on four components that must be present in communication to
BEING NONVIOLENT MEANS TAKING CARE OF WHAT IS TRUE, AUTHENTIC, AND WHAT EVERYONE NEEDS.
achieve the nonviolent goal. These components serve as focal points, making it easier to connect with what truly matters to both parties, namely their needs.
The first step in moving away from non-visible violence in a conversation is to observe without judgment–that is, to describe what is happening in a situation objectively, without interpretation. “There is the fact and the interpretation of the fact. The first seeks to separate what happened from what I think happened, helping the parties find reality by removing subjectivity,” explains Liliana. The second step involves the feelings at play, which means “understanding and being able to describe how that fact affects me, and how I feel when that happens.” This understanding naturally leads to the third step: identifying the needs. Everyone knows them because they are universal human needs, such as connection, affection, confidence, self-actualization, and understanding, among others. Liliana points out that every feeling signals a need: “When we recognize this need, emotional intensity decreases because, by expressing it, we show the other party just how important it is to us.” From there, we naturally move to the fourth component: the request. “At this point, I can make a request for action–when I ask the person to do something–or else for connection–when I ask the other person to share their four components. Then, I ask: ‘How do you perceive this? What is this situation like to you?” Liliane exemplifies. According to her, a request for connection brings the parties back to the four components of the NVC, allowing them to understand what is important to both sides, thus creating an outcome of mutual benefit.
According to the specialist, the most common situation is that people simply want to share. “I just want you to listen to me beyond my story, to listen to my experience, to hear how I feel and what I need. That’s what we call embracing the other.”
Liliane gives an example using the four NVC components. She imagines how a father or mother might approach a child who isn’t studying for their
upcoming exams: “When I see that you are not studying and your exam is coming up next week [observation], I become concerned [feeling] because it’s very important for me to protect you, and I see studying before an exam as a key step for you to do well [need]. I’d like to know how you feel about this. I also want to understand how you view studying and what your challenges are [request].”
To explain the concept of NVC and make it easier to apply in daily life, Marshall Rosenberg developed an animal metaphor that associates the giraffe with nonviolent communication and the jackal with violent communication.
When a person communicates with empathy, aiming to connect with others, expressing their needs from the heart with a collaborative intent, they are acting like a giraffe. The giraffe is a land mammal with the largest heart (43 times stronger than a human heart). Its long neck allows it to see from above and observe from a broad perspective. Despite being strong enough to kill a lion, the giraffe is a gentle animal, moving slowly and delicately.
On the other hand, when a person communicates using a right versus wrong, good versus evil mindset, judging, criticizing, labelling, or speaking in a hostile manner, they act like a jackal. Jackals are aggressive animals with a strident howl, reacting instinctively. They are shortsighted and view the world from below. The jackal symbolizes those whose language is marked by violence. While a person behaving like a giraffe seeks to strengthen human relationships, someone communicating like a jackal creates friction and distance.
The goal of NVC is not to make people nice. “It leads us to being authentic and real, so that we don’t become violent with others or with ourselves,” emphasizes Liliane, noting that passiveness can actually be harmful. While the word ‘violence’ often evokes physical aggression, such as a punch or being hit with a chair, it’s common to mistakenly associate nonviolence with passivity–being silent, not saying anything, and agreeing with everything. That’s wrong. It’s precisely the invisible and subtle violence in relationships that leads to concrete violence. Passivity can actually lead to violence, because the person who tolerates everything without reacting eventually explodes and acts aggressively.
NVC ACTS LIKE A PILL THAT IMPROVES HUMAN RELATIONSHIPS.
The opposite of violence is nonviolence, or pacifism, and it isn’t passive. Nonviolence is active; it carries a lot of energy. “Being nonviolent means taking care of what is true, authentic, and what everyone needs,” explains Liliane. She adds: “It’s a matter of objectivity, empathy, and knowing how to express your needs, knowing how to set your boundaries. Sometimes, we commit violence toward ourselves by not expressing our needs to avoid conflict, and that can lead to violence in the future. How many times do we see young people mutilating themselves because they can’t express their needs?”
It is precisely the labels and dualities (me vs. you) that NVC seeks to deconstruct: any speech that aims to label someone or a group of people is a call to non-visible violence. When we deconstruct labels, we begin to see what is important to us and what is important to others. From there, the logic changes, and we start to communicate differently.
ike other American schools around the world, Chapel periodically seeks or renews its accreditation through organizations such as NEASC. The purpose is to demonstrate that the school’s norms and standards align with those recognized as global best practices. These standards encompass not only educational practices but also structural, administrative, and community wellbeing factors. The process is long and detailed, and also serves to prove that ongoing improvement is taking place. School Director Juliana Menezes reflects on the positive impact of this five-year cycle: “One of the most important outcomes is the internal reflection that takes place across all areas, not asking what we are doing, but understanding where we are, where we’re going, and what our projections are for the future.”
WHAT HIGH-QUALITY EDUCATION IS. THE UNEXPECTED EXPERIENCES THAT ARISE DURING THE PROCESS SERVE AS FURTHER MOTIVATION FOR CONTINUOUS EVOLUTION.
This commitment to excellence and continuous improvement is exactly what NEASC expects. Founded by leaders from iconic institutions such as Harvard, Yale, and Wellesley College, NEASC sets out to guarantee high-quality education in American schools, regardless of their geographic location. The evaluation is based on ten Learning Principles, which serve as the foundation for on-site visits, follow-ups, and assessments.
Ms. Melissa Kassner, Curriculum Coordinator and leader of the accreditation process, highlights the value of the community’s
involvement in representing the school’s true identity: “The process is long–it began in September 2023 and is still ongoing–but no one’s role is too small. Everyone contributes key insights that, together, reflect the essence of our school community.”
For Mr. Sean Quinn, High School Principal, the process builds on a long-standing Chapel practice: self-reflection. Students, for instance, build portfolios to encourage independent thinking and critically evaluate their learning paths. Teachers also collect results and their best practices and set goals. The NEASC mirrors this practice of recognition and validation, only on a school-wide level: “The NEASC accreditation process provides external validation for what we constantly pursue internally: continuous improvement. It’s a demanding process, but one that is incredibly enriching for the entire community.”
The multistage evaluation covers multiple dimensions of school life: administration, staff, advisors and students alike. The visiting committee speaks with leaders from every area, bringing in a valuable perspective. As Ms. Carla Winkelmann, ECEC Coordinator, explains: “The visiting team is made up of highly qualified professionals who are capable of analyzing our trajectory and recognizing evidence of what we’ve accomplished. This validation is incredibly important and motivating,” she concludes.
The committee is composed of highly qualified, trained experts from schools around the world. Although the team follows a detailed plan when visiting schools and conducting analyses and interviews, special care is taken with student interactions. Ms. Menezes explains that students are always informed ahead of time and encouraged to
WHAT THE NEASC COMMITTEE SAW DURING THEIR VISIT IS EXACTLY WHAT HAPPENS EVERY DAY AT CHAPEL: A COMMITMENT TO THE HOLISTIC DEVELOPMENT OF EACH STUDENT, AT EVERY STAGE OF LEARNING. IT’S NOT JUST ABOUT LEARNING TO READ, WRITE, OR MASTER MATHEMATICS; IT’S ALL ABOUT NURTURING THE PHYSICAL, SPIRITUAL, SOCIAL, AND EMOTIONAL ASPECTS OF GROWTH. IN SHORT, IT’S ABOUT EDUCATING HUMAN BEINGS IN THEIR ENTIRETY AND EMPOWERING THEM TO STEP INTO THE WORLD AS COMPLETE INDIVIDUALS, WITH SELF-AWARENESS.
Ms. Juliana Menezes
engage with visitors in an honest, natural way. Each member of the accrediting agency also records a short video to introduce themselves, helping children and teens feel safe and at ease during their visit. The result is often better than expected. Students not only answer interview questions, but also approach visiting NEASC members spontaneously, sometimes even asking for their autographs, in a gesture of camaraderie.
Parents are also brought into the NEASC process through specific meetings that explain the ten Learning Principles that guide the agency’s work and summarize the school’s efforts. This is the best way to demonstrate that the outcome is much more than a stamp of approval. It is a rigorous process that provides evidence–under the expert eye of an external team–that Chapel offers educational excellence of the highest standard.
One of the most talked-about aspects of the accreditation process has been exchanging information among Chapel’s many teams. Teachers, who are often focused on the demands of their own area and may exchange only a few words in passing in lunchroom conversations, found the visits very enriching by offering opportunities to learn more about their colleagues’ work. High school teachers, for instance, expressed how meaningful it was to observe Early Childhood classrooms: “During classroom visits, teachers have the opportunity to observe colleagues in action, experience different pedagogical approaches, and notice important aspects of daily school life—such as children’s autonomy, the organization of the environment, and how students interact with one another. These are insights that only become evident through a live experience. These visits foster connection, strengthen relationships, and offer a deeper understanding of how the school functions on a day-today basis. Everyone was able to tune into the finer details of our school environment. This kind of exchange leads to meaningful learning, with outcomes that can be applied across various contexts and pedagogical situations.” explains Ms. Juliana Menezes.
Another key aspect of the process is what we call mirroring. By observing successful practices in other areas, based on the evidence collected and described in reports, participants gain insights that help strengthen their own work. “It’s a matter of self-efficacy. While teachers search for indicators related to the Learning Principle that they’re responsible for, they’re also observing what their colleagues have accomplished in their respective areas. This raises the overall level of effectiveness,” explains Mr. Quinn.
itself and reinforces the idea of community. “The NEASC process takes place in the most respected American international schools, which guarantees that everyone involved is delivering high-quality education, with no comparisons or competition. We’re all accredited by the same institution and must undergo the same process,” she says.
A school that shows what it is about NEASC protocols are rigorous, specific, and seek the highest standards of quality in the schools they evaluate. At Chapel, this seriousness is honored by all, but what stood out most to the evaluation committee were the smiles found in the hallways, courtyards, and classrooms.
Ms. Melissa recalls a remark from the agency’s visiting team: “At Chapel, everyone has a name, including the visitors. Everyone has a name and a smile.” She adds that one evaluator was particularly touched when students asked how to pronounce his name, in a welcoming gesture of genuine interest and kindness.
Ms. Menezes shares other memorable comments from the
WE HAD TO GET OUT OF OUR COMFORT ZONE, EXPLORE NEW AREAS OF THE SCHOOL, TALK TO EVERYONE IN THE SCHOOL COMMUNITY, AND EXPERIENCE ALL THE THINGS THAT HAPPEN HERE. IT WAS AMAZING TO DISCOVER THAT WHAT WE ALREADY THOUGHT WAS VERY GOOD IS ACTUALLY EVEN BETTER!
Ms. Melissa Kassner
NEASC team, especially those directed toward the faculty. “One of them said that we had something truly special: the school brings together material and human resources, but above all, it fosters genuine kindness, generosity, and sincere cooperation. And this was clear the moment they stepped through our doors.”
Another committee member mentioned that part of her evaluation method involves asking herself two key questions: ‘Would I want to work at this school? Would I send my children here?’ In Chapel’s case, she answered ‘yes’ to both.
Another piece of feedback that accreditation coordinator Ms. Kassner considered essential was the alignment between what was written in the reports and what was observed in daily school life. “They told us we had a very clear and honest understanding of who we are, because everything they read in the documents matched what they saw happening around them. That’s a source of great pride,” she says. Ms. Menezes adds: “Even more so because we weren’t putting on a show; what they saw was the school’s daily routine, in the most genuine way. And If they were able to recognize that in just a few days, then we’re on the right track,” completes Ms. Menezes.
The NEASC accreditation process generates a large volume of documentation–enough to fill an entire book. A report hundreds of pages long is submitted for final review to the agency. While the team provides suggestions for improvement, much of what is reflected in the final report had already been anticipated in Chapel’s own planning. In this way, the process becomes truly collaborative. “They refine our thinking through an external, objective lens that complements what we’re already building internally,” points out Mr. Quinn. “The important thing to remember is that a school is never static.”
Ms. Kassner highlights another crucial point emphasized by the NEASC team: the importance
OUR GOAL IS TO TEACH CHILDREN TO BE INDEPENDENT, CRITICAL THINKERS WHO CAN SELFREFLECT. THIS DEVELOPMENT PROCESS ALSO INCLUDES TEACHERS AND THE SCHOOL ITSELF, BOTH EVOLVING CONTINUOUSLY.
Mr. Sean Quinn
of time when it comes to implementing the improvements. “They always remind us, ‘Take your time, you won’t achieve all your goals in one year. You have the entire cycle to work with, and then a new one will begin.’ It is important to keep that in mind, to be cautious and advance with awareness. There’s no point in rushing and burning everyone out,” she explains.
Ms. Menezes agrees and connects the accreditation process and its potential for reflection back to Chapel’s central goal: developing a Shared Understanding of HighQuality Learning. This vision guides Chapel’s actions and is articulated in a text that reflects the school’s mission across all dimensions:
At Chapel School, learning is a collaborative and personal journey, crafted to suit the needs and strengths of each student. Rooted in research-based best practices and grounded in international and national curricula, our approach to learning encompasses a holistic view of student growth.
Learning extends beyond academic knowledge. It embraces the spiritual, socioemotional, cognitive, and physical dimensions of student development. Our learning process nurtures life skills while fostering critical and creative thinking, communication, and collaboration.
By cultivating a sense of responsibility and belonging, we empower our students to become active contributors to their communities. Learning has a higher purpose to positively impact society.
What matters most is that a deep understanding of the school’s reality and the involvement of everyone in the community continue to drive this journey of growth and evolution. The NEASC seal establishes preset cycles and enables moments of true integration. This only deepens our desire to celebrate an even greater cycle, the 77-year history of Chapel School.
teachers involved 30 meetings over 5 days
73 classes observed
Participation in various Chapel events, including:
• Music rehearsals
• Extracurricular games
• Interclass activities
• Walkathon
Learning Principle 1 -
“This committee was responsible for evaluating Chapel’s interdisciplinary curriculum. We thought we’d have a lot of work to do, but discovered that many interdisciplinary practices were already in place.”
Mr. Jean Silva
Learning Principle 2 -
“We were challenged to reflect on a range of ideals that shape education. The process pulled us out of our individual subjects and departments, and gave us a better understanding of the school as a whole. It was very enriching, both professionally and academically.”
Mr. Christopher Govier
Learning Principle 3Evidence of Learning
“I already felt confident in the teachers who showed more avid engagement in interdisciplinary projects, an area directly linked to my role in the Learning Innovation Department. But throughout the NEASC process, I realized there were many other teachers with this same profile whom I hadn’t been aware of. This gave me a broader and clearer picture of the school as a whole, and I now feel better equipped to support future projects more effectively.”
Mr. Javier Rebagliati
Learning Principle 4 -
“I gained meaningful insight into Chapel’s impact beyond the classroom. I was especially moved by the powerful alumni testimonials, which revealed just how well the school prepared them for life beyond Chapel–something we might not have fully grasped without going through the NEASC process.”
Ms. Kahlie Graves
Learning Principle 5Learner Autonomy and Engagement
“The process inspired genuine reflection, collaboration, and growth. By listening to everyone’s viewpoints and reviewing the evidence, we could recognize what we’re already doing well and where we can still grow. It highlighted how the NEASC process helps align our actions with our core values.”
Ms. Maria Hernandez
Learning Principle 6Research, Reflection, and Action
“Participating in NEASC meant diving deeply into the educational process that happens in every area of Chapel. In the working groups, it was especially rewarding to see greater integration among the three school levels, ECEC, Elementary, and High School. Together, we teachers were able to observe how their work progresses and adds to the learning that prepares students for life.”
Ms. Melissa Kassner
Learning Principle 7Inclusion, Diversity, Equity, and Belonging
“During the process, we looked at the entire school experience, not only academically, but through the lens of human relationships. We evaluated how this is lived out by every member of our community: students, parents, teachers, staff, and partners.”
Ms. Cristiana Cavalcanti
Learning Principle 8Leadership for Learning
“The experience was demanding, but it offered a wealth of knowledge, insight, opinions, reflection, and solutions. One meaningful part of the process was watching participants delve into aspects of the school outside their own specialties. It broadened everyone’s perspective on how the school functions as a whole.”
Ms. Eliana Cardia
Learning Principle 9Learning Space and Time
“The time we devoted to gathering evidence and developing the necessary documents allowed us to clearly see the growth and development taking place across the different divisions of the school. Each of us had the opportunity to reflect on the work already being done and to create new teaching strategies, enabling us to continue carrying out the meaningful and inspiring work that happens daily in our classrooms.”
Ms. Cristina El Dib
Learning Principle 10Learning Community Wellbeing
“Being part of the team gave me a broader and deeper understanding of the accreditation process and, above all, of the numerous programs, protocols, curricula, and systems available to the entire Chapel community–students, parents, teachers, and staff. Interestingly, even though we work at the same school, many team members who were engaged in the accreditation process didn’t know some of the daily practices happening ‘just next door.’”
Mr. Erico Padilha
Founded in 1885, NEASC is the oldest educational accreditation agency in the United States. Its seal certifies high standards of education across all levels, from kindergarten to doctoral degrees.
Established in 1968, the International Baccalaureate is a non-profit foundation that offers internationally recognized educational programs. More than 4,000 schools around the world follow the IB curriculum, which aims to foster the intellectual, personal, emotional, and social skills needed to live, learn, and work in an increasingly globalized world. Chapel was the first educational institution in Brazil to become an IB World School.
KPMG is a global network of independent member firms that provide audit, tax, and advisory services, helping clients manage risk and seize opportunities. Its clients include business corporations, government and public sector agencies, and non-profit organizations.
Created in 1961 and formally established in 1977 in the United States, AMISA supports quality international education by enhancing teaching and learning, and promoting communication and cooperation among member schools. It also facilitates collaboration with national, state, local, and non-governmental organizations that work in international education.
NCEA is the world’s largest private education professional organization, representing 150,000 Catholic educators who serve six million students in Catholic educational institutions. Its members provide religious education programs to schools, seminaries, colleges, universities, and include religious education institutions and organizations, as well as individual educators.
Abrace was created to prevent and address bullying and violence in schools. It equips parents, teachers, and students with the tools to effectively prevent and respond to these issues. Its team includes professionals trained in the internationally recognized Olweus Bullying Prevention Program.
Founded in 1948, MAM São Paulo is one of Brazil’s most important art institutions, with a collection of more than 5,000 works by modern and contemporary Brazilian artists. Chapel was the first international school to join the museum’s Partner Schools program and has actively participated in it since 2006.
For over 25 years, the PTC has offered courses focused on building essential skills to train school leaders, teachers, and counselors in international education settings.
Common Sense is an independent organization dedicated to helping children and teens thrive in today’s connected world. It provides parents and educators with reliable, unbiased information, expert reviews, and innovative tools to ensure that media and technology remain a positive force in young people’s lives.
IACAC promotes global collaboration between educational counselors and higher education institutions. Its mission is to support students in their transition from high school to college by providing them with professional skills aligned with social and ethical responsibility.
Founded in 1967, AAIE fosters global connections among international educators, bringing people, ideas, and resources together through vision, wisdom, and integrity.
The NBA Basketball Schools network is a structured basketball-based youth development program for students aged 6 and 18. Based on the NBA’s training philosophy, it promotes core values such as integrity, teamwork, respect, and determination. The program aims to inspire young athletes and connect them with qualified coaches and successful world-class training methods.
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CONSIDERED ONE OF THE MOST IMPORTANT BEHAVIORAL SKILLS IN MODERN SOCIETY, GOOD COMMUNICATION IS KEY TO BOTH PERSONAL AND PROFESSIONAL SUCCESS.
ORIGINATING FROM THE LATIN COMMUNIO, WHICH ALSO GAVE RISE TO THE WORD “COMMUNION,” “COMMUNICATION” MEANS MAKING SHARING COMMON. HOWEVER, EVEN THOUGH COMMUNICATION SEEMS NATURAL FOR HUMANS, IT REMAINS A HUGE CHALLENGE FOR MANY. SPEECH THERAPIST LU VIANELLO UNDERSTANDS THIS WELL: “I DEDICATED MY CAREER TO DEVELOPING COMMUNICATION SKILLS BECAUSE, FOR ME, IT WAS A MATTER OF PERSONAL HEALING.”
Luciana Vianello was shy and introverted as a child.
During her adolescence, Lu realized that the inevitable exposure required for an academic presentation or even expressing her opinions felt like a sacrifice. And when public speaking was imminent, she would be tormented. Faced with having to address this challenge, she decided to major in speech therapy to better understand communication issues and disorders–sometimes chronic–that hinder bonds, connections, and understanding among people. “Ever since the start of my career, I’ve been very curious to understand how another person receives the message from the speaker,” she comments.
Her work with patients eventually led her to teaching at the university level. Naturally, this put her in touch with the development of students’ communication skills, which she began to view as a field of pain. “The pain of exposing oneself, the pain of leadership, the fear people have about being able to form bonds or connections.” Lu came to understand more deeply how essential communication is for everyone, without exception, after taking extension courses before pursuing her doctorate at the School of Medicine at the Federal University of Minas Gerais.
Over the past 20 years, she continues to confirm her perception that “despite the numerous communication channels, we haven’t become better communicators because the pain is still there.” Behind any tool, including artificial intelligence, there is always someone who needs support to develop the ability to get where they want to go. To talk more about the pains and joys of communication, Lu Vianello gave this exclusive interview to Inside Chapel
TO BE PRESENT AND CONNECTED.
You say that you began to understand communication issues other than physical disorders when you became a teacher. What’s the teacher’s role in developing students’ communication skills?
LV: As a teacher, every time I step into the classroom, I am there to take care of that group, so that they can grow. Therefore, the bridge to connection, to protection, is built on the teacher’s role. I noticed that my past was marked by pain, vulnerability, and sacrifice because, oftentimes, I didn’t have a teacher who could be open and say: “Breathe, you are doing well”; “You can speak, I am right here with you.” While teaching, I healed myself as I realized how wonderful it is to open the door to communication. This changed my perspective. Being a speech therapist, who addresses communication in its most severe disorders, I have always questioned myself in certain cases. I have the techniques and the tools to support that person, but I understand that many do not have a disorder. They face challenges and are blocked as individuals who are experiencing a disorder, even though they aren’t.
It was based on this questioning that you started to practice outside of clinical medicine...
LV: Yes, I used to think: “How can I hold someone’s hand and lift them up, changing their reality right then and there?” Since then, for more than 20 years, I have been working with the perspective of caring for someone who needs expansion, someone who needs the limelight, to strengthen connections, and expand their sphere of influence. We are in a world where influence needs to be something very mechanical because we are influencers, but we forget that each of us has the power to influence others beyond our immediate surroundings. As a mother, father, or teacher, I need to ground those who are with me.
SOMETIMES, WE FORGET THAT EACH OF US HAS THE POWER TO INFLUENCE OTHERS BEYOND OUR SURROUNDINGS–WHETHER AS A MOTHER, FATHER, OR TEACHER.
And if I am a student, I need to take advantage of the opportunity right in front of me instead of turning my back on it. I always say that communication opens the door, but it is our right to connect, to be close, to build meaning with another. When we turn our backs, we are alone and lonely.
You often say that everyone wants to be heard. But how can we be heard in a society that is increasingly impatient and scattered?
LV: It seems quite antagonistic, and it is, because we live in a historical moment that is complex, fast-paced, and filled with a sense of urgency. The digital world is quick, it trains us; clicking is fast, scrolling through stories is fast. So, how can we make ourselves heard? Perhaps the biggest challenge in our era is recognizing that, amidst all this complexity and speed, in the uncertain world we live in, we need to show the human bond, because that’s what connects us. I need to make sense to someone else by showing my humanness. Often, though, people forget this and
go on imposing, controlling, speeding through life, with zero listening. So, if I want to be heard, I need to be present. To truly listen to someone else, we need to be present and connected. When I listen to someone else, they empty themselves so that I can speak. And this exchange is sensitive in many environments: in companies, schools, the classroom, in the relationships between parents and children.
How can this connection be established in the relationship between parents and children?
LV: It’s very common for us to bring the demanding world outside into our homes. So, we need to do more in terms of being present for connection, so that we can be heard. And we must understand that our children also need to be heard. Sometimes, we are on the phone or writing, and we say to our kids: “Go ahead and talk.” And then we realize and ask, “Son, what were you saying?” They repeat it, and then add: “Geez mom, geez dad, you didn’t hear a word.” So, in order to be present, we also need courage to break the cycle not go on autopilot. Because being present means the pilot is driving, knowing where they will take you, and being intentional.
What do you think characterizes effective communication?
LV: This question is worth a million bucks. Let’s see. First, I need to have internal clarity about what I want to communicate. Without internal clarity, I’ll lead the other person around in circles without getting to the main point. I need to establish: What’s the point of this conversation? What’s at the heart of this conversation? Based on this, I need to keep the following in mind: What’s the intention of this conversation? Do I want you to leave this conversation feeling happy, satisfied, and encouraged? Or do I want to leave this conversation making you feel reflective or delighted? So, the intention has to tie the conversation together, because any sign you show of something different from what I want tells me that I need to make an adjustment. Second, effective communication needs to bring about effective understanding, because without understanding, there is no communication. But in our times, this is basic and not enough. We need others to understand us, but understanding doesn’t seem to be enough, because often, I need a little more. I need to engage the other person in something. And the other person has to take it upon themselves to engage after we have spoken, once the information has been consolidated, or when we turn toward the future. Therefore, effective communication creates action. It creates new behaviors, new scenarios.
Still on the topic of effective communication, how can we tell when someone is a good communicator?
LV: I always think about the truly great communicators–what makes them stand out? And I am always delighted when I am around one. They seem to enjoy communicating so much–it just flows from them. They use this mindset to their advantage and seem to be happy and complete when they communicate. This sense of completeness brings me joy. So, a good communicator is someone who finds joy in communicating. The good communicator carries a kind of spark
that touches people, especially those who inspire us. There’s something in the way they communicate that really moves the audience. It’s like they know how to create empathy just as quickly as sharing information. There’s a smile, a connection, a feeling of closeness, and no resistance. When I listen to a great communicator, I don’t feel like I have to protect myself. Quite the opposite! I want to be connected with them. A good communicator opens up a mirror, and I see myself in it. It is as
if they are not up on a stage, but right beside me. I admire people who know how to speak to both the mind and the heart with their words.
In day-to-day communication, it’s common to see or experience conversations where disagreeing with an idea leads to disrespect. How can we avoid this trap?
LV: I like to think about positive communication being grounded in non-violent communication. No
conversation or dialogue should assumably be based on a fixed idea, because when you disagree with me, I might feel hurt: “Why? How can you not agree with me?” The point is to take a step back from that idea of self, because the truth is that you might believe something today and see things differently tomorrow. People often argue just to be right, instead of trying to build a shared solution. Being right means being in group A, not in group B. So, we end up in opposite extremes,
and that doesn’t solve anything. In fact, it can create new problems. That’s why, when I am dealing with ideas, the ideal is to share my mind in a way that shows I’m open to working on it. Once I put the idea out there, it’s no longer just mine–it becomes a chance to build something with someone–not for someone else, but with someone. This bridge makes a real difference. When we have different ideas, maybe I have to look inward and find the curiosity to explore what I don’t yet
understand: “Wow, I didn’t know you saw it that way. Can you explain more? I’d like to share my viewpoint too, and maybe from point A to point B, we’ll discover point C.” But people often go into conversations feeling tense, only wanting to hear what they already agree with. That’s powerful, because if I already have all the answers, how can I have a real dialogue? Dialogue is meant to build something in common–it’s a co-creation. Without that, it’s just two people giving monologues. But when we co-create, we have to talk, and we also have to listen.
DESPITE THE NUMEROUS COMMUNICATION CHANNELS CURRENTLY AVAILABLE , WE HAVEN’T BECOME BETTER COMMUNICATORS BECAUSE THE PAIN IS STILL THERE.
We hear a lot about active listening. Can you talk a bit about what it is and how we can practice it in our daily lives.
LV : Active listening, as the name suggests, moves us out of passiveness, . It means, “I want to hear you,”–without jumping in with answers, without already preparing my reply while you’re still talking. Aside from that, active listening is also investigative. It’s curious about what I don’t know and what I might discover along the way. It also means emptying myself of my own opinions so that I can really see the other person. It’s actually interesting that we even have to talk about active listening, because sometimes, people are so focused on themselves that they don’t even hear what the other person just said. Active listening requires full attention from us. To build it, I have to validate the person I am listening to on three levels: First, “What are the facts?
clue that I need to open a new door so that the dialogue can grow. It’s about really being present in the conversation at that moment.
To wrap up, just out of curiosity, what kinds of challenges or requests do you hear most often in your work as a communication mentor?
What is the information?” This is where it shows that the information was understood, and here I show him that I understood what he said. Second, “My conversation partner seems anxious, tired, happy, or nervous.” This is where I identify what I am picking up emotionally. To validate it, I verbalize what I am perceiving about your emotions, your affliction, apprehension, or anguish. The third level goes even deeper. This is what I call the diamonds of listening: the values hidden within that dialogue. When we reach that level, we’re truly bringing the other person close, because active listening isn’t only what I think. It’s also how I think, how I see and validate the other, and how I bring them into the conversation. We can apply this kind of listening anywhere–in family settings, at school, or at work. I can use it anytime a conversation gets a little strained. When I feel tension–that sign of growing conflict–it’s a
LV: Without a doubt, one of the biggest ones is people wanting to improve digital communication, especially how they come across on screen. For example, someone wants to post a story on Instagram, but when they see themselves on camera, they feel like they’re not being themselves. So, they want to feel more like themselves on-screen. Others need to give a talk but have no idea where to begin. So we help them build their presentations from the ground up. And of course, there’s the classic request – fear of public speaking. What’s interesting is that sometimes, the people who reach out to me with the most fear are the ones you’d never expect. Like someone who’s already a company president or a politician. I also get a lot of requests for help with communication in leadership: how to position yourself, how to open up new career opportunities. These are some of the more common, though still very specific, situations. The other day, I met with a client who had recently gone through a job interview and, amazingly, didn’t do very well. The surprising part? The interview was conducted by artificial intelligence. And then, get this, the AI generated a report with comments like: “In this case, you said this, but you could’ve answered better,” or “Here, your voice sounded unsure,” and “At one point, your voice came across as childish.”
That really got me thinking. We’re living in a complex world, and our kids--our students--will increasingly be exposed to math, data, and numbers that will help shape and even evaluate how we express ourselves. So, we really need to prepare for that.
TIPS FROM LU VIANELLO TO BEAT PUBLIC SPEAKING
“Prepare yourself beforehand”
Preparation is essential. No one feels confident speaking in front of others without a solid knowledge base and clear understanding of what they want to say.
“Identify what you like in your communication”
When you know what works well for you–what you enjoy or do naturally–you can use these skills in your communication.
“Ask the audience questions”
Sometimes, we rush through everything just to be done, and don’t seek the audience’s friendly interaction.. But, when I ask the audience a question and someone responds, we’re no longer alone; that person is with me. This creates a safer environment for me.
“Have the courage to tape yourself”
“Identify potential intrusive thoughts”
We often get caught in judgmental or negative thoughts like: “I am not interesting,” “My voice is too strident,” “Everyone’s going to notice that I am not perfect.” If we don’t recognize these thoughts beforehand, one small trigger can set off a chain reaction that causes stress and makes us lose focus.
Most of us don’t like watching or listening to ourselves on video, but it’s a very powerful way to notice both what we like and what we don’t like and want to improve in our communication.
“Establish a connection with the audience”
If you’re introverted, simple things like greeting the audience or saying a playful comment to the teacher before presenting a project can help you relax. For example, you could joke with the teacher and say, “So teacher, are you ready? This is going to be the best presentation you’ve ever seen.”
BEATRIZ ABRAM WAS ACCEPTED TO FIVE IVY LEAGUE UNIVERSITIES. SHE CHOSE THE ALMA MATER OF EIGHT AMERICAN PRESIDENTS AND DOZENS OF NOBEL PRIZE WINNERS
Now 17, Beatriz Abram began attending Chapel when she was three and accomplished an incredible feat: she was accepted to five of the eight Ivy League universities. The Ivy League refers to a group of prestigious institutions known for their high quality and excellence. By choosing Harvard, Beatriz turned down offers from Yale, UPenn, Brown, and Dartmouth, as well as Princeton and Columbia, where she was waitlisted (she did not apply to Cornell, the eighth Ivy League school).
Harvard was not her first choice, but Beatriz changed her mind after visiting its campus in Cambridge, in the Boston area. “I spoke to students and professors and felt very much at ease. I left with the feeling that it was a good match for my extroverted personality,” she explains. “Besides, it’s hard to turn down Harvard!” Founded in 1636, almost 400 years ago, Harvard is the most renowned and recognized university in the world. Attending Harvard means not only gaining access to an exceptional education but also becoming part of a network of alumni who excel in various fields, from politics to science to the arts.
Eight U.S. presidents graduated from Harvard, and about 150 Nobel Prize winners have been affiliated with the university, either as students, professors, or staff. “It is an intense and remarkable experience, so much so that alumni stay in touch permanently. My time at Chapel made me appreciate this sense of belonging,” says Beatriz.
Beatriz expects to meet plenty of people through Harvard’s new student integration process. During their first year, all freshmen are housed in a common area, known as the Yard. Only in their sophomore year are students assigned to one of the university’s 12 houses. “This system is excellent because it eliminates the stress of choosing a dorm or a roommate. Where and with whom I’ll live is randomly assigned, but that doesn’t worry me at all, because I love meeting new people.” The Harvard Undergraduate Brazilian Association (HUBA) organizes events and parties that bring together students from Brazil and from other nationalities who feel connected to Brazil.
Beatriz is taking some time off from studying to travel and attend farewell events, many of which will take place at Chapel, before classes start in August. “I adore Chapel. It gave me the chance to explore different interests, with close and thoughtful mentoring all along the way.” One milestone in her journey occurred when she was seven. Beatriz was recognized as advanced for her age, and was moved directly into third grade, skipping second grade. “This decision, made together with my parents, was really important for my development.”
Born in São Paulo, Beatriz is the only child of a couple from Paraná who met as classmates in a post-graduate IBMEC program in Curitiba. André Abram is the head of the Brazilian office of EgonZehnder, a consulting firm specializing in executive
headhunting, while Isabela de Oliveira Abram works as an independent coach. Both parents completed their MBAs abroad.
“At home, I got used to reflecting on who I am and what I want, based on questions and constructive feedback from my parents,” details Beatriz. It is interesting that both Isabela and André have engineering backgrounds. “I was certainly influenced by their paths, since I’ve always been drawn to both the humanities and STEM subjects.” Beatriz’s plan is to major in Cognitive Science, which will likely involve a double major in Psychology and Computer Science at Harvard.
Looking back on her time at Chapel, Beatriz fondly recalls the Curiosity Projects carried out between the first and sixth grades. “Every month, we had to choose a topic to dive deeper into. They were amazing opportunities to explore different interests and really fasttracked my self-knowledge.”
As she explored her options, Beatriz considered becoming an actress and a singer, leading her to take classes in both fields. This eventually resulted in her recording three professionally produced songs, which are
available on Spotify. Another interest that emerged was politics. Last year, she became heavily involved in Tabata Amaral’s (interestingly, also a Harvard alum) race for São Paulo mayor.
“I have been a fan of Tabata’s ever since I was 12, when I read her biography. I never thought we’d end up having such a close connection.” Beatriz dedicated herself so wholeheartedly to Tabata’s campaign that, at just 16, she was running 30 of the campaign’s regional boards and leading nearly 100 people. “Handing out flyers in the subway and talking to people over 80 who were utterly disillusioned with the voting process were truly transforming experiences.” When Tabata learned that Beatriz had been accepted at Harvard, she arranged a meeting and shared her own Harvard experience with her.
Beatriz has always had a knack for math, a subject her parents highly value. At the age of eight, she began taking advanced math classes at the Center for Talented Youth at Johns Hopkins University. Another big boost came from Chapel’s high school teachers, who selected her to compete in math contests with older students. She also served as the captain of the Knowledge Bowl team, which competes in
general knowledge competitions with other schools.
When Beatriz was in eighth grade, she took an elective in programming, which she loved and which opened a whole new world for her. “I recommend this to everyone at Chapel: take electives in subjects that are totally different from your usual preferences, because something surprising can come out of it.” After learning her first programming language–PHP–Beatriz continued exploring the world of programming, eventually learning another seven languages, driven by an intense passion for the subject.
Beatriz is grateful to Chapel for introducing the Computer Science class when she reached 11th grade, largely in response to a request she made with a group of students who shared her interest. “We had two years of intense learning, building on the foundations from our computer classes in elementary school, which had taught us how to use the Internet responsibly, among other things.”
Beatriz’s view on computers changed radically after reading Machines Like Me by English author Ian McEwan, a fictional story about a love triangle involving an android named Adam and his owners, Charlie and Miranda. “This book sparked my interest in the cognitive tensions between the human mind and the supposed
mind of the machine. That is when I realized that computing isn’t just about programming, and I was introduced to concepts like artificial, humanist, and posthumanist cognition.”
Beatriz interned at various technology companies during her vacations, where she had the chance to help develop apps and other real-world products. In discussions with more experienced professionals at these companies, she noticed that technology was approached in a very practical manner, without the internal conflict or philosophical debates she had expected. This realization was so intriguing that it inspired her to write her Extended Essay, a 4,000-word project that served as her final term paper at Chapel. “By the end of this experience, I knew for sure that I had discovered my passion in life.”
Looking for stimulating opportunities, Beatriz pitched the idea of writing a monthly column on artificial intelligence to Tino Econômico, a financial education newspaper aimed at young readers. The column became a unique opportunity for a 15-year-old to connect with specialists and interview them. She spoke with scientists, professors, businesspeople, writers, and other professionals who shared fascinating perspectives on technology. “My personal statement for my college application was about what I learned about myself through these interviews,” she says.
Beatriz noticed that researchers are often focused on theoretical discussions, while businesspeople in major corporations tend to be more practical. Not fully identifying with either of these profiles, she envisions a future role that blends both worlds–a “researching executive,” as she describes it. This would be a businessperson with a research mindset, committed to both their work and the broader scenario around them.
By Matthew Shirts
Amovie script for my story in Brazil might start with the end of my first date in the country. I was 17. It was 1976. I had just arrived a few months earlier in Dourados, Mato Grosso do Sul, near Paraguay, knowing almost nothing about the Portuguese language or Brazil itself. I had been sent from California, where I lived, to take part in an exchange program offered by the American Field Service (AFS). The AFS was founded and run by ambulance drivers from both World Wars in the 20th century, and its mission is to promote world peace through cross-cultural understanding. These ambulance drivers felt compelled to help, not wanting to witness the horrors of war again. Today, AFS still runs high school exchange programs, aiming to connect people from different cultures. As I see it, the idea is that someone who knows another country’s culture and people is less likely to invade it.
At least back in my day, American exchange students didn’t get to pick where they went, only whether it was in the southern or northern hemisphere. I chose the southern hemisphere since everyone seemed to go to Europe, and I ended up in the town of Dourados, Mato Grosso do Sul, a town at that point in history that felt like it was far from everything. It had only 40,000 inhabitants.
My first date in Dourados did not end with a kiss. I can tell you that right away, without giving too much away. When we got to the front door of Sofia’s house (she must’ve been about 15 or 16), it suddenly swung open and out came her dad holding a two-barrel shotgun pointed straight at my face. It felt like
something out of a movie. This was my first meeting with Sofia’s dad–a farmer from the border region–and the first time I ever had a weapon pointed at me. Keep in mind, I barely spoke Portuguese, and he didn’t seem too eager to speak my language. I tried peeking into one of the caliber 12 barrels to see if it was loaded, but no luck. I had no idea what to say. My Portuguese repertoire was barely enough to get by in daily conversation. I raised my hands–not like someone being robbed, but just to waist level, like I was saying, “Whoa! Take it easy!” Then, to my surprise (and relief), Sofia’s dad blurted out something that I actually understood perfectly: “I don’t know what it’s like in your country,” he said, “but here we bring girls home before 10 pm.”At the time, it was 11 pm. I checked my watch afterward, just to be sure. Sofia didn’t speak English. When she saw her father and the weapon, she ran straight into the house. Almost no one spoke English in Dourados at that time. In fact, I was the first teacher hired at the newly opened Instituto Yázigi, a language school in town. All this happened nearly 50 years ago, but I remember it like it was yesterday. I can still recall the temperature that day and the color of the new urban lighting in the fancy neighborhood (progress was coming). But I forget how I responded. It was something like, “Yes, sir!” At least, it was enough to keep me from taking a bullet.
I went back alone to the small and charming Grande Hotel, where I lived
with its owners, the Fedrizzi family, in the main town square next to the Catholic church (of course). My walk back seemed like something out of a movie, as I mentioned before; maybe this was the time for a voiceover. On my way home, muttering a few swear words in English to the Dourados’ night, I started to reflect on my situation. How had I gone from a small beach town full of surfers, oceanography students, and hippies, in the mid-70s, to end up in this part of the world? A lot had to have happened, including World War II, which led the young Italian Vittório Fedrizzi to move to Mato Grosso in the 1940s. He said he wanted to distance himself from Europe and make peace with the Americans. That’s why he joined the AFS.
Before even reaching the hotel, I realized there was a communication barrier. If I was going to enjoy my year in this remote town, I had to learn how to speak Portuguese. Although I knew English wasn’t spoken everywhere, in practice, this was the first time I truly understood what that meant. It was difficult to understand people, and even harder to get any ideas across. I tried telling stories in slow English, but the facial expressions of the Dourados locals made it clear they didn’t understand. In turn, they talked and talked, and I understood very little or hardly anything. They kept introducing me to new people all the time, who, by the way, often kissed me–once, twice, three times! My Portuguese was barely good enough to distinguish between one,
two, or three kisses. It may sound trivial, but until that point, nothing like that had ever happened to me. These days, I think the experience would have been different. In 1976, there was no cable TV, no Internet, and the world didn’t even dream of anything like TikTok. Calling my parents in California when I missed them took a full day and was only possible once a month because of the cost. I’d ask the international operators in Rio de Janeiro for a connection early in the day, and it would only come through in the evening.
Learning Portuguese took years. I returned to the U.S. after a year with basic spoken Portuguese and pitiful writing skills, but full of curiosity. I eventually studied the language of Camões (sometimes literally from the source, Os Lusíadas) during my college years in Berkeley, near San Francisco. My goal was to be able to tell a joke. It’s harder than it seems. Later, I returned to Brazil with another exchange program (FFLCH) at USP, prompted by the near end of the military dictatorship and the return to democracy.
A year of college in Brazil, a few Brazilian girlfriends and wives, and another year at Folha de S. Paulo–where I did the “military service” of journalism–taught me how to write in Portuguese. Today, I can tell and even write jokes. I have now lived in São Paulo longer than I lived in the United States. I can confidently say that Portuguese has deeply influenced my life on Earth.
As for Sofia, after the face-off with her father, we dated for a few months. I never dropped her off at home after 10 PM again.
Matthew Shirts has lived in Brazil for over 40 years. He currently resides in São Paulo. He was an essayist for O Estado de S. Paulo newspaper and Veja SP magazine, as well as the editor of National Geographic magazine and the Planeta Sustentàvel website. He writes books on Brazilian culture and global warming. He works at the World Observatory of Human Affairs and the Fervura no Clima websites.
In February, teachers Daniela Hayashida and Tatiana Barbosa Cavalari traveled to Brasília to take part in the XIV Jornada de Estudos Brasileiros, on the topic of “Innovation and Creativity in Multicultural Education – Integrating Technology, Art, and Effective Communication.” Over three
Daniela Hayashida
Recent studies show that Augmented Reality (AR) makes it easier to interact with content and promotes more meaningful learning. At the workshop, participants explored how to use MAGIPIX, a tool that integrates virtual elements into real-life settings, giving students interactive experiences with content from a range of different fields of knowledge, subjects, and contexts. Practical examples from Early Childhood showed how MAGIPIX could turn topics like Brazilian fauna into engaging and curiosity-driven interactive experiences. The workshop was grounded on two key approaches: David Ausubel’s Theory of Meaningful Learning, which highlights the importance of connecting new knowledge to students’ prior experiences, and the book Five Paths of Student Engagement by Dennis Shirley and Andy Hargreaves, which offers practical strategies for fostering deep and lasting engagement in meaningful learning. Together, these perspectives support the development of diverse and unique identities, especially in international schools, where different cultures are interwoven.
days, educators and school leaders gathered at Escola das Nações to discuss trends and innovative approaches for education. Here’s a look at how Chapel teachers contributed to the annual event hosted by the AASB – Association of American Schools in Brazil:
“I WAS VERY PLEASED WITH THE GROUP’S ENGAGEMENT AND EXCITED ABOUT THE POTENTIAL IMPACT THAT THIS APPROACH CAN HAVE IN VARIOUS SCHOOL SETTINGS. THIS EXPERIENCE CONFIRMED HOW IMPORTANT IT IS TO INTEGRATE TECHNOLOGY AND EDUCATION IN A MEANINGFUL WAY, WHILE RESPECTING DIVERSITY AND ENCOURAGING STUDENTS TO TAKE AN ACTIVE ROLE. SHARING MY RESEARCH AND PRACTICES WITH EDUCATORS FROM DIFFERENT CULTURES AND ESPECIALLY DOING SO IN THE PRESENCE OF PROFESSIONALS I ADMIRE, WAS A GREAT HONOR. I EMERGE FROM THIS JOURNEY EVEN MORE MOTIVATED TO CONTINUE PROMOTING TRANSFORMATIVE, MULTICULTURAL, AND ENGAGING EDUCATION THAT VALUES STUDENT INDIVIDUALITY AND PREPARES THEM FOR A CONSTANTLY CHANGING WORLD.”
Daniela Hayashida
Tatiana Barbosa Cavalari
The goal of the workshop was to showcase how photography can be explored from multiple perspectives in high school Portuguese classes. To begin with, participants viewed and analyzed photographs selected by students during classroom activities. In the first phase, students learned to identify key elements in the documents they researched online, treating each image as a non-literary text for analysis. Next, participants were introduced to photographs taken by students themselves during a school field trip. The students had been challenged to capture original images and write captions based on
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the theme of their activity: Sustainability. In this way, they not only researched existing images but also produced their own. To wrap up the unit, photographer Renata Mello visited the class to talk about her artistic work. Together with the students, she led a rich discussion and analysis of the images the class had studied and produced in the classroom. The three stages of the unit were presented to workshop attendees, who also interacted by analyzing selected images and were then invited to create their own. These were compiled in a shared Padlet and presented at the end of the session.
THIS WORKSHOP, TEACHERS GOT INVOLVED AND FULLY ENGAGED WITH THE INTERACTIVE ACTIVITIES, WHICH REALLY ENCOURAGED AUDIENCE PARTICIPATION. TO ME, BEING PART OF EVENTS LIKE THIS MEANS LEARNING WHILE TEACHING, MAKING NEW CONNECTIONS, SHARING IDEAS, AND NOTICING FRESH APPROACHES THAT HELP ME HONE MY OWN CLASSROOM PRACTICES.”
From April 8 to 11, five Chapel teachers traveled to Panama City to take part in EdCon 2025, the annual teachers’ conference hosted by AMISA (American International Schools in the Americas), and hosted this year a the International School of Panama. The event brought together teachers,
Brício Salles
The presentation began with a brief discussion on what STEAM teaching is and how to connect classroom projects to the broader community. This was followed by a presentation on Learning Innovation projects that link students and classes with real-world, community-based applications through hands-on experiences. To close the session, participants engaged in a hands-on activity replicating a project students typically work on. The feedback from attendees was overwhelmingly positive, with many asking in-depth questions about how to implement similar initiatives in their own schools.
coordinators, and international school leaders to exchange knowledge on pedagogical innovation, professional development, and best teaching practices on the topic of Bridge Builders: Connecting What Matters. Check out the work presented by Chapel’s faculty:
“TAKING PART IN THIS EDITION OF THE AMISA CONFERENCE WAS A TRULY MEANINGFUL EXPERIENCE. I APPRECIATE HAVING HAD THE OPPORTUNITY TO LEARN AND EXCHANGE DIFFERENT IDEAS AND PERSPECTIVES WITH PASSIONATE TEACHERS FROM ALL OF THE AMERICAS. IT WAS INCREDIBLY GRATIFYING TO SHARE MY WORK AND RECEIVE INSIGHTFUL FEEDBACK, WHICH NOT ONLY VALIDATED MY EFFORTS BUT ALSO SPARKED NEW IDEAS FOR FUTURE PROJECTS. THE SENSE OF COMMUNITY AND COLLABORATION MADE THE EXPERIENCE ESPECIALLY MEMORABLE.”
Marianna Zambrini
This presentation featured a socioemotional learning curriculum for three- and four-year-old children, inspired by the books of Trace Moroney. The curriculum offers practical, research-based strategies to help young learners develop emotional intelligence, self-regulation, and empathy through engaging and ageappropriate activities. The session was well-received and created opportunities for educators across various grade levels (especially those in early childhood) to interact and collaborate. Participants actively joined in discussions, sharing classroom experiences, and exchanged valuable strategies and resources.
“TAKING PART IN AMISA’S EDCON 2025 WAS AN AMAZING EXPERIENCE. IT WAS EXTREMELY GRATIFYING TO SHARE HOW LITERATURE SHAPED MY APPROACH TO SOCIOEMOTIONAL LEARNING, EXPLORE MEANINGFUL WAYS TO BUILD CONNECTIONS WITH STUDENTS AND THEIR FAMILIES, AND DISCUSS PLAYFUL STRATEGIES FOR FOSTERING CONNECTION THROUGH READING. I ALSO LOVED CONNECTING WITH MANY EDUCATORS WHO SHARE THE PASSION FOR MAKING A MEANINGFUL IMPACT IN THE CLASSROOM AND SCHOOL COMMUNITY.”
Marianna Zambrini
Maxine Louise Rendtorff
This workshop was grounded on current research and integrated Socioemotional Learning (SEL) and Growth Mindset principles to promote positive school culture. Through drawings, writing, and movement, the workshop encouraged self-reflection that supports SEL and builds a sense of community. The approach aligned closely with the conference theme: Bridge Builders: Connecting What Matters, by demonstrating how to create inclusive, welcoming spaces that recognize each student’s unique traits and gifts. It provided a pathway for students to express their creativity within their learning community. In doing so, it also promoted both individual and collective engagement in pursuit of the school’s broader educational vision.
“IT WAS A BREATH OF FRESH AIR TO HEAR FROM TEACHERS AND LEADERS AT OTHER AMERICAN SCHOOLS AND LEARN NEW IDEAS, STRATEGIES, AND TECHNIQUES FOR CREATING EXCELLENT LEARNING EXPERIENCES FOR ALL MY STUDENTS, WHILE ALSO SUPPORTING MY COLLEAGUES ALONG THE WAY. I LEFT FEELING TRULY MOTIVATED AND INSPIRED TO KEEP STRIVING FOR EXCELLENCE AND TO CONTINUE GROWING PROFESSIONALLY BY USING MY STRENGTHS TO BE THE BEST TEACHER I CAN BE HERE AT CHAPEL.
I’M DEEPLY GRATEFUL TO BE PART OF SUCH A SUPPORTIVE COMMUNITY, ONE THAT VALUES OUR PROFESSIONAL JOURNEYS WITH GENUINE CARE, RESPECT, AND ENCOURAGEMENT. I FEEL TRULY BLESSED TO BE HERE.”
Roberta Bonelli Braga
Ms. Braga’s session focused on how an Assessment System Based on Patterns benefits both students and teachers by promoting a growth mindset and fostering meaningful learning. By breaking down learning goals into clear proficiency levels, students gain a better understanding of where they are and what they need to do to grow. This approach encourages ownership of learning, builds trust, and fosters a more welcoming classroom environment. Throughout the session, participants were guided step-by-step through the process of implementing this system, using clear examples and hands-on activities based on real classroom experiences. Together, they explored how this shift in practice helps teachers plan with more clarity and purpose, ultimately driving the entire school community to grow and succeed together. Participants were genuinely engaged throughout the session—they sang, shared ideas, and fully immersed themselves in the activities.
“TAKING PART IN THE AMISA CONFERENCE WAS AN EXPERIENCE THAT BOOSTED BOTH PROFESSIONAL AND PERSONAL GROWTH. IT GAVE ME THE CHANCE TO RECONNECT WITH MY TEAM, STRENGTHEN BONDS, AND SHARE IDEAS THROUGH AUTHENTIC EXCHANGE.
PRESENTING BROUGHT ME GREAT JOY AND REMINDED ME JUST HOW MUCH I LOVE INTERACTING WITH FELLOW TEACHERS. IT WAS ALSO A MOMENT OF REFLECTION ON THE DAILY CHALLENGES WE FACE AND ON THE PATHS I WANT TO TRAVEL AS A TEACHER AND LEADER.”
Roberta Bonelli Braga
Emanuela Santo
This workshop focused on providing Early Years educators with strategies to foster resilience in young learners, an essential skill for navigating challenges in a world that is constantly changing. Through interactive discussions, participants explored effective techniques for nurturing tenacity and building resilient classroom environments grounded in a growth mindset. The session received highly positive feedback. With more than 40 participants in attendance, the group remained actively engaged both during and after the workshop, exchanging ideas on how to further encourage persistence and resilience in their students.
“THE AMISA EDCON 2025 WAS AN OPPORTUNITY TO BROADEN MY PRACTICE AND EXPLORE NEW STRATEGIES ALONGSIDE EXPERIENCED EDUCATORS FROM ACROSS THE AMERICAS. TO ME, THE HIGHLIGHTS INCLUDED THE KEYNOTE SPEAKERS, DR. KENNETH HARRIS II AND ROSALIND WISEMAN, AND THEIR INSIGHTS ON FAMILY ENGAGEMENT, DIGNITY, AND RESPECT IN SCHOOL SETTINGS, AS WELL AS HIGH-EXPECTATION, HIGHSUPPORT STRATEGIES THAT CAN ELEVATE CLASSROOM PRACTICES. THE WORKSHOPS I ATTENDED EXPANDED MY UNDERSTANDING OF KEY STRUCTURES AND TOOLS THAT HAVE THE POTENTIAL TO IMPROVE OUR WORK WITH YOUNG LEARNERS.”
Emanuela Santo
An observant eye from Art teacher Sylvia Soares de Almeida—and a well-timed surgery—led to a productive meeting between the IB Art and 11th-grade classes and Chapel alum Luis Mameri. Ms. Almeida keeps in touch with former students after they graduate through social media. “Before they graduate, I don’t,” she explains, “but once they’ve left Chapel, I follow their careers and successes,” she recounts. One of those students is Luis Mameri, a 2014 Chapel graduate who went on to study Film at Savannah College of Art and Design (SCAD) in Georgia. Now living in Atlanta, he works in film production. After commenting on an Instagram post, Ms. Almeida invited Luis to speak with IB Art students whenever he came to Brazil. Coincidentally, Luis already had a trip planned for a medical procedure, and was quick to accept.
In February, Luis visited Chapel and spoke with IB Arts students about his academic and professional journey. Passionate about photography and film since his high school years, he not only shared career insights but also answered questions and gave advice on how to choose a career and start up professionally. Leonardo Waquill, a 12th grader who also plans to pursue a film career, was especially inspired: “He didn’t just talk about his work, he talked about his life experiences as a human being. His disappointments, his insights, his failures, successes, and lessons, and how those experiences shaped both his
professional and personal choices.” The conversation between the two continued later through social media: “He showed me how very important networking is, and this was my first experience with it. That made it even more meaningful,” admits the perspective film scholar.
Among the tips Luis Mameri shared, he emphasized the value of learning from teachers and building connections with professionals: “Ask questions. Use your time with teachers to absorb knowledge—they’ll be happy to share,” he insisted. The moviemaker also spoke about choosing colleges and courses for those considering artistic careers, and highlighted the need for persistence, recalling how he went through dozens of interviews and sent out hundreds of resumes before landing a job. Ms. Almeida noted that Luis’s charisma made it easy for students to feel comfortable engaging with him. His session with the IB Arts class went so well that Guidance Counselor Flavia Thomsen invited him to speak with 11th graders as well, an invitation he gladly accepted.
After returning to Atlanta, Luis Mameri sent Ms. Almeida a thank-you message. It read: “It was truly a wonderful experience. It was an honor to give back, even if modestly, to a community that played such a meaningful role in my education. The school is as beautiful as ever. It’s incredible to see that it’s kept its essence even as it continues to grow.”
In April, fourth graders had an amazing experience visiting Toca da Raposa in Juquitiba (São Paulo), where they met and interacted with the Indigenous people of the Kuikuro nation, one of the 16 ethnic groups that live in the Alto Xingu region of Mato Grosso. The visit was part of a cross-disciplinary project developed for Portuguese and Brazilian Social Studies (BSS), focused on educating Brazilian society. The timing could not have been more appropriate. For the past 30 years, Toca da Raposa, a small ecological farm, has preserved part of the Atlantic Tropical Forest and is home to a large nursery of wild animals, officially accredited by IBAMA (Instituto Brasileiro do Meio Ambiente). It also maintains a long-standing cultural exchange program with the Kuikuro nation. Each year, the site hosts about 50 Kuikuro individuals who share their traditions through songs, dances, bow-andarrow presentations, food, body painting, and arts and crafts. All of this takes place in a scenic village designed to resemble a traditional Kuikuro settlement.
“This activity represents the conclusion of a study unit, a way to bring closure to everything that was
learned in class,” explains Ms. Aline Cuchiaro, BSS teacher. “Through direct interaction with the Indigenous people, students begin to understand the vital role Indigenous communities play in shaping Brazilian society.” As part of the study unit, students keep a study notebook to document their learning experiences and reflections. During the visit, students captured the
On April 4th, the Pre II and Kindergarten students enjoyed a special experience: a conversation with Kerexu Mirim, an Indigenous guest of Guarani ethnicity, as part of the Nhandereko project—a name that means “ways of living” in the Guarani language.
The initiative enriched the school’s interdisciplinary plan by bringing together the Art, Physical Education, English, and Portuguese teams. Together, they created a
meaningful and integrated learning experience that encouraged students to explore different aspects of Indigenous culture and its influence not only in Brazil, but also in the United States.
During the visit with Kerexu, students listened to stories and songs, watched traditional dances and games, and explored artistic expressions. The activity helped broaden their horizons, foster respect for diversity, and strengthen cultural identity from an early age.
experience through photograph. Back in the classroom, each one selected two images they felt best represented the most meaningful parts of the experience. These photos were then added to their notebooks, accompanied by a short informative text explaining the reasons behind their choices — an activity led by the Portuguese teachers. BSS teacher Juliana Hanftwurzel shared that Chapel students were complimented by both the Indigenous people and cultural exchange educators for their respectful attitude and preparation: “They already understood they were meeting one of the many distinct Indigenous groups. They came in knowing there are cultural differences among Indigenous nations and understood the roles of figures like the chief and the shaman. All this made the visit especially productive, and our students’ collaborative participation stood out,” she asserts.
For students, the experience was not only about recognizing cultural differences, but also about noticing unexpected similarities between Indigenous communities and urban life. “I liked going inside the huts--that felt historic—and seeing the kids’ toys. They showed us a wooden plane they made. I also learned that they play with arrows, but since they’re very sharp, they put beeswax on the tips
so they don’t get hurt,” shared fourth grader Valentina Massih. Felipe Reif, also in fourth grade, was fascinated by the contrast between lifestyles: “It was interesting to see how different life in the city is from theirs. They don’t have supermarkets—they hunt and grow their own food. We got to try fish with biju that they prepared, though there wasn’t a whole lot of seasoning,” he added with a smile.
Making recycled paper is already a point of pride for the Giving Project Club, but the true impact goes even further. The handmade notepads, crafted from recycled sheets of paper and featuring hand-painted covers by High School students, are sold at the Book Fair and the Christmas Bazaar. The funds raised go toward purchasing school supplies for Santo Eugênio, a partner school supported by Chapel.
This year, the club took things up a notch and donated five tricycles to the school. The toys were delivered on May 12th, when the 19 students currently involved in the club visited Santo Eugênio alongside Guidance Counselor Cristiana Cavalcanti, teacher Christopher Govier, and School Director
Juliana Menezes. The Chapel group was warmly welcomed by the school’s students and teachers, who joined them for art and music activities, snack time, and lots of play.
According to Mr. Govier, this kind of charitable project “contributes to students’ social and spiritual development, because they experiment firsthand what it means to help their neighbor, while playing a key role.” Ms. Cavalcanti agrees, adding, “We plant a small seed in our students: the idea of making a positive difference in someone else’s life. And they always come back from their visit feeling truly happy. You can see a real sense of accomplishment, of being part of something that has a meaningful impact on the life of other kids.”
Promoted and organized by the National Honor Society (NHS), Chapel’s Walk-a-Thon took place on April 3rd, bringing together nearly 300 students and teachers who walked or ran laps around the soccer field to raise funds for Nosso Sonho, an NGO that supports the inclusion of children and young adults with cerebral palsy in society and the workforce. Seventy percent of the total funds raised will be donated to Nosso Sonho, while the remaining 30% will go toward NHS-led initiatives. Friends and family sponsored participants by pledging between R$ 1 and R$ 50 per lap. The event, now a Chapel tradition, was embraced enthusiastically by the school community. Among students, 10th grader Enzo Ventura, stood out by completing 57 laps, while among teachers, Mr. Brian Manning and Mr. Zoltan Raffai tied at 54 laps each.
Celebrated as one of NHS’s largest and most impactful events, the Walk-a-Thon fills with pride both the students who organize and take care of each stage, and the coordinators who supervise the work. “In my first year as an NHS advisor, it’s been incredible to witness how much these students are stepping into leadership roles within our school community,” shared Mr. Christopher Abbs.
Eleventh grader Lara Cavalcanti, the club’s historian and head of communications for the event emphasized: “This is our biggest opportunity to further our mission of engaging the entire High School for a shared purpose. It takes planning before, during, and after the event to
ensure high participation and generous donations.”
Leticia Menezes from 11th grade, NHS treasurer, was in charge of financial planning and communication with the NGO. She felt grateful and happy to see so many people from the school engaged in the cause: “During the process, I learned so much about organizing an event and how small efforts, when done together, can make a huge impact. When communicating with the NGO, I realized how valuable our support was to them and how genuinely grateful they were.” This year, 85% of the funds raised will go to Nosso Sonho, with 15% allocated to NHS Christmas activities.
For 11th grader Maria Carolina Melo, helping lead the Walk-a-Thon reasserted the power of the community: “Seeing so many colleagues come together with such energy proved something I’ve always believed—amazing things happen when our school unites.” Luciano de Antoni, a 12th grader, echoes the sentiment: “Even though it takes a lot of effort to plan something this big, it’s so fulfilling to know we made a difference. It is very gratifying to see the entire school unite and commit to a cause. Watching the school have fun together while supporting a cause filled me with happiness and made me feel very grateful.” Mr. Abbs concluded by highlighting how meaningful it is to see students thrive beyond the classroom, and how generous and engaged the Chapel community is toward charitable causes.
In this issue, the Talents & Passions section highlights the journey of author and French teacher Ana Inglesi, who recently released her second novel, and the adventures of Religion teacher Christopher Govier, who spent over two years aboard a Christian NGO ship that travelled around the world, promoting literature and carrying out humanitarian work. Among the students, this section features seven standouts from 6th to 12th grade. Swimming, jiu-jitsu, singing, figure skating, math contests, volunteer work, sustainability initiatives, team sports, and even financial knowledge are just some of the students’ favorite activities.
CHAPEL’S ENCONTRO LITERÁRIO REALLY ENCOURAGES PEOPLE. I STARTED A LITERARY CAREER PROMPTED BY THIS PROJECT THAT I HELP ORGANIZE TODAY.
Encouraged by previous editions of Encontro Literário, Chapel’s project that annually awards the best prose and verse texts from the school’s community, Ana Shitara Inglesi, Chapel’s French and Portuguese teacher, began her writing career and has already published three works. Her first book was a collection of short stories entitled Revoada (Flight of Birds), released in 2019 after being a finalist in a literary contest. Later, during the COVID-19 pandemic, Ms. Inglesi, who writes under the pen name Ana Shitara, released Sob o Sol a Pino (Under the Blazing Sun), a novel about Japanese Brazilian identities depicted through the lives of 11 women from three generations of the same family. “The Japanese descendants don`t have a place in Brazil, because even though we were born here, we are seen as foreigners,“ explains the author. To create the fictional novel, Ms. Inglesi interviewed dozens of people, mostly women, including a few from her own family.
Put out in 2023 by the Patuá publishing company, the book was well received by the audience, particularly the Japanese Brazilian community. This led to invitations for Ana to participate in book fairs such as FLIP (the literary book fair in Paraty, RJ) and the Bienal do Livro de São Paulo, as well as events like the Festival de Livros da Biblioteca Mario de Andrade (Book Festival of the Mario Andrade Library), and to speak at the Japanese Culture House at the University of São Paulo. The book’s recognition by artists and influencers also led to its being read and discussed on social media, which, as she states, “brought a certain recognition to Japanese Brazilian writers, whose lack of representation is widely recognized in Brazil.”
Following this success, the author was invited to join a collective of Asian and Brazilian writers, including Japanese Brazilians, Taiwanese, Chinese, Korean, and Indian women. “Our collective effort strengthens us because we, yellow women writers, identify and connect with each other, and are invited to participate in cultural events, where we promote our work,” says Ms. Inglesi, who has already written another novel under the same publisher. Released in April of this year, her book Hoje (Today) is about the aging process told through the story of a Japanese-Brazilian man.
According to the author, who also teaches drama at Chapel, people should be encouraged to create art, not just consume it. “It’s by producing that you achieve critical thinking and develop sensitivity, because art refines us.”
Christopher is quite young and has already visited 35 countries, but you are mistaken if you think all Christopher Govier does is travel. Christopher got to know 16 of these countries between 2014 and 2016, when he spent two years and three months aboard a ship–belonging to a Christian NGO–and traveled around the world, selling books at low prices and doing humanitarian work. He had just graduated from high school when he started this adventure. His goal was to take time off to think about the future and figure out what major to pursue, all while volunteering in humanitarian missions.
For him, it was a memorable and culturally rich experience: “I worked in the ship’s bookstore, and I loved every moment. At every port we docked, we would meet many people, but diversity on the ship was also incredible, with volunteers coming from several countries.” On the ship, Mr. Govier improved his Spanish skills, practiced French, and even learned to play the guitar. “I became friends with a Thai person who taught me how to play the guitar in exchange for my teaching him how to speak English,” he recalls laughing. The young man had several experiences in Africa and Asia. In the Philippines, the ship docked shortly after a devastating typhoon, and Mr. Govier was one of the many volunteers who handed out donations to the people. In Madagascar, in addition to getting to know the lemurs, he visited a very isolated and impoverished orphanage: “We spent the entire day traveling down a river by boat to get to this orphanage, because it was the only way to reach it. While we were there, I saw children who were severely malnourished for the first time in my life. We played with them, and I can say that I met the happiest kids in the world, even though they had nothing,” he recalls with emotion.
After returning from this trip, Mr. Govier went to college to study Journalism. It was while working as an assistant teacher at Chapel that his passion for teaching was revealed. He completed two majors–Education and Religious Science–and then went on to specialize in Biblical Languages (ancient Greek and Hebrew) before becoming Chapel’s Early Childhood and Elementary Religion teacher. “Teaching religion at Chapel is very cool because the students always bring good energy. I use a lot of music in my classes and we have a lot of fun,” he adds with excitement.
I’VE ALWAYS BEEN DELIGHTED BY EDUCATION, BUT WHAT I REALLY ENJOY IS THE KIDS’ ENERGY. EVEN THROUGHOUT THE DAY-TO-DAY, THEY RAISE NEW QUESTIONS AND EXPRESS THEIR LOVE FREELY.
IN SWIMMING, ONE SECOND MAKES A HUGE DIFFERENCE. THAT IS WHY I TRAIN EVERY DAY TO IMPROVE MY TIME.
Like most kids, Joana started swimming quite young—under the age of two—so she could safely enjoy beaches and pools. In the beginning, she took classes with her brother, Gabriel, who is two years older. However, as time passed, they ended up in different classes due to their age difference, which bothered her. “I wanted to be close to him, so I practiced a lot to catch up and join him in the same class,” recounts Joana, now 12 years old. By the time she was six, she was able to catch up to her eight-year-old brother. From then on, she started competing, first at Clube Ipê, and later at Esporte Clube Pinheiros, both in São Paulo.
She defines herself as a “non-stop girl” and has also taken dance, skating lessons, and gymnastics, a sport she has competed in. “My family is very sporty. My dad does not like me staying at home watching television; he encourages me to go out and play a lot,” says the seventh grader, who has been at Chapel since Pre I. In fact, field soccer and the opportunities to practice were one of the reasons her family enrolled her at Chapel. These days, in addition to swimming, which she practices every day of the week, Joana plays soccer and is a member of Chapel’s math club. “I joined the club because my mom, who is an engineer, encouraged me, but I think participating is pretty cool,” says Joana, who also enjoys other subjects like arts, physical education, and Brazilian Social Studies.
Joana regularly participates in regional and state swim meets in the Petiz II category. Her best results are in the butterfly, which is considered the hardest stroke because it requires more movement and strength from the athlete than other strokes. Recently, in a regional meet, she placed third with the time of 1’15” in the 100-meter butterfly, a result that earned her fifth place in the São Paulo state ranking. The young athlete has also competed in an open water race, which she thoroughly enjoyed. However, Joana does not settle for less: “In swimming, one second makes a huge difference, which is why I train every day to improve my time. One day, I will,” she says smiling.
Pedro Ribas has been at Chapel for two years and enjoys participating in clubs and academic projects. “I like it when teachers propose projects with presentations and debates—activities where we have to express ourselves,” says the eighth-grade student who participates in five school clubs, plays chess, and still practices sports. For him, speaking in public is not a problem. A member of the MUN (Model UN Club), he stands out in all the conferences in which he participates and has already been awarded three times as a highlight. “I really like to debate and ask questions,” he says.
Another club he identifies with is Makers, because it supports project development. “This club helps me and provides support for work and projects that I develop in my subjects. For the Science Fair, for example, I used resources that I learned in Makers to present my project,” says the student. At Chapel’s Yearbook Club, Pedro enjoys learning tools like Photoshop and revising both the information and the layout parts of the book. Social action and the chance to suggest sustainable initiatives led him to join NJHS, the junior honors club at Chapel. “At my previous school, Saint Nicholas, I started the sustainability club, which is an area I really enjoy,” says the 13-year-old, who is also a member of the investment club at Chapel.
With so many activities, Pedro still finds time to read—one book every two or three weeks—and to participate in the school’s literary contests. “I started writing for fun, and I even received a prize for one of my poems in the literary contest, but now I am really focused on publishing,” he says, referring to the book he is currently writing, which mixes mystery and adventure. Sports are also a passion of the young student, who has rowed, and currently plays tennis, practices jiu-jitsu, and surfs. When asked what he prefers to do in his free time, he mentions not only the multi-sport court at his complex where he plays tennis, but also books, whether they are the mystery novels he is reading or the mystery story he’s writing.
I LIKE IT WHEN TEACHERS PROPOSE PROJECTS WITH PRESENTATIONS AND DEBATES–ACTIVITIES WHERE WE HAVE TO EXPRESS OURSELVES.
FOR ME, SINGING HAS ALWAYS BEEN A NATURAL TALENT. I STARTED LEARNING TECHNIQUES TO PRESERVE MY VOICE, NOT TO BECOME PROFESSIONAL.
Mariana came to Chapel two years ago, after living in the United States for five years due to her mother’s work. She says that she adjusted to the school easily: “One of the things I like the most is the opportunities I am given, not just in terms of academic support for those who are having a hard time, but also the large availability of clubs and activities. There’s a lot to do here,” states Mariana, who has taken advantage of the clubs to do what she most enjoys: singing and acting. In previous semesters, she was a member of the Drama Club and the Glee Club. An art enthusiast, she also takes extracurricular figure skating lessons.
It was in icy Chicago that she learned ice-skating, a hobby she has kept after moving to São Paulo. “”I’m not really into sports, but I like skating because it is a physical activity that brings me a lot of enjoyment,” says the 14-year-old, who makes an exception for basketball, which she practices at Chapel. She is also a member of the NJHS, the junior honor club at Chapel, which she joined two years ago after making it through the screening process.
Currently in ninth grade, Mariana started singing when she had to choose between learning an instrument or joining the choir at her school in the United States. She joined the choir and was commended for hitting perfect notes without much effort. For her, singing has always been spontaneous: “I learned to sing by myself; it is natural for me. I know very little about voice techniques,” she explains. When she came back to Brazil, she auditioned at the Allégresse school, in São Paulo, and joined the Addams Family musical cast as Wednesday Addams. Passionate about musical theater, she played Countess Lily in Chapel’s rendition of Anastasia
Last semester, she started singing lessons to “learn basic techniques to protect my voice.” She does not want to risk damaging her vocal cords: “I plan to continue singing as a leisure activity, without any plans to go pro, make a career out of it, or participate in contests. I only want to do it because I like it,” she points out.
When she enrolled at Chapel in third grade, Estela Sumi already liked the setting, which, according to her, was less formal than that of her previous school. Now in 10th grade, what Estela most appreciates is the day-to-day of her academics: “Now that I am in high school, I like the routine, both in terms of class organization and easy access to grades and activities,” comments the 15-year-old, who attends MUN (Model UN Club) and the math club after classes.
At MUN since 2024, she has already been awarded Best Conference Speaker and represented Venezuela on social issues. Estela is very disciplined when it comes to her studies and remains focused. Anyone who thinks that Estela, a member of the math club for a year and an awardee in contests and Olympiads, has always had an easy time with the subject is mistaken.
When she started school, Estela kept up with the subject easily, even helping friends. However, when she reached third grade, she began struggling with more complex subtraction. She enrolled in Kumon (a methodology that develops individual learning potential) and has been attending for five years. “Today, I am a few years ahead of my school year,” she states. Last year she thought it would be a good idea to participate in the OBMEP (Math Olympiad for Brazilian public schools), the largest science competition in Brazil, which, in 2024, had 18.5 million students from grades 6 to 12 participating. Despite its name, OBMEP has been open to private school students who compete separately since 2017. “Even though it’s a math contest, OBMEP also includes logic questions related to everyday math, so I thought it would be a good opportunity for me,” she recounts.
The outcome was amazing: in the regional round, Estela earned a gold medal, an award that led her to the national level. There, she won the silver medal and was among the top 20 students in Brazil. As a national medalist, she was invited to join the Junior Program for Scientific Initiation (PIC) for IMPA (Institute for Pure and Applied Mathematics ), where she takes part in activities led by professors from the math department of the University of São Paulo to deepen her math knowledge. When she is not focused on academics, Estela enjoys reading, stretching, and spending time with her three cats.
I DON’T LIKE TO STUDY; I PREFER TO LEARN. I PAY ATTENTION IN CLASS TO UNDERSTAND THE SUBJECT SO THAT I DON’T NEED TO REVIEW IT LATER.
I LIKE CLUBS BECAUSE THEY’RE A PLACE WHERE YOU CAN INTERACT POSITIVELY WITH OTHERS WHO, LIKE ME, WANT TO CONTRIBUTE TO SOMETHING BIGGER, SUCH AS SOCIAL PROJECTS.
Bernardo Dagnoni enrolled at Chapel three years ago when his family moved from Alphaville, in the town of Barueri, to São Paulo. In addition to academic excellence, Christian values were among the main reasons for his choice. Currently in 11th grade, Bernardo particularly appreciates history and religion classes: “I like history because it is the subject that most applies to real life. It teaches you about economics, politics, social sciences—basically almost everything,” says the 16-year-old, who enjoys the classes as well as being a member of various clubs at Chapel.
In ninth grade, he was a member of NJHS, the junior honors club, and these days, Bernardo is active in the student council (StuCo) and has been a member of his favorite club MUN (Model UN Club) for three years. “What interests me the most in MUN is the opportunity to visit other schools to discuss political and social topics, which are closely tied to history, a subject I love,” he says. As a member of the student council, he organizes events such as the Pep Rally, which is sporty in nature, and the Book Fair, for which he catalogs and organizes the used book sales.
His passions, however, are many: through his family, he has developed a strong inclination toward volunteer work and social action. “I really enjoy dedicating myself to social work. Actually, this is part of my family’s culture. If God gave us the opportunity, it is important to bless the lives of others,” explains the young man, who has volunteered to build houses for the NGO Construide and has also organized events to collect donations for LALA (Latin American Leadership Academy), an NGO that helps young people become leaders.
One of the things he enjoys most is spending time with his family, especially his brother, and doing sports together. Every week, Bernardo practices jiu-jitsu, plays tennis, and, when possible, goes to the beach to surf. “Aside from these, I make myself available to do whatever sport my brother wants to play with me. I’m game for anything he wants to do,” he says.
Maria Clara Ermel has been at Chapel since Pre I and feels right at home. “In addition to having a very pleasant and green area, I know everyone, so it’s very comforting for me to be here,” comments the senior.
After being involved in several clubs throughout her years at school, Maria started her own club focused on developing sustainable projects: the Sustainability Club. She was inspired by the green roof at Eldorado shopping mall in Pinheiros: “The project is really interesting. Based on composting the leftover food from the food court, they make organic fertilizer to nourish vegetables, fruits, and herbs that are planted on the roof,” explains the 17 year-old. Seeing the scale of the project gave Maria Clara the idea to start a club that could jump start Chapel students in a virtuous cycle of sustainable actions.
The goal of the club’s first project was fundraising to purchase collection bins for batteries, which are extremely polluting and harm the environment if disposed of without the proper care. For this purpose, club members made ecobags that were sold at the Christmas Bazaar. The funds raised were used to purchase the collection bins. “We will distribute these collection bins throughout the school, and the batteries will go to companies that specialize in reverse logistics or responsible waste disposal,” comments Maria.
A proponent of physical activities, Maria has tried several sports over the years but has found her strongest connection with three: swimming, ballet fly (dance with fabric), and weightlifting. The last has become her true passion and led her to compete in weightlifting events. “I enjoy lifting so much that I train six times a week, and I miss it when I can’t go. To me, lifting is not just a physical activity, but also a mental exercise,” she recounts excitedly.
Upon graduating from high school, Maria Clara plans to study medicine, a field she has always been interested in, especially dermatology and nutrology. Ever since she was young, she has been fascinated by dermatology and aesthetics, while her interest in nutrology grew from her dedication to sports and the recognition through her own body of the importance of a balanced diet and healthy lifestyle.
THE GOAL FOR THE SUSTAINABILITY CLUB IS TO DEVISE AND DEVELOP PROJECTS THAT HELP IMPLEMENT SUSTAINABLE PRACTICES AT CHAPEL.
SPORTS WAS THE ACTIVITY THAT BROUGHT ME THE MOST MEMORIES AT CHAPEL. FOR ME, SOCCER SERVED NOT ONLY TO DEVELOP CHARACTER BUT MAINLY TO STRENGTHEN RELATIONSHIPS.
A recent high school graduate, Leonardo Montenegro is about to move to Boston, MA, where he will start his bachelor’s degree in Entrepreneurship at Babson College. “I am going to take this course because it’s the best one at Babson, but I plan to transfer to Finance because I really like the financial sector and have done an internship in it,” states the young man, who recently turned 19. Whether attending one course or another, he will be studying at a college that has been ranked the best in Business and Entrepreneurship in the United States for nearly 30 years.
A student at Chapel since fifth grade, Leonardo has been gaining financial knowledge. While doing the IB (International Baccalaureate), he had the opportunity to take subjects that further enhanced his skills. That was when he started a podcast, along with his classmate Nicolas Azevedo, to unpack the financial markets and discuss where entrepreneurship came from. And that’s how Carreira na Real (Real Careers) was created: “We wanted to reach young people like us because most schools don’t have much content in economics or finance, unlike us, who have the privilege of studying these areas through Chapel’s IB,” he explains and adds, “Through interviews with specialists, we try to show how these sectors operate in practice. The financial sector is very rigorous; young people don’t have a good idea and end up romanticizing the topic.” The podcast, available on YouTube, is in its third season, with 10 episodes per season. Just before graduating, Leonardo and Nicolas, who are both heading to the US, were nostalgic about the end of the project. However, a friend of theirs became interested and will continue the podcast, much to everyone’s joy.
The interview program is not the only legacy Leonardo leaves behind at Chapel. A soccer aficionado and the StuCo (student council) president, he is one of the creators of the futsal interclass tournament, which takes place before the Pep Rally and prepares the school to participate in the Big 8, the tournament where Chapel’s soccer team is the reigning champion. “When we started playing in the Big 8, we tried to win every edition, as if it were a Chapel tradition. And we did,” celebrates the alum, who fell in love with the school as soon as he saw the soccer field on his first visit to the campus.
The colors of the lively Carnaval celebration, the delicious treats at the International Festival, the hit performance of “Anastasia: The Musical”, the songs and games at the Festa Junina, the end-of-year Kindergarten mass, and the emotions at the 6th and 12th grade graduations were some of the events that marked this last semester at Chapel. Check out photos of the school’s cultural and festive moments in the following pages.
Fotos: Arquivo Chapel
Photos: Chapel Archives
01 - No Carnaval do ECEC, Maria Clara Araki, do Kindergarten, desfilou sua fantasia.
01 - At ECEC’s Carnaval, Maria Clara Araki, from Kindergarten, paraded in her costume.
02 - As amigas do Kindergarten Rafaela Gouveia e Marina Rahal divertiram-se na festa do dia 28 de fevereiro.
02 - Kindergarten friends Rafaela Gouveia and Marina Rahal had fun at the party on February 28th.
03 - Leonardo Sodré, do Pre II, brincou na festa de Carnaval.
03 - Leonardo Sodré, from Pre II, played at the Carnaval party.
04 - Ms. Stephanie Omori divertindo-se com Vitor Tavares, do Kindergarten.
04 - Ms. Stephanie Omori having fun with Vitor Tavares from Kindergarten.
05 - Brincando o Carnaval, as amigas do 2º ano Mariah Massih, Antonella Giamundo e Eduarda Lichtenberger.
05 - Second grade friends Mariah Massih, Antonella Giamundo, and Eduarda Lichtenberger played at Carnaval.
06 - Participando do desfile carnavalesco, Federico Forero, Julian Conner, Theo Serio e Isadora Machado (4º ano).
06 - Federico Forero, Julian Conner, Theo Serio, and Isadora Machado (Fourth grade) participated in the Carnaval parade.
07 - Inspiradas pelo frevo, as estudantes do 3º ano Maria Fernanda Hannud, Helena Brandão, Maria Thereza Muzzi e Isabela Yumi Hoshino exibem suas fantasias.
07 - Inspired by frevo, 3rd grade students Maria Fernanda Hannud, Helena Brandão, Maria Thereza Muzzi, and Isabela Yumi Hoshino showed off their costumes.
08 - A tradicional alegoria do Carnaval de Recife coloriu a festa das estudantes do 6º ano Mariana Romero, Helena Serio, Catherine Smith, Amanda Segui, Sofia Zanata e Gabriela Monzani.
08 - The traditional Carnaval parade from Recife brought a burst of color to the celebration of 6th grade students Mariana Romero, Helena Serio, Catherine Smith, Amanda Segui, Sofia Zanata, and Gabriela Monzani.
09 - Do 5º ano, Lola Cerda e Carolina Soares combinaram as fantasias.
09 - Fifth graders Lola Cerda and Carolina Soares wore matching costumes.
10 - Dando vida ao espírito de Recife e do Galo da Madrugada, Ms. Eliana Cardia, Ms. Daniela Hayashida, Ms. Flavia Tacchini, Ms. Cristiane Valim, Mr. Paulo Henrique da Silva, Ms. Fabiana Tavares, Ms. Adriana Alves, Ms. Livia Tezzei, Ms. Alessandra Dall`Ovo, Ms. Daviane Gomes, Ms. Cristina El Dib, Ms. Juliana Hanftwurzel, Ms. Aline Cuchiaro e Ms. Juliana Nuin.
10 - Ms. Eliana Cardia, Ms. Daniela Hayashida, Ms. Flavia Tacchini, Ms. Cristiane Valim, Mr. Paulo Henrique da Silva, Ms. Fabiana Tavares, Ms. Adriana Alves, Ms. Livia Tezzei, Ms. Alessandra Dall`Ovo, Ms. Daviane Gomes, Ms. Cristina El Dib, Ms. Juliana Hanftwurzel, Ms. Aline Cuchiaro, and Ms. Juliana Nuin made the spirit of Recife and the Galo da Madrugada come alive.
Fotos: Arquivo Chapel
Photos: Chapel Archives
01 - Em março, Ms. Ana Paula Aragon, Ms. Juliana Menezes e Mr. Sean Quinn prestigiaram o 38º Festival Internacional da Chapel, que transformou o campus em uma vibrante vila global.
01 - In March, Ms. Ana Paula Aragon, Ms. Juliana Menezes, and Mr. Sean Quinn enjoyed Chapel’s 38th International Festival, which turned the campus into a vibrant global village.
02 e 03 - Alemanha e Bélgica apresentaram seus pratos típicos, e a cerveja não poderia faltar.
02 and 03 - Germany and Belgium showcased their traditional dishes with beer being a must.
04 - Vinhos e churrasco bem representaram a vizinha Argentina.
04 - Wine and barbecue were a perfect representation of neighboring Argentina.
05 - Grandioso e de culinária diversa, o Brasil homenageou a culinária baiana.
05 - Brazil, known for its diverse cuisine, paid tribute to the cuisine of Bahia.
06 - A equipe do Canadá fez bonito na festa multicultural.
06 - The Canadian team did well at the multicultural festival.
07 - O Chile foi representado por suas belezas naturais e seus pratos deliciosos.
07 - Chile was represented by its natural wonders and delicious dishes.
08 - O famoso café não poderia faltar na barraca da Colômbia.
08 - Its famous coffee was a staple at Colombia’s stand.
09 - A cultura e a culinária coreanas foram muito bem representadas.
09 - Korean culture and cuisine were very well represented.
10 - Quitutes e vinhos espanhóis fazem sucesso na festa.
10 - Spanish delicacies and wine were a hit at the festival.
11 - A barraca dos EUA caprichou no visual e nas delícias oferecidas.
11 - The USA stand did a great job on its decor and on the delicious food.
12 - A linda decoração da barraca da França chamou tanta atenção quanto sua famosa éclair.
12 - The beautiful decoration at the France stand was just as eye-catching as its famous éclair.
13 - A Holanda mostrou alguns de seus pratos típicos.
13 - Netherlands showcased some of their traditional dishes.
14 - A Inglaterra esteve muito bem representada no evento deste ano.
14 - England was very well represented at this year’s event.
15 - A culinária italiana agrada aos mais diversos paladares.
15 - Italian cuisine appeals to all tastes.
- Japan’s colors and flavors always stand out.
17 - A culinária libanesa é sempre um sucesso no Festival.
17 - Lebanese cuisine is always a hit at the Festival.
18 - A barraca do México revelou as belezas do país. 18 - The Mexico stand displayed the country’s wonders.
19 - A barraca de Portugal sempre brilha no evento multicultural.
19 - The Portugal stand always shines at the multicultural event.
20 - A Suécia mostrou seus sabores no Festival. 20 - Sweden showed off its flavors at the Festival.
21 - As representantes da Suíça capricharam na apresentação do país.
21 - The Swiss representatives went all out to showcase the country.
Fotos: Arquivo Chapel
Photos: Chapel Archives
01 - Em abril, os alunos do Clube de Teatro do High School deram vida ao espetáculo “Anastasia: O musical”, sob orientação dos professores Mr. Caio Oliveira e Ms. Ana Inglesi.
01 - In April, under direction of teachers Mr. Caio Oliveira and Ms. Ana Inglesi, the High School Drama Club students brought the show “Anastasia: The Musical” to life.
02 e 03 - Em cena, Laura Santiago (Anastasia) e Luciano de Antoni (Tsar Nicholas II).
02 and 03 - Laura Santiago (Anastasia) and Luciano de Antoni (Tsar Nicholas II) in a scene.
04 - Fernando Ribeiro viveu o bolchevique Gleb.
04 - Fernando Ribeiro played Gleb, the Bolshevik.
05 - Vibha Komala, que interpretou a imperatriz viúva, com Laura Santiago (Anastasia).
05 - Vibha Komala, who played the widowed empress, with Laura Santiago (Anastasia).
06 - Vibha Komala (imperatriz viúva) com Lara Zwecker e Mariana Sevzatian (da equipe de bastidores) durante um ensaio.
06 - Vibha Komala (the widowed empress) with Lara Zwecker and Mariana Sevzatian (from the stage crew) during rehearsal.
07 - Marina Moura viveu Dmitry.
07 - Marina Moura played Dmitry.
08 - Mariana Ávila interpretou a condessa Lily.
08 - Mariana Ávila played Countess Lily.
09 - Laura Santiago (Anastasia) em cena.
09 - Laura Santiago (Anastasia) in a scene.
10 - Luisa Maesano no papel do ex-aristocrata Vlad.
10 - Luisa Maesano in the role of Vlad, a former aristocrat.
11 - Vibha Komala em cena como a imperatriz viúva.
11 - Vibha Komala in a scene as the widowed empress.
12 - A apresentação encantou o público com momentos mágicos, coreografias cheias de energia e solos vocais marcantes.
12 - The performance delighted the audience with magical moments, energetic choreographies, and remarkable vocal solos.
Fotos: Arquivo Chapel
Photos: Chapel Archives
01 - Ana Carolina Ohara, Giovana Iannuzzi, Guilhermina Zogbi e Maria Fernanda Dirani, do 5º ano, reuniram-se na Festa Junina do colégio.
01 - Ana Carolina Ohara, Giovana Iannuzzi, Guilhermina Zogbi, and Maria Fernanda Dirani, from 5th grade, got together at the school’s Festa Junina.
02 - Do Pre II, Guilherme Cordovil e Lorenzo Fagliari.
02 - Guilherme Cordovil and Lorenzo Fagliari from Pre II.
03 - Matteo de Villi, Lis Vara e Vitor Tavares (Kindergarten) capricharam nas roupas típicas.
03 - Matteo de Villi, Lis Vara, and Vitor Tavares (Kindergarten) dressed up in typical clothing.
04 - As caipirinhas do 1º ano Maria Luiza Machado e Maria Fernanda Iberê.
04 - 1st grade country girls Maria Luiza Machado and Maria Fernanda Iberê.
05 - Maria Schahin e Valentina Perrotti (2º ano) em apresentação de dança.
05 - Maria Schahin and Valentina Perrotti (2nd grade) in a dance performance.
06 - Do 2º ano, Mateus Braz, Lavinia Jucá e Glória Marão se divertem na quadrilha.
06 - Mateus Braz, Lavinia Jucá, and Glória Marão from 2nd grade had fun dancing.
07 - Dançando as músicas juninas, Elisa Dario e Maria Valentina Pacheco, do 3º ano.
07 - Third graders Elisa Dario and Maria Valentina Pacheco danced to Festa Junina songs together.
08 - Esmeralda Cerda e Grace Hamilton, do 4º ano, divertiram-se na apresentação de dança.
08 - Esmeralda Cerda and Grace Hamilton, from 4th grade, had fun during the dance presentation.
09 - Eric Oguro e Isabela El Khouri, do 4º ano, formaram um par animado.
09 - Eric Oguro and Isabela El Khouri, from 4th grade, were a lively pair.
10 e 11 - A queima de fogos, no fim da festa, foi prestigiada pelos amigos Helena Brandão, Manuella Nicolia, Maria Luiza Boesel e Guilherme Echenique, do 3º ano.
10 and 11 - The fireworks at the end of the party were enjoyed by the 3rd grade friends Helena Brandão, Manuella Nicolia, Maria Luiza Boesel, and Guilherme Echenique.
12 - Enrico Cuoco (4º ano), Bernardo Cuoco (7º ano) e Tomas Barúa (4º ano) também assistiram ao espetáculo de fogos de artifício.
12 - Enrico Cuoco (4th grade), Bernardo Cuoco (7th grade), and Tomas Barúa (4th grade) also watched the firework show.
Fotos: Arquivo Chapel Photos: Chapel Archives
01 - Kindergarten A com Ms. Daniela Sperling e Ms. Giovanna Bueno.
01 - Kindergarten A with Ms. Daniela Sperling and Ms. Giovanna Bueno.
02 - Kindergarten B com Ms. Maria Hernandez e Ms. Vitória Mayumi de Paula.
02 - Kindergarten B with Ms. Maria Hernandez and Ms. Vitória Mayumi de Paula.
03 - Kindergarten C com Ms. Emanuela Santo e Ms. Pollyanna Oliveira.
03 - Kindergarten C with Ms. Emanuela Santo and Ms. Pollyanna Oliveira.
04 - João Ermel falando sobre algo que aprendeu no Kindergarten.
04 - João Ermel spoke about what he learned in Kindergarten.
05 - Lara Zarif também contou sobre um aprendizado no Kindergarten.
05 - Lara Zarif also shared what she learned in Kindergarten.
06 - Isabela Serpa falando algo que aprendeu no Kindergarten.
06 - Isabela Serpa spoke about what she learned in Kindergarten.
07 - Ms. Daniela Sperling entregando o diploma a Matheus Jun Hoshino.
07 - Ms. Daniela Sperling gave Matheus Jun Hoshino his diploma.
08 - Ms. Daniela Sperling entregando o diploma a Maria Eduarda Mantegazza.
08 - Ms. Daniela Sperling handed Maria Eduarda Mantegazza her diploma.
09 - Ms. Maria Hernandez entregando o diploma a Carolina Malzoni.
09 - Ms. Maria Hernandez delivered Carolina Malzoni her diploma.
10 - Ms. Maria Hernandez entregando o diploma a Caio Gervazoni.
10 - Ms. Maria Hernandez handed Caio Gervazoni his diploma.
11 - Ms. Emanuela Santo entregando o diploma a Emma Ferrari.
11 - Ms. Emanuela Santo delivered Emma Ferrari her diploma.
12 - Ms. Emanuela Santo entregando o diploma a Manoel Araujo.
12 - Ms. Emanuela Santo handed the diploma to Manoel Araujo.
Fotos: LES Fotografias
Photos: LES Fotografias
01 - Trinta e nove alunos participaram da cerimônia de formatura do 6º ano, em 3 de junho.
01 - Thirty nine students participated in the 6th grade graduation ceremony on June 3rd.
02 - Ms. Ruby Sheets e Mr. Filip Stoops, professores do 6º ano, foram os mestres de cerimônia.
02 - Ms. Ruby Sheets and Mr. Filip Stoops, 6th grade teachers, were the masters of ceremony.
03 e 04 - Laura Pereira e Henrique Lamounier fizeram o discurso “Staff Appreciation”.
03 and 04 - Laura Pereira and Henrique Lamounier delivered the “Staff Appreciation” speech.
05, 06 e 07 - Bruna Iannuzzi, Daniel Inglesi e Julia Guglielmetti fizeram o discurso “A Look Back”
05, 06 and 07 - Bruna Iannuzzi, Daniel Inglesi, and Julia Guglielmetti gave a speech called “A Look Back”.
08 - Audrey Hamilton fez o discurso “Time for Change”.
08 - Audrey Hamilton delivered the “Time for Change” speech.
09 e 19 - Theo Giarola e Gustavo Rocha fizeram o discurso “To Our Families and Friends”. 09 and 10 - Theo Giarola and Gustavo Rocha gave the “To Our Families and Friends” speech.
11 - Ms. Juliana Menezes entregando o diploma a Fernanda Barbosa.
11 -
12 - Ms. Juliana Menezes entregando o diploma a Pierre Chofard.
12 - Ms. Juliana Menezes delivered Pierre Chofard his diploma.
13 - Os formandos exibem seus diplomas.
- The graduates showed off their diplomas.
Fotos: LES Fotografias
Photos: LES Fotografias
01 - No dia 24 de maio, os 47 alunos da turma de 2025 colaram grau.
01 - On May 24th, the 47 students in the class of 2025 graduated.
02 - A formanda Catalina Miraglia com seus pais, Catalina Alejandra e Luis Roberto, e sua irmã, Sofia.
02 - Graduate Catalina Miraglia with her parents, Catalina Alejandra and Luis Roberto, and her sister, Sofia.
03 - O formando Karam Ziad Bou Karam com seus pais, Magui e Ziad, e irmãos, Lucca e Katarina.
03 - Graduate Karam Ziad Bou Karam with his parents, Magui and Ziad, and his siblings, Lucca and Katarina.
04 - A formanda Alma Castañares com seus pais, Silvia e Marcelo, e irmãos, Santiago e Manuel.
04 - Graduate Alma Castañares with her parents, Silvia and Marcelo, and her brothers, Santiago and Manuel.
05 - Beatriz Abram discursou como Class Valedictorian.
05 - Beatriz Abram gave the speech as Class Valedictorian.
06 e 07 - Maria José Zappia e Felipe Menezes discursaram como Class Salutatorians.
06 e 07 - Maria José Zappia and Felipe Menezes gave speeches as Class Salutatorians.
08 - Luciano de Antoni e Lucas De Salles (também Class Salutatorian) foram os oradores da turma.
08 - Luciano de Antoni and Lucas De Salles (also Class Salutatorian) were chosen to address their graduating class.
09 - Carolina Saade, emocionada, indo receber seu diploma.
09 - Carolina Saade was emotional when she received her diploma.
10 - As amigas Eduarda Gervazoni e Sara Pontes após a cerimônia.
10 - Friends Eduarda Gervazoni and Sara Pontes after the ceremony.
11 e 12 - Leonardo Montenegro e Nickolas Azevedo receberam seus diplomas da School Director e Elementary School Principal, Ms. Juliana Menezes, e do High School Principal, Mr. Sean Quinn.
11 and 12 - Leonardo Montenegro and Nickolas Azevedo received their diplomas from the School Director and Elementary School Principal, Ms. Juliana Menezes, and the High School Principal, Mr. Sean Quinn.
13 - No final da cerimônia, houve a tradicional festa, com os capelos sendo jogados para o alto.
13 - At the end of the ceremony, there was a traditional celebration, with caps being thrown into the air.
