REPORT Artmile International Collaborative Learning 2023
Country/Region [ Brazil ]School[ Instituto Gaylussac ] Teacher [ Livia S. Jesus Couto ] Grade ( 7 ) Member ( 34 )JP School [ Kizu-Minami Junior High School ]Teacher [ Mami Miyahara ]# Subjects, Activities and Hours of the lessons
Subject
Conception of the lesson

Hours

Learning
Theme
ODS 4

Students researched the 2030 Agenda and researched the 17 SDGs. Chose
Quality Education

8Exchange ofopinions on SDGs
theme

Through research and information on quality education, Brazilian students sent
their opinions on SDG4

14Definition
themes andlearningDialogue between Brazilian and Japanese students, to reach agreement on thetopic, through questions about quality education (education for peace), thecharacteristics of strong institutions, etc.
The students sketched the message they would create on the mural. We think
about colors, designs and words.

Mural idea andpainting schemes
Mural evaluation

Through the photos sent by teacher Mami. The students observed the muraland talked about their learning and participation in the Project

16

148

# Theme and Message of the mural
Theme

Education Leads to Peace

Message

Education and peace are linked.
We want to create a future where individuality is respected and there is no social
inequality, in other words, there is Beauty in the diversity of people.

United thoughts toshare with the world# Effects and Problems
Effects your students have gained
Openness to talk about strong and important issues.
Some were committed to thinking more critically about
what quality education is.
They were very happy with the photos and images
from Japan (the cards, the sweets, the images of theschool, etc.)

Points for further improvement
They have begun to understand that the Brazilianeducation system needs to be improved.
They thought about having more anti-bullying
practices within the school itself, as they often
witness bullying within it.
They thought that they could have more art classes
in the week for the project, because there wereweeks when we didn't meet (due to the holidays).

# How has your impression toward your partner’s country/region and the world changed?
Changes in the students
Changes in the teachers
Despite the cultural differences and the distance As an art teacher, I feel honored to have had thebetween the countries, they realized that our opportunity to participate in such a meaningful
challenges are "the same" in some ways, such as project. I believe in the power that education has incombating bullying. This brought us closer as people's lives, starting with me. Getting to know
countries and made us see that despite the distance, another culture through an education project has
we human beings want the same thing: a reduction in inspired me to have more partnerships with theinequality, respect for differences and schools as teachers at my school, aiming for a better world.
strong institutions to make this happen.

# Flow of the Activity
ContentMonthRESEARCH
the theme

SHAREwith thepartnerUNITE
the thoughtsJunJulAugAugSep

What you did

Your students’ attitude/reflection

I presented Agenda 2030 tothe students in art class.
Some of them already knew
the SDGs from their HumanRights lessons.

The students understood the importanceof thinking about the future through theirpresent (everyday) practices. They
researched the 17 SDGs and, inagreement, thought of the Quality
Education SDG, as it is a topic that iseasily accessible to them, given that theyspend all day at school.

I presented the JapanArtmile project and thephotos of the partner school
to the students. And I told
teacher Mami that we hadchosen quality education
because we understood theBrazilian reality.

First, they talked about the challenges ofeducation in Brazil and then they lookedat the pictures of the old Artmile murals
The students were very excited about thepictures of the students from Kizu Minami
Junior High School. They asked several
questions about the students' handsymbols.

The Japanese school chose
SDG16: Strong Institutions,and through the forum Mamiand I decided to ask ourstudents how we could put
the two themes together,what they could have incommon.
That's when, in art class, I
asked the students toanswer what they thought astrong institution shouldhave in order to beconsidered such.

They began to think about and respond tothe characteristics of strong institutions.
The answers were: Institutions that
respect differences of color, ethnicity,creed, opinion.
That's when Letícia, with her brilliant
answer, managed to unite the two SDGs.
She said: A quality education is when theschool manages to be a strong institution,
without
prejudice
andrespecting
differences. From then on, we started
talking to our partner about environmentsthat combat bullying, prejudice and socialinequalities. The students researchedenvironments that promote peace andrespect. They thought about their reality,about school environments throughout
Brazil and, consequently, in Japan. Basedon this research and conversations in theclassroom, I always wrote to teacher Mami
and sent her videos and photos of theactivities.

Subject

Learning
Theme
ODS 4

Exchangeofopinions
on SDGs
theme

Definitionthemesandlearning

ContentCREATE
the mural

APPRECIATE
the wholelearning

MonthOctNovFebMar

What you did

Your students’ attitude/reflection

Due to bureaucratic issues
at the post office, we lost
three weeks to make themural, but this didn't
discourage us or cause us towaste time creating themural.

As soon as the students had divided up
to think about the mural, theycommented on the importance ofrepresenting the cultural differences
present in Brazil, since there are manyinequalities in our country due to this.
So they thought of representing black,indigenous and white people as a way ofvaluing this difference. They also
thought of adding words that valued thisdiversity: peace, empathy and respect,in a very colorful way, symbolizing aharmonious society.
Finally, the students built a bridge out ofschool materials.
The students put a lot of effort into
building the mural, many stayed during
recess to finish it and students fromother classes were able to witness thisprocess. They were curious as to what
the finished mural would look like, sincedue to the different school year, westarted making the mural first.

In conversation with Mami:
The Brazilian and Japanese
students thought about how
we could divide up the muraland put our idea across in acreative way. We thought ofrepresenting respect fordifferences with the phrase:
Individuality is respected.
Givingthe idea thateveryone has their own
uniqueness, and that this isimportant in interpersonal
relationships so that there
are no conflicts.
In art class, I asked thestudents to draw a sketch of
the Brazilian side of possible
drawings that represented
diversity. It also relates toquality education for all.
After the school vacations, I
met the students for twoweeks to talk about themural.
Some even asked if theJapanese liked the sweets
and cards we sent.
As the students are nolonger mine, due to a changeof class, I arranged ameeting with them andtalked about the last
Japanese stage (the stage
when we were on schoolvacation) and showed them
the finished mural. They
were impressed with howwell the mural was finishedand how organized theJapanese students were.
Italkedabout
theimportance of learning about
SDG 4 and 16 being presentin their lives over the years,
because we are people whoneed to value other people.

The students were happy to take part in
the project and to have had theopportunity to get to know anotherculture.
They were happy to have had theexperience of painting a giant mural andto have had the opportunity to think
about such important issues thatpermeate society.
They commented that if people
respected differences there wouldn't be
so much war and social inequality

Subject

Mural ideaand
painting
schemes

Muralevaluation

# Effect and evaluation gained through the collaborative learning
Evaluation: Rank 5 to 1 (5: very effective / 4: effective / 3: so- so / 2: not so effective / 1: not effective at all)

Expected effectEvaluation

Cross-cultural
understanding

5

Active learning

3

Critical thinking

5Collaborating withdifferent people

3

Expressing in words,
in shape

5

Scenes and reasons that teachers felt the effects
I think my students were committed to getting to know Japaneseculture through the project and whenever they had any doubts about
any of the information there, they asked. They were curious about theJapanese and this made it easier to present the cultural differences.
Some students were responsible in their activities, research andconversations. They dialogued well with the subjects, but some did nothave the same attitude. Even though there are only a few students, I
think they could be more involved in the activities.
Given the students' cultural capital, it was easy to see that most ofthem had critical thinking about the reality in which they live. About theimportance of putting ourselves in other people's shoes, about the needto recognize that we need to leave a better world for those who comeafter us.
I think that some of the students sometimes lacked the ability to bringpeople together in the classroom. They get on well with their groups,
but when they had to include people, I realized that they lacked a bit ofsolidarity. I gave this example in their classroom, so that they would
understand that in life they need to bring people together.
I noticed that my students found it easy to express themselves inwords, they have very good textual comprehension, and this helped withthe research activities.