Clients

“Después de trabajar con Heike Freire decidimos cambiar todo el diseño del patio que teníamos previsto. Lo habíamos planteado un poco ¡como si fuera el jardín de nuestra casa!. Cuando nos dimos cuenta, ella sonrió y dijo bromeando que “solo nos faltaban los enanitos”. Tenía muchísima razón. Ahora vemos las cosas de otra forma, vamos directamente a lo esencial”

Angela, miembro de la comisión “Diseño de Patio” en un Centro Público de Infantil y Primaria

“No conseguíamos ponernos de acuerdo..hasta que apareció Heike. Con ella todo resultó mucho más sencillo. Sabe escuchar y valorar las cosas esenciales. Nos ayudó a comprender la diferencia radical entre una transformación profunda y una innovación completamente superficial”

Victor, responsable de Innovación

“La mirada de Heike es precisa..y compasiva. Va directamente a lo que, sin querer, tratamos de ocultar, aquello que no podemos ver. Y nos lo muestra con claridad y calidez. Ha sido una suerte poder contar con su apoyo”.

Marcela, directora de un Centro de Enseñanza

“Heike nos asesoró en la estrategia más adecuada para ofrecer a nuestro público servicios educativos de conexión con la Naturaleza. Actualmente nos acompaña en la capacitación de nuestros educadores, y estamos muy satisfechos con su disponibilidad y la alta calidad de sus prestaciones”.

Elías, director de una entidad de Educación Ambiental

“La intervención de Heike nos ha permitido reflexionar a todo el claustro sobre nuestro proyecto educativo y nuestras prácticas docentes. Nos ha ayudado a reorientar el trabajo y ha favorecido una fuerte cohesión en el equipo. Una experiencia que recomiendo a cualquier escuela”.

Iker, director de un centro de Educación Infantil, Primaria y Secundaria

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Nature is, today, one of the fundamental keys of well-being, essential for the true holistic development and growth of children and youths. Research shows that, by increasing or decreasing the possibility of meeting essential human needs, the environmental characteristics of school spaces influence children's attitudes and behaviors decisively.

Extraordinary Schools

Each school and organization is unique because of its geographical location, environment (natural, social, cultural …), spaces, management and teaching teams, community, the educational project, students … All have strong points they can rely on to favorably impact the well-being, learning and bonding with nature of children, youth and adults.

Audits are diagnostic interventions lasting a few days, depending on the characteristics of the assignment. Sometimes they respond to a particular demand. In the case of a school it can be: How do we positively impact the participation of children and young people? How can we make better use of modern technologies? How can we integrate natural environments to facilitate the development of intrinsic motivation, attention and concentration capabilities? What kind of co-living structures could we incorporate to improve overall well-being in the school? How do we move from individually teaching our respective subject to working in tandem with our follow educators and sharing our academic areas? And, in the case of learning centers : What kind of educational nature re-connection services can we offer? How do we define and find our audience? How can we further develop and nurture the capabilities of our educators so that they include in their work all the dimensions of the human being?

Other times, the audit has a broader objective: (re)discover and (re)use the potential and opportunities for renaturation the grounds provide, they are often there, but are not perceived by members of the educational community. Becoming aware of the benefits of incorporating Nature into the educational project of the center, allows us to identify the opportunities offered by each organization’s unique situation. This vision is a decisive impulse to initiate and develop a process of extraordinary transformation that, like the school itself, will always be unique, at its own pace and in its own dimension.

The audit is broken up into the following stages:

1.- Analysis of the Center

We begin by composing an in-depth diagnosis of the center, based on a series of custom criteria developed together with the center and based on our very own methodology: “Green Pedagogy”, as well as the individual and specific characteristics of the educational community.

The analysis addresses general aspects such as location, natural environment (but also the social, economic and cultural environments), structure, organization of times and spaces .. In addition, specific issues based on the audit’s objectives.

We use observation techniques, document analysis, individual and collective interviews, work groups, etc. for our analysis.

2.- Presentation of the Report

The data is analyzed, from which the main conclusions and recommendations are drawn. General thoughts are presented in a work meeting in which, depending on the center and its current situation, the members of the management team, the teaching team, the corresponding commissions, families and students participate. The objective of these meetings is to build a framework for reflection and joint work. This framework allows the transformation process to be carried out with a clear and shared vision between all the members of the educational community. Throughout these meetings decisions are made about the projects to be carried out, their organization and monitoring, as well as the corresponding evaluations.

3.- First Steps

Depending on the decisions taken, the first steps may consist of a progressive and participatory transformation of the outdoor spaces, or the transfer of some activities to the green spaces available in the environment. Firstly, it is particularly important for the success of the process that physical and material changes keep pace with pedagogical, methodological, organizational, social and cultural changes. Secondly, the involvement of the entire community is fundamental for the success of the initiative. Because of that support, it is possible to change teaching attitudes towards placing special emphasis on feelings of security, effectiveness and belonging.

4.- Evaluación

La auditoría y asesoramiento de centros es un proceso vivo, complejo y sistémico que se realiza en permanente diálogo con la comunidad educativa.

Estas conversaciones constituyen la base de una evaluación continua que permite introducir, de manera inmediata, los ajustes necesarios para adecuar las transformaciones a la idiosincrasia de cada organización.

Las escuelas son (o al menos deberían ser) organismos vivos, flexibles, reflexivas, adaptables, llenas de entusiasmo y de pasión, en íntima relación con sus entornos… Nuestro objetivo es contribuir a avivar y contagiar esa frescura.

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