The DF teacher is competing for a scholarship to study English in the US

A passion for excellence in teaching and learning languages ​​led Sarah Lima, an English teacher from the Department of Education of the Federal District (SEEDF), to the final phase of the Department’s Fulbright DAI Development Program for International and English Language Teachers. US state. Teacher candidature was selected from more than 40 applications. Those approved at all stages of the program will participate in a five-month development course in the United States, all expenses paid.

Sarah joined the Secretariat in 2013, initially dedicating herself to regular teaching at CEF 25 in Ceilandia in Years 6 and 7. Then, wanting to improve her skills and contribute more to social inclusion, Sarah took the competency test and began her career as a teacher in Interschool Language Centers (CILs), where she worked in several departments, including Ceilandia, Guará. , Paranoá and, currently, in Plano Piloto.

In 2018, new intentions emerged when Sarah learned about the Fulbright DAI program and saw the initiative as an opportunity to improve teaching practices and contribute to building a more just and equitable society. The selection process for the Fulbright DAI was challenging, but passion for education and perseverance were key to getting through each stage.

The theme of “inclusion” that should be present in the enrollment program piqued the author’s interest. “I’m passionate about the subject. All the courses I’ve taken have covered this area. I really liked writing a pre-project about it. It would be wonderful to develop it during a semester at an American college and exchange ideas with exchange professors from other countries,” he says.

In the three-stage national stage, Sarah was evaluated using a form describing the program she wanted to develop in the United States and its relevance to the school community, a TOEFL proficiency test, and an interview.

Now, internationally, applicants are evaluated based on their education, academic and professional experience, and the relevance and impact of the program they are enrolled in. The result of this phase will be announced in December 2024.

project

Teacher’s program on the topic Monitoring as a tool that can improve confidence in the learning process while reducing dropout rates in CILs, aims to implement peer supervision as a strategy to reduce school dropout rates. Dropout in CILs is often associated with low self-esteem and difficulty keeping up with the pace of classes. Through peer tutoring in which more experienced students help their peers with less knowledge, Sarah offers a solution to these challenges.

By participating in the exchange, he hopes to enhance the existing monitoring service at CIL, where he teaches, should he go international. For Sarah, language teaching is fundamental to students’ personal and professional development.

Sarah Lima: “Mastering one or more languages ​​opens doors to new opportunities, especially for young people in socially vulnerable situations.”

“Mastering one or more languages ​​opens doors to new opportunities, especially for young people in socially vulnerable situations,” he says. The author also highlights the role of languages ​​as a tool for culture and tolerance. “Traveling and getting to know other cultures makes us more human and helps us create a more inclusive and tolerant world”, he highlights.

Passion for the classroom

Sarah started teaching while still in college, and even without a diploma, she was already teaching languages. He says that teachers throughout his life have been a huge inspiration in developing his passion for teaching and learning. The teacher recalled having difficulty concentrating and teachers never giving up on her to learn.

“At that time, nothing was said about educational psychology, I didn’t understand why I didn’t learn. Learning a language is not an easy task. The teachers who gave me a hand and believed in me”, he highlights.

In her career, the teacher has experience as a manager, academic coordinator and assistant principal, but it is in the classroom that she feels most fulfilled.

“I think it’s where I belong. It’s where I find myself, I’m the most creative, the school community needs the most, and it’s where I leave my legacy. But, of course, coordination and co-leadership have made me a better teacher and employee,” she notes.

*With input from Education Department