Cultural Lunch: a delicious way of learning

Guided by a Practical Life activity, one of Montessori System areas, Kinder II group has begun the year with cooking. And it was through a carrot cake recipe that Teacher Helena Marques’s students have discovered a common interest: the pleasure of being in the kitchen. So, the project was born "Culinary: a delicious way of learning", which in addition to taking the class to a semester of culinary discoveries, still provides the students with the responsibility of the first Cultural Lunch of the year.
Although the interest in various types of cuisine is the focus of the studies of the class, it was the group, one of the basis of the Work through Projects, which brought the theme of the Cultural Lunch. "As soon as we started classes, Gabriela (Cardoso) told us that she had lived in the Dominican Republic. It caught the attention of the whole class and we wondered what people use to eat there.

When teacher Carla told us that we would do the first Cultural Lunch we were excited because the Dominican Republic had never been a focus of study, "explains Helena. Researches about the country involved its history, geography, culture and gastronomy, which were presented to Kinder I (teacher Karoline Titonele, Fabiana and Trajano Cardoso, (Gabriela's parents). "It was very cool to present. I lived in the Dominican Republic for three years and the thing that caught my attention the most and that I said in the presentation was that there, even during the winter, it was hot. I also enjoyed the lunch. Here we ate the entire roasted banana. There, it was kneaded. But it was very similar to the food there, "recalls Gabriela.

Montessori at Working through Projects
“It is very common to see a project arise due to activities of the Montessori System. In case of the Kinder II class, the cuisine drew attention because it is part of the area of ​​Practical Life. "In our practice we have always observed that an activity with concrete material and the Montessori system rises to a project. This is because when the child or adolescent has a hand on activity they have the feeling of freedom and feel free to ask questions. Based on that, we have the formation of the base of a project, that is, an active, autonomous and questioning student. This is how the two practices relate, " explains director Luciana Ribeiro.