THE SCHOOL

1963

In a time of great cultural and political effervescence, a group of young people decided to create a nursery school with modern pedagogical principles. Marílu, Marília, Sylvinha, and Silvio Luiz searched for a property and planned the opening of the school. In 1967, Jeannette and Luiza joined them.

1964

First logo of the School: the egg as
a representation of renewal and the hope of a new life

On February 17, the *Escola Pequeno Príncipe* (Little Prince School) opened on Rua Tabapuã, with 16 students and two teachers: Beth and Luizete.

1965

The School gradually grew, increasing the number of classes and students. Its pedagogical approach was inspired by the New School movement and the Montessori Method.

“No child is born social in the sense of being able to get along with others and knowing how to cooperate with them; it is necessary to learn to adjust, and this skill is acquired through opportunities to be in contact with other children and to work with them. (...) Using play, guiding only to the point of not restraining the child’s freedom, promoting growth in the social sense, while also seeking to guide their physical, intellectual, and emotional development, thus preparing them from the earliest years for a world where initiative, creativity, and the capacity to create are indispensable for life.” (Yearbook 1964/1965)

1967

The publication of the magazine *“Education for Development”* began, with thematic issues aimed at contributing to the cultural scene of the time. The publications featured articles by thinkers such as Paulo Freire, Jean Piaget, and Vygotsky, as well as texts that shared the experiences developed at the School.

The publication of the magazine *“Education for Development”* began, with thematic issues aimed at contributing to the cultural scene of the time. The publications featured articles by thinkers such as Paulo Freire, Jean Piaget, and Vygotsky, as well as texts that shared the experiences developed at the School.

1969

In a new building, Primary School (Elementary School I) began. Now located at Rua Lourenço Castanho, 273, the School was renamed *Escola Nova Lourenço Castanho* (New Lourenço Castanho School).

1972

As the School grew, its teaching methodology began to gain recognition. The team started publishing the *Pedagogical Notebooks*—featuring content focused on teaching methodology. Over the years, these notebooks reached more than 120 schools across all regions of the country.

The Music Festivals began. The focus on art would become a constant at Lourenço Castanho.

1973

The realization that experiences outside of school are important led to the practice of expeditions and educational outings, which would culminate in the creation of Field Studies—still a hallmark of the School today. This practice began with overnight trips (*acantonamentos*) for 4th-grade students, held at farms in the countryside of São Paulo.

1975

The pedagogical notebooks began to be published and used in all subjects.

1980

The beginning of Middle School. There was a demand from students who, upon completing the 5th grade, were forced to leave the School. This did not please the group of directors, as the education that had begun in Early Childhood was left unfinished. Thus, Elementary School II (Middle School) was created, established a few years later on Rua Bueno Brandão.

That same year, the School’s logo was changed. The older students no longer identified with the little chick. The redesign kept the egg.

1981

The Olympics began in Middle School (Elementary School II), consolidating sports as a means of student socialization.

1982

Field Studies became regular for all grade levels. Each year, the School organized an educational trip to a different location. Over time, these outings became an important pedagogical tool in students’ education.

1984

The Library has always been an important space at Lourenço Castanho. That year, the first set of rules was introduced. In the following years, a library would be established in each new unit.

1989

Promotion of teacher training courses in classroom techniques. Concern for teacher development has always been a constant at Lourenço Castanho. In a circular, the School announced the courses for 1989, a proposal “focused on teaching practice, facilitating participants’ contact with the activities and strategies developed in the classroom.”

1990

In the 1990s, the third revitalization of the School's brand took place.

The use of “microinformatics” began, with courses for students and educators. Students learned content appropriate to their age group, while teachers learned to use the computer as a pedagogical resource. Over the years, this initiative was improved to develop the potential of the tool.

1994

On the School’s 30th anniversary, High School (Secondary Education) began, an important step toward the proposal of comprehensive student education.

1995

Criação do EJA – Educação de Jovens e Adultos, um dos maiores projetos sociais da escola. Além das aulas, os alunos do EJA realizam projetos e Estudos de Campo, seguindo a proposta de formação integral da Lourenço Castanho. Participam, como voluntários, pais, alunos, ex-alunos e professores.

1996

The new headquarters for the Early Childhood Education department is established at Rua Jacques Félix, 365, with a design tailored to the needs of nursery school children. The other early childhood grades were located on the same street, in a nearby building. In 2007, a new Early Childhood Education headquarters was inaugurated on Rua Diogo Jácome.

The 1st Educators' Meeting takes place in Campos do Jordão. The regular planning meetings...

1997

The Cultural Department is created, serving as the embryo for the cultural projects that would be developed over the next two decades. During this period, new consultants collaborated on discussions about the pedagogical project.

The Rhythmic Gymnastics program begins, with the goal of fostering a love for physical activity and developing skills such as rhythm, strength, flexibility, coordination, and musicality.

1998

The group APEN (Aprendendo e Ensinando - Learning and Teaching) is founded, bringing together students, parents, and teachers to carry out social projects. The participation and involvement of parents with the school becomes a hallmark. In the following years, **OPS** (Organização de Pais Solidários - Organization of Caring Parents) is created in 2003, and APLOC (Associação de Pais da Escola Lourenço Castanho - Parents' Association of Lourenço Castanho School) is established in 2010.

2001

In the 2000s, a new visual identity is launched.

In the early 2000s, CORD (the coordinators' group for the school units) is formed. At the same time, the **NEC** (Curriculum Development Nucleus) begins the process of reviewing Lourenço Castanho's curriculum structure. In late 2009, the school starts a new process of revitalizing and rewriting its curriculum, which is launched in 2013.

2003

The OPS (Organização de Pais Solidários - Organization of Caring Parents) is created with the goal of bringing together parents and students to expand the social initiatives carried out by the school. Additionally, the focus on students' social engagement leads Lourenço Castanho to participate in various programs. In 2003, students began their involvement in the Young Parliament Program of the Legislative Assembly. For management, a business consultancy is hired to advise on the professionalization of the school's leadership.

2004

The celebrations for the 40th anniversary stir up the school.

2005

This year marks the beginning of the executive management transition process at the school units. The partners step down from their directorship roles to form the new Executive Board. The process of professionalizing management begins.

2008

The school's leadership is definitively professionalized with the hiring of new professionals.

2009

In the early 2000s, CORD (the coordinators' group for the school units) is formed. At the same time, the **NEC** (Curriculum Development Nucleus) begins the process of reviewing Lourenço Castanho's curriculum structure. In late 2009, the school starts a new process of revitalizing and rewriting its curriculum, which is launched in 2013.

2012

The school's brand is modernized again, keeping the egg as its symbol and incorporating a new color—yellow—into the traditional blue.

The NIDP (Lourenço Castanho Nucleus for Innovation and Professional Development) begins its activities with the goal of promoting the professional development of its staff.

2014

The celebration of the 50th anniversary is marked by a series of events, including lectures, debates, artistic activities, and the inauguration of the Lourenço Castanho Memory Center.

2019

Continuing this love story for education, built with students, families, and professionals, the school Atmo, one of Brazil's largest education groups, acquires the Lourenço Castanho School.

In an effort to ensure the continuity and evolution of Lourenço Castanho's innovative project, ATMO reaffirms its commitment, building together with the former partners and collaborators, "Our way of educating."

2021

Inauguration of the new Alto da Boa Vista unit. The building, which accommodates students from Early Childhood Education through High School, has 10,000 square meters and was designed by the architect Vilanova Artigas.

2022

New JK Unit, from 5th grade to High School. Combining the best in innovation and a welcoming environment, the new building has 11,000 square meters, 8 floors, and was inspired by the Centre Georges Pompidou. Its structure includes a Maker Space and Hacker Space, English and Spanish classrooms, a wood workshop, a music room, an auditorium, a gym, and three covered sports courts.