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COMPETÊNCIAS SOCIOEMOCIONAIS PARA INDÚSTRIA: CASO BOSCH

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[Applause] [Music]

Fiesque 75 years. Our subject has always

Hey guys. Welcome

to our educational moment, SES SENAI

of Santa Catarina. An event

promoted by the pedagogical and

educational quality management and whose

purpose is to strengthen

educational quality and promote

methodological appropriation in all our teaching stages and

modalities. I'm

Clariana, a specialist in

pedagogical guidance here at the Regional Department,

and I'll be with you again this

time so we can follow

this training together, which is also aimed at

industrial learning and

now aims to reflect

socio-emotional skills for the industry. In the case

of BOS, to lead this moment,

we have Fábio Silveira as our guest

. Fábio is the head of training

at Robert Bosch and manager of the

Apprentice School at the Curitiba unit.

Fábio has a degree in

mechanical engineering. He began his

professional career as a young apprentice at

SENAI in Bosche de Curitiba. And he had

an opportunity to transfer to

Bosch in Campinas, in the interior of São

Paulo, where the headquarters are located. He worked for 5

years as a toolmaker and then 5 years

as an apprenticeship instructor.

Since 2005 he has worked at the

Curitiba unit, then as head of

training at Robert Bosch and as

manager of the apprentice school. Fabio, it's

a pleasure to have you here with us

today. I think your speech will make

a very important connection with

Ana's previous speech. Well, feel free to ask

. Thank you very much for accepting the

invitation. I'd like to remind our fellow

advisors, teachers, and supervisors who

are with us that they can interact

with Fábio via chat, sending us their

thoughts and questions. We will do

this mediation. Everyone, make yourself at

home. And Fábio, the word is with you

now, okay?

OK. Clariana, good morning everyone. Well, it's

a pleasure, an

immeasurable satisfaction to be here on this opportunity

opportunity

with colleagues from SENAI in Santa

Catarina. SENAI is the one I have

a lot of affection for, I have colleagues who

work at SENAI, okay? and even though we

operate in Paraná, right, together with

SENAI in Paraná, we have a lot of

exchanges, right, due to the openness

that Senai in Santa Catarina offers. And

I have great admiration, right,

for the commitment of the professionals

who work there and the commitment. I

'm going to watch it, I had the opportunity to

watch my

colleague Ana's previous lecture, right? And I'm going to try to

make my presentation, not be

repetitive, but show what we

're doing in our

learning program and how we're connecting

and starting a socio-emotional project as well.

socio-emotional project as well.

And as Clariana said, feel

free to ask, she will

help me with these

question mediations. So feel

free to ask questions.

Well, so, I've already been introduced and I

like to highlight my

professional beginnings and here's my

professional portfolio, how

important SENAI was in my life,

right? I was about to turn 15

years old. I started a course at SENAI

and was hired by BOS Curitiba as a

young apprentice. And it is with great pride

that I earned my first

toolmaker certificate,

and of course, this was in 91, and at the time it

was very different from what it is today in

terms of technology. And

And

so much so that you look at a 5,120-

hour course and say: "Oh my God, right? How

many years was this training?" It was three

years of training, of which the

first two years were only at SENAI, right?

We rarely went to the company,

only in the third year, which then we reversed.

So, there's a huge affection for this institution,

institution, a

huge admiration for all the professionals

who work there, especially the teachers,

which I also have, as I have experience

as a professional in this area, I

know how challenging it is.

Well, I conduct the selection process for

young apprentices, and there's a moment in

our process

that precedes it, which is the dynamic. I ask

them to bring a printed phrase and

an image of one of the author of the phrase. And the

idea of

this dynamic is to understand what

impacts this young person who is there, right,

competing in a process of our

selection process. And I was thinking,

right, wow, if I were in

this process,

what phrase and what image would I bring to represent myself?

represent myself?

And I don't have There's no doubt that

this phrase and this character, right, from

Aton Sena, would be it. And this really reflects

my work in the sense that

if I don't do something well

, right, I really won't have

a lot of difficulty doing it, right?

So, really, this phrase

brings a lot of

my personality to really

do, let's do something well and something that

really has a

purpose, right, that really makes you

get out of bed every day with motivation.

And speaking of these 5 years

of experience

as a learning instructor, there at

Bosche in Campinas, where I had a

transfer opportunity and then

began my

professional career and, I say, my passion

for professional education, well,

I had a goal of becoming the

becoming the

best CNC teacher in Brazil.

That was my goal when I was 25

when I started. I said: "Wow, I

really want to." And how are we going to do it? How am

I going to do this, right? First, there's

quality teaching material,

there's a strategy,

right, of of training is efficient.

And how are we going to measure that, right? Oh,

wow, then he discovered Word Skills. Oh,

there's Word Skills, which is a competition

that apprentices can participate in.

participate in.

Well, it's true that being in São

Paulo, and we know the conditions

of the state well, right, in economic terms and in terms

of capacity, we

enrolled our student, I participated

in the training and then we won the

silver medal at the World Championships in Japan.

And then begins a

very interesting trajectory, right, and then

after 5 years, a possibility arises to

come to Curitiba as manager of ETS

and, of course, Paraná in different

conditions, right? Not like São Paulo in

terms of economics and everything else. And

when he says: "Wow, how are we going to be

able to also print this same quality?"

quality?"

And then I start, then I meet the first

professional from Santa Catarina, who is

Daniel de Ives, who I always point out as

a friend, right? And what I have a

great admiration,

right, because remember when I talked about the

dream of, right, being the best, I said:

"Wow, this professional is what takes,

right, right, the professionals, the young people there

to the

international competitions." So, imagine what

you

aspired to this role, right? And when you

discover, right, how open this person is

and how much he also helped me develop

develop

the students now in Paraná, right, in

Curitiba, learning in Curitiba, I

only have one I have great admiration.

admiration.

Right, and there begins, logically,

my interaction with the professionals from

Santa Catarina.

Talking a little, right, now, right, I made

an introduction, talk a little just

so you understand what the

BOS group is.

It has a little more, it has a

little more than 400,000 employees,

right, spread across 136 locations around the world,

of which 87,000 of these

employees are dedicated to research and

development. So, we have a

little over 20% of our

global workforce dedicated to research and

development. So, when

we talk about flex-fuel cars, right, today it's something

absolutely normal, right? I have

young apprentices, ah, the FEX car that

uses gasoline and ethanol, and I tell

them that in the past you had to make

a choice, right? Or ethanol, gasoline,

they don't understand. So, this

possibility of having this flexibility

flexibility

in the automobile is a Bosch invention,

right? As well as in terms of

ABS brake safety, right? So this is

reflected in Brazil, we have eight locations:

locations:

Curitiba, the one in Curitiba, where I

work, which focuses on manufacturing

diesel injection systems. Campinas,

which is our headquarters, where we manufacture

power tools, drills

, gasoline injection systems,

and, well, sales offices,

warehouses, and in Brazil, there are 10,000 employees

employees

and net revenue of around R$8.4

billion. That's in 2024, right? In

Santa Catarina, we have our

administrative office in Joinville and a

manufacturing unit in Pomerode.

So we have divisions, right,

mobility solutions, as I mentioned,

industrial technology, a lot of

Industry 4.0,

energy and building technology, as well as

consumer goods, which I just

mentioned, right, power tools.

In Europe, there's also the issue of

home appliances. Anyway, that's our

business units. And BOS, it has

a characteristic

that every—almost every—factory has

an apprenticeship school, that is,

a place dedicated to learning. I

think this comes a lot from our

founder Robert Bosch. I had the

opportunity to read

his biography, where he was an

apprentice, and he says he didn't have a

very good apprenticeship, right? I

wonder if he had

such a good apprenticeship. And I think that's why

perhaps I, right, I believe

that if management,

Well, because Robert Bosch starts

his company with an electronics engineer and an

apprentice, right, in an

electronics workshop. So I usually joke,

right, since its founding, there's been an

apprentice, right, within Bosch. And

that's why this care, right, and what is

this school, right? So, it's an infrastructure,

infrastructure,

right, equipped with classrooms, which is

equipped with machines, equipment, a

workshop, which I manage

, which has professionals, right,

with instructors who are dedicated to enhancing,

enhancing,

I mean, and/or recovering

the capabilities that are developed

with our partner SENAI.

So, SENAI, our young

apprentices, right, spend 50% of their time at

SENAI and the other 50%

with us in this area, right? Well, and

that's why what I usually say is very important

, is to have a collaborative

collaborative

and partnership process within this training, right,

so that this

capability is truly integrated, right, within the

role that I believe in. The company must

have within its professional practice

to leverage what SENAI develops

develops

with our young apprentices,

as well as remediation.

This is important. And so I

want to ask—I ask this question

a lot, right? Is an apprenticeship program a

cost or an investment?

H, a cost or an investment?

What do you think, right?

In fact,

when we think of an

apprenticeship program as legal,

and there's a law in Brazil that

establishes the number of young people and

all the parameters, I say it's a

law that works, right, very, very

effectively. So, when the company has,

in my view, the mere fact of

legally complying with the quota issue, it

quota issue, it

can be a cost, right? It can be a

cost—hey, I have a cost. And then,

logically, it leads to saying: "Hey, how do

I reduce this cost? So, how

do I do something that's, right, uh, cheap, from a

cheap, from a

speaking point of view, look, right? Uh-

huh. So then I'll,

I'll, finally, create practices to do

something as economical as possible.

Now, when you have a

learning program that's oriented towards the

future and results,

things change, right? Whoa, wait a minute,

right? Legality, I'm not going to

argue, it's something legal, and every

legalistic company will comply.

But what I want to point out is that the

learning program, right, just as it

was significant for my life and for so many

other success stories

that I have, that I, right, already know

within my organization or outside of

it, then if it's oriented

towards the future and results, it can be

a very powerful tool for

organizations, right, in the sense of developing

developing

professionals for their

demands, for their

challenges, for their

results to be achieved.

So then learning is no longer a

cost, it's an investment. And when it

does that,

I, in my point of view, it has, uh

an effective social responsibility, right?

Because as you welcome this

young person and develop this young person, and

we're also talking about

socio-emotional development, which is the topic

here, look how much, right, uh, uh, how

significant this

development is in this

young person's life, right?

The responsibility.

Yes, uh, you asked me to

bring some reflections, right, that

are appearing there on the website. So, I

'll take the liberty. We had already

made this agreement. And Giziane, she

brought up an observation that she believes

your comment is fundamental, and

Luciano, he brings it up right below

her comment, that from his point of view, it

's always an investment,

especially when the company seeks, right, uh, to

attract these students as future

workers. So, yes, it is an

investment, right? So everyone is

saying that it is certainly an

investment because it prepares these

apprentices not only for

technical knowledge, but also as collaborators and

future citizens. So, the staff

is quite aligned with your statement to

make this contribution, right?

That's great, that's great. And I I really believe

in that, right? Let there be no doubt, and an investment

investment

is an intangible asset .

Because when you say it like this, wow,

how much is an

apprentice, a professional, right, who

started their career

learning at a company, who

continues at that company for so many years,

how much is that worth, right? Wow, it's

priceless, this value is intangible, right?

Well, so,

uh, I receive many, you know, visits within

BOS from companies that want to start a

program and often say: "Wow,

but I don't have a structure like

that, I'll start small." And

what about those that don't need a structure? The

question is, uh, and it is about focus, right? The

question is for you to see this issue

of being oriented towards this result,

which is very significant.

Well, talking a little about our

program so you understand, wow,

but what is this program, right, of the

BOS apprenticeship in partnership with

SENAI of SIC, Right, from Curitiba. So,

we have a portfolio today—I say

today because it changes,

right? Yeah, right, as I said, it's

future-oriented and results-oriented.

So, it's looking at this future, and

as new demands arise, this

portfolio is updated; it needs to

be modified. So, we have

technical apprenticeship courses,

systems development. We

focused, right, on the technical side, seeking greater,

uh, specialty, greater depth

of knowledge. So, our

technical-level apprenticeships, right?

So, it's quite diverse. Why diversified?

diversified?

Because, in my case, Bosch, it

has many demands in various areas,

so we, right, diversify this

training. Of course, it's a

complex one in terms of offering Bosch to our school

, right? Yeah, to have

this diversity, but it has a

result in terms of effective placement,

as you can see, we've been

above 92% in the last 10 years,

right? Yeah,

and it's variable because of that, right?

So, we have There's the

mechanical technician, we have apprenticeship courses

that aren't at the technical level either,

right? Advanced Manufacturing Programmer,

Data Analysis Assistant, which is a

new course we created together with

SANAI, courses lasting a year and a half

or two, because as I said, right, it has an in-

depth focus and a

40-hour workday, right? Because it's within

that premise of part-time at

SENAI, part-time at Bosch. And

with entries, as you can see,

right, that not all apprentices enter at the

same time. So, I have entries and

exits every semester, which,

logically, strategically,

uh, uh, uh, facilitates this

hiring opportunity at the

end of the programs.

Well, just giving an overview here, so

we, right, our courses have

strategic approaches, right? So,

when we say, wow, what is

an advanced manufacturing course, Fábio? It

's a course we created there with a

more generalist vision, where the young person will

go through practically three areas of

knowledge, but logically in a

way it's in a

lesser depth, right, than the

systems development technician, where there will

be a greater depth in IT,

different from the

mechanical technician, that's wrong there, I just need to

change, forgive me, which will have a

depth in mechanics, right? No, in

electronics, the way it is there, it was a

mistake, but anyway, uh, in mechanics,

right? And data analysis, a new course we

created, wow, it has, right, the area

of administrative knowledge,

but also a little bit in IT, right, to

use IT tools, for this

information collection, for this

data processing and, logically, to help our

leadership decision-making, right, in the face of

our selection process.

And here I am bringing you

our latest process.

This is the number of applications.

So it's a quite

significant number, right? So when we open

the process and BOS has a hiring platform,

right, we don't have

third parties, right, to act as intermediaries. The

hiring process BOS, it's

internal, right? We have a little over

1,000 applications, right, for each vacancy,

for each course. So, there are, right, over

1,000 young people who come to Bosch and see our

program as an attractive program, right?

And of course, this is an achievement of

many years, right? Yes, and being a

recognized program. So, this

is also important for our company in this

sense, right? Wow, I want to pursue it.

Of course, it's a big challenge.

Why? Because we have a

premise that all young people who

apply have the opportunity to

participate in the process. So, there's no lottery

lottery

or CV analysis beforehand to

make a pre-selection, no. So,

all young people who apply are

invited to take a

theoretical assessment. And then, of course, I count on the help

of SENAI in Curitiba, right, of SI, which

is a great partner, right, that provides the

rooms, that lends the rooms

so that we can, logically,

eh to provide an opportunity for all those who

applied to take this

theoretical assessment. The

assessment here is real, right? The photo here

of the assessment we use, right? It

will bring a lot of math,

playful stuff, right?

In teaching, it's

high school and elementary school content so we can

make a diagnosis, right, an

assessment of how each candidate is doing.

After this stage comes what I

consider the most important. And then

we take great care

because, right, we know that the vacancies are

few and there are many candidates. And here the

premise is: wow, let's do

group dynamics, right? And then you here are a real photo

, right? These dynamics where we

bring Lego, bring materials, anyway, they

work as a team, they work individually,

individually,

and then it's me and that's the first contact with the

candidates and we make groups

of 20 people, 20 candidates and we dedicate

4 hours to each group, right? He says:

"Wow, but 4 hours is all that time."

It's because The objective, of course, is

selection, but it's also about thinking about the

following, right? Why not provide

an experience for this young person who is

looking for their first job and who may,

right, sometimes not pass this

process, but that can help them in their

search, right? So, create a

learning experience. So, for this, I usually

usually

say to the candidates, right? Come on, there will be

a fun moment here, that's

our premise.

Challenging, yes, because everything will be. You

will always feel challenged by

everything there, that which we

envisioned as challenges, but that brings

learning. So, regardless of whether you

make it to the next phase or not

, I want you to leave

here saying: "Wow, it was worth

participating in this BOS process, because

I can participate in it again, right,

or participate in other processes, right,

uh, already gaining knowledge." So

that's the idea, and

this generation we work with today,

colleagues at SENAI, is a generation that is

connected, right, to the LinkedIn platform,

right, uh, young people are there, right? And here

I bring a comment, right, from a young woman

who participated in this process I

just showed,

and she shares her joy, right, of having

gone through this process. And what

also caught my attention are two

very cool things that I made a point of

bringing here to you.

The issue, of course, for me, right,

is the challenge, right, the expectations she

has, right, in relation to what she will evolve.

evolve.

Well, but something very powerful is the recognition

recognition

of professionals here at Senac, right,

which was, I think she is the

school she studied at. So she

recognizes this, right? Gratitude

for the teaching she received at Senac so

that she can have without, uh, uh, and understands that

this was important for her to be

, uh, successful in this new challenge

she is seeking. Look how

cool, right, to the instructors, right, who

believed in me. So, how powerful is

the work you do, how

powerful, right? Well, that, and sometimes

we say: "Ah, but they don't recognize". Yes,

sometimes due to lack of maturity, not

all students have this maturity.

It's true. But I tell you, and

you know this well, right? There comes a

time when you do recognize it, right?

Maturity will come and say: "

Wow, how cool, right? How

important the teacher, João,

Miguel, Patrícia were, right? The

instructors in each person's life, just as we

also have ours, right, instructors

that we still carry with us today, right? I

still remember it from my time at SENAI and I

remember, you know, the scoldings.

Ah, but of course, the intention is for me to improve

and I am eternally grateful. So

I think that's really important.

Well, and then, yes, the process ends,

we will begin our learning program.

learning program.

And then,

our BOS learning program and

together with CENAI, we have been working for

some time and it needs to be

oriented towards the objectives of the course plan.

course plan.

This is the purpose of the course plan. So,

uh, the course plan has a description of the

objectives to be achieved, right? That the

apprentices will be ready at the end of the

curricular unit. But

But

is what is written

in the plan really worth it?

Is it really worth it, right? And I

'm asking this provocation, this

question, it's not a provocation, a

question. Me, right?

Eh, eh, eh, because eh I have been focusing for

some years now, and not just a few,

on understanding and comprehending the

course plans, right, eh, together with

colleagues here at SENAI, right, because eh eh

in the past

I received the report card that had a grade,

but what did that grade reflect, right?

So, when I said, wow, the student is a

nine in CNC programming, but what is

nine, right? We have a CNC machine

too, right? Let's get this

student to do a specific piece. And

then the situation came, wow, but

Fábio, I don't know how to calculate RPM, I don't

know how to use a tool, I'm not,

but then, but what is this

nine? Wow, right? And it causes a lot of discussion,

right? Wow, so I think for me it

's not nine, for me it's eight, that

whole thing. I'll get to my

presentation, where I'll talk a

little about this, right? But what I

want to bring here is that what is

written is valid, it has to be valid. Why does it have to be

worth it? Because the course plan, in

my point of view, is the great

guide for the results we will seek.

seek.

And as I'm going to, I'll talk about it later

, right? Look what the concept is,

right? that we are working here at

Bosch in Curitiba with our partner

SENAI from SIC. There is a shared responsibility

responsibility

for achieving this result,

right? When there is co-responsibility, it shares

the pain, co-responsibility

shares the merits,

co-responsibility shares the challenges

challenges

and puts everyone involved

on the same level,

okay? So, uh, I usually say, right, the

apprenticeship contract is signed by

three parties.

The special apprenticeship contract

is signed by SENAI, it

is signed by the industry, by the company

and it is signed by the apprentice. When

minor by his guardian, but by,

right, in theory by the apprentice. So, there are

three actors within one contract, right?

So, logically there is a goal to

be achieved. And why not these three

actors not so responsible for it?

So, uh, I'm always putting

here my uh uh uh what I believe, right,

and what we're working on.

So, bringing this co-responsibility

co-responsibility

to the apprentice,

yes, is saying: "Look, we have a

capabilities development plan

and this is the plan, right? So, our

apprentice, they receive the course plan on the

first day of class via WhatsApp. On the

first day of class, they receive the

SENAI course plan file. The

course plan. Wow, F, but the plan has

some, right, some capabilities that are not

always attainable, right? So, that's

why I advocate, and we've been

doing this remodeling work here.

Let's look at this plan, right, in a committee,

bringing in other industries that also

benefit from it, right, bringing in

professionals, right, instructors from various

schools in the state to understand what

the practices of each school are like and what is

really possible to do and what

the results are. Because if something is written

there that is unattainable, that doesn't or

that doesn't make sense,

why is it there then, right? So this is the

process, right? So this

co-responsibility that I want to

introduce, which is a concept and And that

will also extend to the

socio-emotional aspect, which I'll talk about in a

moment. That's why I'm, right,

conceptualizing the program for you

. That's it. So there's a concept, right? So,

the young person is also responsible for

achieving the result. It's not just the

instructor. Oh, the instructor, and the result

wasn't achieved. The instructor is responsible

. What do you mean? It

's also the apprentice's.

And where does the company fit into this? So, if

I'm saying that the company is

responsible for the practical application

of what's done at SENAI, it

also has a responsibility,

right? Wait a minute, right?

Professional learning has the theoretical part at

SENAI, theoretical and practical, that's true, but

within its concept, it has the practical part in the

company, that is, the company, right, providing

opportunities for this young person, applying what

they're learning and, of course,

enhancing it, like recovery, as

I said. So, there's also a

responsibility, right?

And that's where we come in, right? Well, my

background is in engineering. Engineers like

everything. box, people.

And when I discovered the taxonomy, no,

my God, right? For me, it was a

breakthrough. I said: "Wow, it makes sense

to me, right, this issue of understanding the complexity

complexity

of capabilities at levels of cognition,

of complexity,

and I've been advocating this a lot with

our partner SENAI here and other

companies, right, that sometimes we make

exchanges, how important it is to

understand this taxonomy. It's not a

question of being an expert, but of

understanding and logically measuring

the levels of complexity that that

course can deliver

so that you're not unfair in the

company, for example, right? When I

talk to colleagues from other

companies, we say: "Look, I'm

expecting my young apprentice to

create innovative solutions, like this.

But wait a minute, creating an innovative solution

is the peak of the most

Since you have time for this,

come on, let's go. The course plan

includes this ability,

ability,

right? No, it's not. So you can't

expect that, right? So that's why I

say, the course plan is the great

guide. So what is written is valid, it

should be valid, it has to be valid, but you need to

be careful in the sense of looking critically

critically

at what is being promised as

delivery. eh, and reevaluated, right? So,

yes, there are some areas of

knowledge from certain courses that

will perhaps lead to a creative process.

Other areas do not. Why? Because

we are limited in a matter of

time. Time is finite,

right? And today the finite time of a

1200 1200 hour learning course

is 800 hours,

right? Each course has its own time, it is

finite. So, what will fit and what will

go, right? So, I strongly advocate with

SENAI here for the issue of

learning plans

having application capabilities,

because that's what will make

the difference in the industry,

that students are able to apply,

but not everything will be either, right? So

we go, we need to make choices.

Look, some capabilities will even

apply, analyze, and create as well.

Nothing is impossible, right? I think it's

possible, right? Not saying it's

impossible, right? As long as there is

intentionality behind it, others will

just understand and recognize it,

right? So I usually joke around here in that

in the picture, man.

Recognizing a hammer does

n't seem difficult to me,

right? Even for a 10, 11, 12

year old child. Why? Because at some point in his

life he even had a little toy, I saw his

father, oh, it's a tool that has a

handle, it has a material on the end that

generates impact.

Hmm, I see. So, within these

tools, recognizing a

hammer tool, right, doesn't require much investment

investment

of time.

But you say: "Wow, but recognizing just

the hammer might not be important for the industry,

right? Because depending on the

function he's going to

use, he'll, right, what he

needs, he'll need to use

the hammer. So, okay? So, hey,

let's increase. So,

this number of types of hammers,

what is the ideal hammer?

What is the appropriate hammer?

What is its use? So, hey, I'm already

changing my field of difficulty,

I'm already moving on to understanding.

I need to understand the different

types of hammers, their

different types of materials, their

applications, right? So, this takes

time. I won't be able to do this

in an hour. I'll need time

for this, right? And when I say: "Look,

now you're going to use the hammer." And I

keep imagining, right, in an

automotive technician course,

right, who's going to go and undo a

car part, right? I've already had the

opportunity to see the number of little

hammers there are for each one. Oh,

right, it has weight, it has impact. Wow,

so, besides having this understanding,

how long will it take me to acquire

this skill? Of smoothing out the wrinkles

using these tools. It takes

time. And what I want to bring up is this:

Everything has a time. So, to reach

a certain capacity, there's an

investment of time, right? Yeah, and it's

important for us to have this idea, right? And

then, within our

work philosophy, we've created a PDCA.

Wow, so the first thing we

need to do is analyze the

objectives and capabilities to be achieved.

achieved.

What do we really need?

Let's take a look at the course plan.

Let's see if the capabilities that are

outlined there really

make sense. And for the most part, yes, they all

do. But what's more important now, right? Do I

need to update anything?

Is it possible to do everything? What's a

priority? So, start there, right? And

that's what I call intentionality.

I don't, right? It's the concept, right?

Intentionality is there. So, the

intention is what I'm going to teach, what

objective I want to achieve. I'm going to develop it with

this group of learners,

right? Then comes the design, which is the issue of

planning, the pedagogical strategy,

the necessary resources.

Gosh, I want to develop this capacity,

capacity,

I have the necessary resources,

right? I have a plan, I have a

strategy, which is a lesson plan. How am

I going to do this? Because I,

once again, have a finite amount of time,

I have 10 hours, I have 4

hours planned. So, what will

my strategy be, right? Well, I need to be

clear about that, because otherwise I have no intention.

intention.

Intentionality, right? Oh, I let it

happen, let things take their course, man. If you

let things take their course, it might not take place.

So, what is my intention? Where do

I start, right? Then there's implementation,

right? So that's the planning. Then there's

implementation, right? What we're

talking about is adherence,

how much adherence this plan, this

planning has to what I'm

implementing. And I've already read some theses

by Master's degree, there are available on the

internet about implementing

competency models, and they say that this point,

right, for those who studied the subject, is the

most complicated. It is. It is, it is, it is, it is the most

difficult to pass, because often

the plan is made out of obligation,

and in real life it happens, right, without

much planning.

And then when this happens, it creates a

problem. Why? Because

I execute something that is not according to

plan. And then when I go to the evaluation process

and I say evaluation process, I

believe in a formative evaluation process ,

not a punitive one.

I believe in a process for a

diagnostic evaluation,

right? So, the meaning is, the evaluation is to

look, we are on the path

to achieving the objective, remembering that

we are co-responsible for all of this. I

am also responsible, you are also

responsible. Everyone is in the same

boat, everyone will be happy when they

achieve it, and everyone will also, eh, eh, take

responsibility if they don't achieve it. There is no

one's fault, right? So, the evaluation

is a diagnosis.

How are we doing? Are we doing well?

Are we doing badly? We need to have a

action, isn't everything okay? How do we

do this? And then, uh uh,

the evaluation loses accuracy as

the execution isn't adherent. Because

what happens? Because the process

goes back to analysis, right? A PDCA, it

goes back to analysis. So let's put it

in a situation where the evaluation

wasn't good. Then we'll come and

say: "Whoa, wait a minute, is the objective

clear? He's way above. Okay, so

we need more resources, back

to design. We need to give more

resources, give more time, then come back. But

if it is not adherent, that is to say, no,

but what was planned was not followed.

But why wasn't what

was planned followed,

right? Uh, uh,

and I know, I hear a lot of questions,

right? I have instructors too, right,

inside the school. And I know and I too,

right, I was an instructor. I know that

what is planned often doesn't happen,

happen,

because a class isn't a square. The

students are diverse.

So I defend a lesson plan

as a guide,

not as something rigid that has to be

there. It is a guide. I need to have

a direction, I need to have a strategy.

Of course, within a

classroom environment, eh, a skill to be

developed can unfold in less

time than anticipated. And if that

happens, great, because then I can even go

deeper, I can deliver even more

than expected, I can move on

to another topic,

or it may also happen that I don't reach it, that

students have more difficulty. Wow,

look, class is over, I didn't even get

halfway to where I was supposed to get. OK, but

look, we have a north. And what will

happen, Fábio, in this situation? OK,

eh, the assessment, it will be changed

because it will not assess what

we did not teach, right? And when it comes to

analysis, this situation will arise,

saying: "Hey, we have an opportunity for

improvement here, we're not achieving the

objective that was defined." And let's

understand why. And often, oh,

it can happen due to a matter of time,

due to a matter of resources that can be

resolved with more or less, anyway, right?

That's the question. And then, uh, I click

now, right, which appears on the graph and it's

a word that I say a lot within

BOS and not only in the

learning programs, but

also in the corporate programs that I'm

responsible for. The question is effectiveness,

how effective is

this, how effective was the development of

this competence and this capacity,

right? So, the effectiveness is, look, within

this, at what level was this capacity reached

? And then we can bring

mathematical data in percentages, right?

Huh, why? Because

successful practices, if there is a

successful design, it will be repeated, it

will be replicated. And that is what I

strongly advocate in this sense,

so, if we have solutions and they are effective,

why are they not replicated,

right, for everyone. Look, people, there are

good solutions, we don't need to reinvent the

wheel. Of course,

a fellow teacher might have a question and say:

"Well, it's so rigid, I can't use

mine, I can't use my creativity."

creativity."

No way, everything is OK. If this, if

creativity comes to enhance and

increase the standard, great. Now, if it

comes and, eh, eh, the evaluation shows that

it has reduced, what is the logic of applying it?

applying it?

What is the logic of moving from a

successful pattern to a pattern that yields a

lesser result?

Ah, but then you can't try it.

Of course you can try it. Let's

experiment, but let's experiment in

a conscious way,

where all actors are part of the

process. Oh, let's try something

different, let's see the result that will

give conscious form. So the assessment

will show that. Hey, we made an

innovation that increased

quality and effectiveness, and it's now

a new standard, right? it becomes

a new standard. And that's the process,

right? And

then comes the question already studied, right? It

's no secret, right? in terms of

knowledge absorption. So, when

we do

more active activities, more

active learning, we have a higher absorption rate

from our students,

right? So, oh, and when we

only do exhibitions,

the index will be small, as you

can see, right? So,

the lesson plan needs to have this

intentionality in the sense that it

measures the practice

within that

workload. And here is a guideline that we have,

have,

not only at BOS but also at SENAI, which

was built by many hands, that

this course plan, this

course plan, no, this lesson plan within

that time, it has its beginning there,

right? It has its beginning, it has its

development, it has its end. And

there are just suggestions on how much time

you dedicate so that this

investment of time is more effective,

right? So, it's about reviewing

or rescuing the knowledge and

previous experiences of the learners.

Look how important this is, right?

Revisit key concepts. So, as

I begin this class, I need to dedicate

this and, as I said, in an intentional way.

intentional way. intentional,

intentional,

right? I can't start the class, in my

point of view, any other way, right? If it's my

first class with my students, I

need to get to know them. What experience do you have

? How are you? Even to

understand, wow, what room I have, what

level it is to measure the speed,

because I planned a class, right?

I planned a plan that can be

adapted, like I said, right? Oh, another

important thing, right? I need to

establish and share the objective of

that class, that investment.

Think, this young man is there and he's going to dedicate 4

hours of his life to a 4-hour class.

What's the point of being there? So,

at Bost, we explain in every class what the

objective of today's class is. The student knows the

objective, and if the student doesn't know, we

recommend the student to ask.

recommends. Look, the teacher didn't say

objective, ask the teacher.

This is at BOS and SENAI, because they have to

live the same culture.

Teacher, what is the objective of today's class

? Ah, that's the objective, it's

connected to that, to that

importance, right? And the relevance of the topic.

Why would I learn this?

Why should I learn trigonometry?

Oh, right? I remember, I was in

engineering college

and there's a lot of math, right? And there were

never-ending integrals. And I

asked the professor, I said: "Professor,

"Professor,

where are we going to use this

integral?" Did he say to develop

reasoning? I said: "Wow, I thought

to myself, I didn't say it, right?" I said: "But isn't

there an easier way to develop

reasoning?" But what happens? He

was a mathematics teacher.

He was not a math teacher

with mechanical engineering application,

so he didn't know the application. And then

within the

pedagogical concept, right, of

intentionality, reciprocity,

meaning, it gets strange, right? Because the

meaning says: "Wow, but how am I

going to seek reciprocity from the student if

I also don't understand the meaning of

teaching this? I'm teaching because it's

here, it has to be taught, and it starts to get

lost, right? So I need to understand the

relevance, right? And and often I

also need,

how can I tell you, to let go,

let go,

let go of some skills

that we acquired

throughout our professional lives and

that are very valuable to us. And I

'll give you an example, okay? Going back there, right?

I was a CNC instructor,

CNC turning, CNC milling. And at the

time I started, man, there was no

CAD, I was just starting out.

So, to be a good

CNC machine programmer, you had to know

trigonometry in great

depth, because there were drawings that

you didn't have all the dimensions, that you

needed to find the measurements through

mathematics, through trigonometry.

And I remember at the time I taught, you

know, 80 hours of trigonometry to my

students. 80 hours. So today you say:

"Wow, you're going to teach 80 hours of

trigonometry?" The first one that doesn't fit

in, right? Because the courses have also been

reduced. There's no way. You say:

"Wow, I teach math, Fábio, and

trigonometry is stipulated, but it's a

2-hour trigonometry class." But

look, man, what are you going to learn in two hours

, right? Come on, let's see what he'll

be able to do.

Lord, depending on the level of complexity

of trigonometry, right? Very

complex pieces he won't find. But then,

Fábio, where's the detachment? The detachment

is there, but we have CAD today, right? So, today

we have technology

where you make the drawing, click, and you already have the

measurements. So, what is it, right? I

need to think about this, right? So

, let's imagine as an instructor that I

dedicated a lot of time and I know how much,

I know, I'm talking about myself, I know how

much I dedicated myself to becoming

an expert in trigonometry,

right, of my life, and today I see that this

skill I have maybe isn't

that significant,

I need to let go, and of course, I

need to learn new things. And I think that

that

's something, right, that moves us too, right,

in the sense of learning new things,

right, and here within this presentation it's talking about development, content,

talking about development, content, right, practice, exercise, in the sense, ah,

right, practice, exercise, in the sense, ah, first I develop, I do the

first I develop, I do the development and content, then I

development and content, then I do the practice of the exercise. No, it does

do the practice of the exercise. No, it does n't have to be like that. It can be like that, it

n't have to be like that. It can be like that, it can, but it can be different, right? I

can, but it can be different, right? I can bring the practice as an

can bring the practice as an experience without the student having any

experience without the student having any concept and then understand the concept,

concept and then understand the concept, right? Like I do an inverted,

right? Like I do an inverted, I can do practical development,

I can do practical development, practical development. So, uh uh, it does

practical development. So, uh uh, it does n't need to be in this order, but what's

n't need to be in this order, but what's most important is for you to realize, right,

most important is for you to realize, right, that we need to have a significant percentage

that we need to have a significant percentage of time for practice and exercise

of time for practice and exercise ,

, equal to or even greater than the

equal to or even greater than the development of the content,

development of the content, right? And that's the most important thing, right? I say

right? And that's the most important thing, right? I say To my instructors here, guys, don't

To my instructors here, guys, don't finish the class in a hurry,

finish the class in a hurry, don't finish the class trying to solve

don't finish the class trying to solve that exercise, which I know, right,

that exercise, which I know, right, how many times have I done this as an instructor

how many times have I done this as an instructor too, right? You want to solve that, and

too, right? You want to solve that, and the class is and solving exercises, and so on,

the class is and solving exercises, and so on, wow,

wow, right? Even with good intentions, we won't be

right? Even with good intentions, we won't be able to, sometimes it ends up in... But what

able to, sometimes it ends up in... But what 's the problem? We miss

's the problem? We miss an opportunity for students to

an opportunity for students to express their feedback

express their feedback about the class, about that objective

about the class, about that objective we set, right? And we also

we set, right? And we also miss the opportunity to promote the

miss the opportunity to promote the transition to the next class and

transition to the next class and often comfort

often comfort some students

some students because they don't understand the

because they don't understand the material, because, right, you as a teacher, right

material, because, right, you as a teacher, right , developing a class, you

, developing a class, you can measure, wow, people are

can measure, wow, people are having a lot of difficulty

having a lot of difficulty in class. OK, hey, no problem. At the

in class. OK, hey, no problem. At the end of the class I say: "Guys, don't

end of the class I say: "Guys, don't worry, I noticed this, I noticed that

worry, I noticed this, I noticed that , in the next class, the review will

, in the next class, the review will be more intense or there are topics

be more intense or there are topics that the instructor won't cover in the first

that the instructor won't cover in the first class, it's just an introduction, right?

class, it's just an introduction, right? We know from experience

We know from experience that it will come in the course, so we

that it will come in the course, so we can reassure you. No, calm down, the

can reassure you. No, calm down, the first class is like that, right? I know there

first class is like that, right? I know there is, there is this situation. So

is, there is this situation. So this promotion for the next class is

this promotion for the next class is essential. So look how many

essential. So look how many things I'm talking about, right? I'm talking about

things I'm talking about, right? I'm talking about time allocation and I'm

time allocation and I'm talking about intentionality.

talking about intentionality. This is intentionality.

This is intentionality. It's when I have a goal and I have

It's when I have a goal and I have a strategy, I have a

a strategy, I have a plan, I have a

plan, I have a structured intention, right?

structured intention, right? And what is the result of that, right? I

And what is the result of that, right? I also brought LinkedIn for you here,

also brought LinkedIn for you here, right? Students are connected on

right? Students are connected on LinkedIn, right? So here are

LinkedIn, right? So here are spontaneous testimonies,

spontaneous testimonies, right, of when there are practices that

right, of when there are practices that have meaning for the students, right? So, I

have meaning for the students, right? So, I brought here a professional practice

brought here a professional practice of the mechanics student, I brought here from the

of the mechanics student, I brought here from the IT students, right, so we gave them the

IT students, right, so we gave them the opportunity to have a

opportunity to have a conversation with the professional in the area

conversation with the professional in the area and spontaneously it is not asked, oh, go on,

and spontaneously it is not asked, oh, go on, no, I don't do that, but of course,

no, I don't do that, but of course, I am aware of this, in the sense that, eh eh eh it

I am aware of this, in the sense that, eh eh eh it is the young person who is connected who,

is the young person who is connected who, right, has the need to see a

right, has the need to see a purpose in what he is doing. It's a

purpose in what he is doing. It's a challenge, yes, right? So, uh, I think

challenge, yes, right? So, uh, I think the word “re-signify” is really beautiful, really pretty,

the word “re-signify” is really beautiful, really pretty, right? Redefining

right? Redefining education. That's it, look and see. Wow,

education. That's it, look and see. Wow, we need to do things differently, right?

we need to do things differently, right? Eh, and measure this and evaluate the result.

Eh, and measure this and evaluate the result. Ah, but you'll always get it right. No, it won't

Ah, but you'll always get it right. No, it won't . Oh, Fab, you're bringing a

. Oh, Fab, you're bringing a lot of cool stuff, aren't you? But there is no

lot of cool stuff, aren't you? But there is no mistake. Yes, there are a lot of mistakes too,

mistake. Yes, there are a lot of mistakes too, right? And there's no problem with that, right? Eh, as

right? And there's no problem with that, right? Eh, as far as we understand, right? In other words,

far as we understand, right? In other words, they're within a context where we

they're within a context where we can analyze them and say, "Oh, wow,

can analyze them and say, "Oh, wow, that was a powerful practice, let's

that was a powerful practice, let's repeat it, let's repeat it, this didn't

repeat it, let's repeat it, this didn't have the expected effect. Wow, it needs to be

have the expected effect. Wow, it needs to be improved, right? It needs to be improved.

improved, right? It needs to be improved. And

And BOT has a whole uniform—just to give

BOT has a whole uniform—just to give you some context, B has a

you some context, B has a uniform, right? And at school,

uniform, right? And at school, something

something interesting happens.

interesting happens. Well, the students,

Well, the students, uh, started making, uh,

uh, started making, uh, a shirt on their own, right, providing

a shirt on their own, right, providing a shirt, where everyone in the course wears a

a shirt, where everyone in the course wears a shirt.

shirt. Yeah, it started a long time ago. F, I said, OK,

Yeah, it started a long time ago. F, I said, OK, cool. It's a feeling, right? It promotes

cool. It's a feeling, right? It promotes a sense of group. OK. And

a sense of group. OK. And then, of course, it starts to spread—every group

then, of course, it starts to spread—every group has its own uniform,

has its own uniform, but never in a sense of

but never in a sense of rivalry, because we don't work in

rivalry, because we don't work in this form of competitiveness, but rather

this form of competitiveness, but rather of collaboration.

of collaboration. And I bring this photo because I was

And I bring this photo because I was surprised by this

surprised by this systems development technician student, because that's

systems development technician student, because that's not a Bosch uniform, it's

not a Bosch uniform, it's her overalls, right, that she sent. embroider

her overalls, right, that she sent. embroider her Bosch jumpsuit, right,

her Bosch jumpsuit, right, her personal clothing. And I looked, right, I went by

her personal clothing. And I looked, right, I went by and said: "Wow, is it one, are they

and said: "Wow, is it one, are they making a jumpsuit? Because the apprentices

making a jumpsuit? Because the apprentices in Germany wear overalls." I said:

in Germany wear overalls." I said: "Wow, are they thinking of the

"Wow, are they thinking of the overalls?" No, it wasn't. It's her personal clothing

overalls?" No, it wasn't. It's her personal clothing . Then I said: "Wow,

. Then I said: "Wow, yeah, Fábio, yes, because, you know, she has

yeah, Fábio, yes, because, you know, she has her own personality

her own personality and, you know, she doesn't want to have, you know, she has, it

and, you know, she doesn't want to have, you know, she has, it 's her way, she wants to dress that

's her way, she wants to dress that way. But, look, she engraved

way. But, look, she engraved BOS on her clothes. So, for me, how did

BOS on her clothes. So, for me, how did I translate this, right? I said, "Man,

I translate this, right? I said, "Man, look at the feeling of belonging

look at the feeling of belonging happening right here in

happening right here in front of me." Then, I even praised, I said, I

front of me." Then, I even praised, I said, I can take a picture of you, I can show

can take a picture of you, I can show this picture, ask for this permission, right,

this picture, ask for this permission, right, in the presentations to talk about

in the presentations to talk about this system, right, of feeling of

this system, right, of feeling of belonging, right, to the point of engraving, right, the

belonging, right, to the point of engraving, right, the logo of your company inside your clothes,

logo of your company inside your clothes, how cool, so feeling part of this

how cool, so feeling part of this group and that is very powerful, right? And I

group and that is very powerful, right? And I say to the industries, eh, do an

say to the industries, eh, do an apprenticeship with this, with this, with a

apprenticeship with this, with this, with a young person and have this feeling, do you think you

young person and have this feeling, do you think you will leave the company? You

will leave the company? You may even leave because you may have a

may even leave because you may have a better job offer,

better job offer, better pay, but it won't be just

better pay, but it won't be just any opportunity that will come your way. It

any opportunity that will come your way. It won't be the first opportunity, it will take

won't be the first opportunity, it will take a lot of thought, because when there is a

a lot of thought, because when there is a feeling like this, it's not just the

feeling like this, it's not just the economic issue that's at stake, there are other

economic issue that's at stake, there are other things in the balance, there are other things. And

things in the balance, there are other things. And that's [ __ ] what I say, right? It is something that

that's [ __ ] what I say, right? It is something that is not intangible. How are you going to

is not intangible. How are you going to measure this feeling?

measure this feeling? Very good. Eh, questions up to here,

Very good. Eh, questions up to here, Clariana,

no, Fábio. There are more comments coming in the chat, right, that this shows

the chat, right, that this shows pride on the part of the company. Some

pride on the part of the company. Some praised your appropriation of

praised your appropriation of Bloom's taxonomy, right? I left a

Bloom's taxonomy, right? I left a request that came in our

request that came in our Teams chat. Later, if you can read the

Teams chat. Later, if you can read the message I left in the chat here on the Teams

message I left in the chat here on the Teams platform. Then you can take a

platform. Then you can take a look later and see if you can address it a

look later and see if you can address it a little further. This can

little further. This can follow the reasoning on this slide and then

follow the reasoning on this slide and then if you read it there, you will be there at some

if you read it there, you will be there at some point.

point. Okay then. And so I was saying,

Okay then. And so I was saying, if you can access the chat, let

if you can access the chat, let me know, okay?

me know, okay? Okay. Eh, I was talking about

Okay. Eh, I was talking about Geez, I even put my cell phone away because it

Geez, I even put my cell phone away because it was making some noise here. Can you

was making some noise here. Can you ask me the question later?

ask me the question later? Yes, it's in our chat here on Teams,

Yes, it's in our chat here on Teams, on the platform where the request is for

on the platform where the request is for you, where we are logged in,

you, where we are logged in, okay? And do you have access to it?

okay? And do you have access to it? I have. Yeah.

I have. Yeah. And what is the question? It's whether you

And what is the question? It's whether you can connect, right, this whole

can connect, right, this whole universe that you're bringing with the

universe that you're bringing with the relationship with

relationship with socio-emotional skills, right, what

socio-emotional skills, right, what Ana brought to us.

Ana brought to us. We'll get there soon. We'll get there soon.

We'll get there soon. We'll get there soon. Okay then. People are anxious.

Okay then. People are anxious. Yes. And of course, I also need to have,

Yes. And of course, I also need to have, I watched Ana's presentation

I watched Ana's presentation and of course, I personally have

and of course, I personally have a slightly different strategy, right?

a slightly different strategy, right? So you have to be very careful and

So you have to be very careful and present it, so as not to have a

present it, so as not to have a shock, but they are, well, more than converts,

shock, but they are, well, more than converts, but we are doing it in a

but we are doing it in a slightly different way, okay? But let's go. Well, I,

slightly different way, okay? But let's go. Well, I, I, I brought that the evaluation process

I, I brought that the evaluation process

is one of the most important within the educational process,

educational process, because it is the diagnosis, it

because it is the diagnosis, it will prove, it will be the

will prove, it will be the proof of effectiveness, right? In other words,

proof of effectiveness, right? In other words, look, we have an effective program, okay? And and

look, we have an effective program, okay? And and and then I did this presentation

and then I did this presentation a while back that was provocative.

a while back that was provocative. So here's a

So here's a math assessment, a result of a

math assessment, a result of a math assessment. So here I

math assessment. So here I have, I have 10 students. Here are the

have, I have 10 students. Here are the notes, the wonderful notes.

notes, the wonderful notes. I did the math calculation,

I did the math calculation, class average 7.5.

class average 7.5. Two students with a grade below seven.

Two students with a grade below seven. Let's imagine that the average is seven and

Let's imagine that the average is seven and 80% of the students are within the average.

80% of the students are within the average. So, you can see, only two

So, you can see, only two students, Maria Silva with six and is

students, Maria Silva with six and is close to seven and José Aparecido, who

close to seven and José Aparecido, who within the grade requires a little more

within the grade requires a little more attention, who is with five, right? Well,

attention, who is with five, right? Well, any manager, any teacher,

any manager, any teacher, any parent will look at it and say: "Okay,

any parent will look at it and say: "Okay, is it okay? You think it's good? It's okay,

is it okay? You think it's good? It's okay, right? Average 7.5,

right? Average 7.5, right? 80% of students are within the

right? 80% of students are within the expected range. A very good thing. And that

expected range. A very good thing. And that 's my criticism of the

's my criticism of the grade-based evaluation process, right? Why?

grade-based evaluation process, right? Why? Because it fails to provide opportunities for

Because it fails to provide opportunities for us to revisit

us to revisit the evaluation process and see its real

the evaluation process and see its real effectiveness. So, let's take

effectiveness. So, let's take Leandro's test, which he got a seven.

Leandro's test, which he got a seven. This is the little test, the

This is the little test, the math test, right, which will use

math test, right, which will use basic operations, whole numbers. I

basic operations, whole numbers. I took a simple example, right, to

took a simple example, right, to show here. So, when you look at

show here. So, when you look at an evaluation like this, clearly

an evaluation like this, clearly that very classic thing, right? Saying,

that very classic thing, right? Saying, I give 10 questions, each one is worth one. If you get

I give 10 questions, each one is worth one. If you get three wrong, seven.

three wrong, seven. Easy to correct, simple, boom,

Easy to correct, simple, boom, solved, right? Ah, but do you notice when

solved, right? Ah, but do you notice when looking at this evaluation if there's anything

looking at this evaluation if there's anything that stands out?

Something stands out. of you in this assessment?

in this assessment? Look, he got

Look, he got a multiplication wrong. He

a multiplication wrong. He also got another

also got another multiplication wrong,

multiplication wrong, okay? I think, right? There are two

okay? I think, right? There are two multiplications. Could that be it?

multiplications. Could that be it? Something that draws attention in this assessment

Something that draws attention in this assessment too, right?

too, right? It's just focused on the final result.

It's just focused on the final result. It's not focused on evaluating the

It's not focused on evaluating the previous operation; it's the final result that counts. But there's

previous operation; it's the final result that counts. But there's a previous mathematical operation

a previous mathematical operation that would be interesting, right? So let's

that would be interesting, right? So let's evaluate it. Look, there are five

evaluate it. Look, there are five addition operations. He got four

addition operations. He got four correct. There

correct. There are five subtraction operations,

are five subtraction operations, right, and he got five

right, and he got five correct.

Multiplication, five operations. He got two correct.

five operations. He got two correct. Leandro Oliveira, who got seven,

and it's division, he got five operations and

it's division, he got five operations and four correct,

okay? So, if the objective, the ability, is to

So, if the objective, the ability, is to calculate expressions with integers

calculate expressions with integers using the four basic mathematical operations

using the four basic mathematical operations ,

, in the competency model, he is able to

in the competency model, he is able to do addition and subtraction operations,

do addition and subtraction operations, but in our assessment model, he is

but in our assessment model, he is inept in multiplication because he only

inept in multiplication because he only got 40% correct.

got 40% correct. And he is in development, in division,

And he is in development, in division, where he got it right. 60%.

where he got it right. 60%. So, and my provocation

So, and my provocation is, as we

is, as we rely on grades, we miss

rely on grades, we miss opportunities to accurately understand the effectiveness of

opportunities to accurately understand the effectiveness of that development

that development .

. Looking only at the grade, I wouldn't, possibly

Looking only at the grade, I wouldn't, possibly an education manager, or I wouldn't take

an education manager, or I wouldn't take any action. I don't have any, right? Everyone has

any action. I don't have any, right? Everyone has just two students. I'll just look at the

just two students. I'll just look at the boy who has a five and the girl

boy who has a five and the girl who, with one point, is already a

who, with one point, is already a seven, can easily recover. No, but let's

seven, can easily recover. No, but let's imagine that within that context,

imagine that within that context, several students are in the same situation,

several students are in the same situation, because there were several with sevens there, right? And

because there were several with sevens there, right? And even with eights. It could be an

even with eights. It could be an opportunity we're missing to

opportunity we're missing to develop an

develop an important skill, and I often joke with my

important skill, and I often joke with my SENAI colleagues: It's this blessed

SENAI colleagues: It's this blessed skill that's incomplete that the company

skill that's incomplete that the company will test or require. That's

will test or require. That's it. You developed everything, man, the

it. You developed everything, man, the student went to the company, arrived, yeah, yeah, does

student went to the company, arrived, yeah, yeah, does division, yeah, does multiplication, she does

division, yeah, does multiplication, she does n't know how to do it. Then she goes back to the company. Oh,

n't know how to do it. Then she goes back to the company. Oh, my SENAI students don't know how to do it.

my SENAI students don't know how to do it. account. Oh, we say, but wait, the

account. Oh, we say, but wait, the grade is good. Yeah, but the question is

grade is good. Yeah, but the question is this: it's this ability. The rest is

this: it's this ability. The rest is great, right? The other two are 100,

great, right? The other two are 100, 100, 80%, but this one isn't. And this one

100, 80%, but this one isn't. And this one is in a process, right? And when we

is in a process, right? And when we go into a collaboration,

go into a collaboration, right, it's not the instructor who's responsible, the

right, it's not the instructor who's responsible, the student is also responsible for seeking

student is also responsible for seeking this development; the company

this development; the company will also be responsible. Hey, we need to

will also be responsible. Hey, we need to recover within this student, right,

recover within this student, right, their ability to multiply and

their ability to multiply and their ability to do division, right?

their ability to do division, right? So, that's the question. And then the question

So, that's the question. And then the question I always ask is:

I always ask is: how much time do we invest in the

how much time do we invest in the evaluation process today?

evaluation process today? Which, in my view, is so

Which, in my view, is so important, right? And it's the

important, right? And it's the evaluation process. We're talking about

evaluation process. We're talking about development,

development, we're talking about application, and

we're talking about application, and we're talking about correction. And within

we're talking about correction. And within a collaborative work, correction

a collaborative work, correction is related to response time.

is related to response time. Response for whom? For both

Response for whom? For both stakeholders. The student, I think is the

stakeholders. The student, I think is the main one, and the company that's

main one, and the company that's monitoring

monitoring this process.

this process. This issue, right? Yeah, and I bring this up,

This issue, right? Yeah, and I bring this up, right? My vision for the future isn't for the

right? My vision for the future isn't for the company to come in and say, "Oh, just the

company to come in and say, "Oh, just the final result." It's for the company to participate in

final result." It's for the company to participate in the process, because it's also

the process, because it's also responsible. It needs to be involved, to

responsible. It needs to be involved, to say, "Look, we have this

say, "Look, we have this result." So, how much time do we

result." So, how much time do we have? We need to have enough time,

have? We need to have enough time, right, to have a quick response time

right, to have a quick response time , because within the

, because within the formative assessment, it's within the process; it's not just

formative assessment, it's within the process; it's not just the end, it's within the process. So,

the end, it's within the process. So, as I have this result, I

as I have this result, I start working on it, right? And everyone

start working on it, right? And everyone is co-responsible.

is co-responsible. But then I'm not going to develop what does

But then I'm not going to develop what does n't need to be developed, I'm going to develop what

n't need to be developed, I'm going to develop what needs to be developed, because I'm going from the grade, I'm

needs to be developed, because I'm going from the grade, I'm going to the competency model, right?

going to the competency model, right? So, and this evaluation method, it

So, and this evaluation method, it needs to be aligned, okay? Okay, okay, with the

needs to be aligned, okay? Okay, okay, with the taxonomy,

taxonomy, right? So, ah, yeah, if the verb "

right? So, ah, yeah, if the verb " apply" is there, I'm going to do a Google search,

apply" is there, I'm going to do a Google search, Well, if you use Google Forms quickly, no, it's not

Well, if you use Google Forms quickly, no, it's not possible. You ca

possible. You ca n't evaluate, apply in Google

n't evaluate, apply in Google Forms. It's not possible, guys. You can't do

Forms. It's not possible, guys. You can't do questions with alternatives, multiple

questions with alternatives, multiple choices.

choices. When I have an output verb "

When I have an output verb " apply"

apply" provided in the plan, it doesn't give questions and

provided in the plan, it doesn't give questions and alternatives. It won't be able to

alternatives. It won't be able to evaluate that. So, I need to

evaluate that. So, I need to adapt my assessment method to the

adapt my assessment method to the output. So, for the application, I

output. So, for the application, I need to have questions about

need to have questions about problem-solving,

problem-solving, workshops, experiments,

workshops, experiments, reflective reports, simulations,

reflective reports, simulations, right? Yeah, yeah, I need to understand this, I

right? Yeah, yeah, I need to understand this, I need to, right, so I can have an

need to, right, so I can have an assessment that certifies it. Look, this

assessment that certifies it. Look, this young person is able to do this application

young person is able to do this application because of the assessment method. So, this is

because of the assessment method. So, this is the question I always ask,

the question I always ask, how much do we invest in the assessment process today

how much do we invest in the assessment process today , which is so important for

, which is so important for improving the process, right?

improving the process, right? And our assessment process at BOS

And our assessment process at BOS is based on competencies. As you can

is based on competencies. As you can see, I took the students' names. This is

see, I took the students' names. This is a real result. So, it's not all

a real result. So, it's not all green, there is Red, there's yellow, it's under

green, there is Red, there's yellow, it's under development. And as you can see

development. And as you can see in the column on the right, something super

in the column on the right, something super important, right? It's what I say about

important, right? It's what I say about effectiveness,

effectiveness, right? And you look at the last two

right? And you look at the last two lines, I don't know if you can see it, but

lines, I don't know if you can see it, but anyway, the last two capabilities, it's

anyway, the last two capabilities, it's 53% effective, the last one 64,

53% effective, the last one 64, our goal is 70 this year. So

our goal is 70 this year. So what does that mean? Wow, we didn't achieve it.

what does that mean? Wow, we didn't achieve it. Why didn't we achieve it? So let's look at the

Why didn't we achieve it? So let's look at the plan. Sometimes there's a lack of resources, a lack of

plan. Sometimes there's a lack of resources, a lack of time. The issue isn't just the student. Oh,

time. The issue isn't just the student. Oh, but not the student. When a capability is

but not the student. When a capability is achieved by only 50% of students,

achieved by only 50% of students, there's a great opportunity to review

there's a great opportunity to review this strategy

this strategy and remodel

and remodel it, right? Hmm. Look, 50%.

it, right? Hmm. Look, 50%. Only 50% of my students, because this

Only 50% of my students, because this here is a real BOS assessment,

here is a real BOS assessment, understanding the relationship between power and

understanding the relationship between power and time. 50%.

time. 50%. What do I do with this?

What do I do with this? Is this understanding important? Wow, it's vital.

Is this understanding important? Wow, it's vital. Ah, so let's see how the

Ah, so let's see how the strategy went, shall we? See how

strategy went, shall we? See how this question was formulated. Sometimes it can also be

this question was formulated. Sometimes it can also be a question of assessment,

a question of assessment, right? Which gives rise to a dubious question,

right? Which gives rise to a dubious question, right? But look how it generates a

right? But look how it generates a process of continuous improvement, right?

process of continuous improvement, right? And this, of course, leads to

And this, of course, leads to significant results. I mentioned Word Skills.

significant results. I mentioned Word Skills. These are the results of the

These are the results of the apprentices from Bost in partnership with

apprentices from Bost in partnership with SENAI from SIC in the last word skills competitions we

SENAI from SIC in the last word skills competitions we participated in. So, when we compare

participated in. So, when we compare our development method with

our development method with other schools, right, within a

other schools, right, within a professional competition, right, like, oh,

professional competition, right, like, oh, wow, there's not much gold. Ah, but it's not

wow, there's not much gold. Ah, but it's not the gold that matters. The

the gold that matters. The point is that you're on the podium,

point is that you're on the podium,

right, among the best students, right, within several units, right? And here I made a

several units, right? And here I made a point, right, of including this podium, which

point, right, of including this podium, which has a double meaning, right?

has a double meaning, right? Well, first, logically, because there's

Well, first, logically, because there's your status there in the first place,

your status there in the first place, which I, as I said,

which I, as I said, have great admiration for, and here in

have great admiration for, and here in milling CNC in 2018, I was there, which

milling CNC in 2018, I was there, which took place in Campinas,

took place in Campinas, and for me, we managed to get

and for me, we managed to get the first female competitor in

the first female competitor in this modality to reach the podium,

this modality to reach the podium, Paraná also reached the podium. So,

Paraná also reached the podium. So, I can say that Paraná is today

I can say that Paraná is today also one of the three strengths of CNC,

also one of the three strengths of CNC, right?

right? And, logically, it's what I said,

And, logically, it's what I said, right, with this exchange that we

right, with this exchange that we have so great with Santa Catarina, is what

have so great with Santa Catarina, is what enabled us this growth,

enabled us this growth, right, and that logically we have to be

right, and that logically we have to be proud of this quality we

proud of this quality we have today, right, and also of the

have today, right, and also of the world championship we participated in, which we were, uh, uh,

world championship we participated in, which we were, uh, uh, in second place there in robotics, which

in second place there in robotics, which shows this capacity that

shows this capacity that we have,

we have, not only talking about technique, now I

not only talking about technique, now I get into the more socio-emotional issue

get into the more socio-emotional issue as well, how we are challenged to other

as well, how we are challenged to other practices, right? So, we were the first

practices, right? So, we were the first BOS plant in Latin America to hire

BOS plant in Latin America to hire young people with a syndicate in an

young people with a syndicate in an apprenticeship program,

apprenticeship program, but not in a separate program, an

but not in a separate program, an inclusion program. Oh, Fábio, but

inclusion program. Oh, Fábio, but how do you include young people with Dal?

how do you include young people with Dal? Guys, that's another story, right? It's something I can

Guys, that's another story, right? It's something I can tell, but to summarize,

tell, but to summarize, their program took twice as long.

their program took twice as long. We managed to do a parallel program that took

We managed to do a parallel program that took twice as long as one, right, for

twice as long as one, right, for someone who hadn't been part of Dal. What's the

someone who hadn't been part of Dal. What's the idea? Respecting their

idea? Respecting their absorption time. And today they're

absorption time. And today they're amazing employees, they're all coworkers,

amazing employees, they're all coworkers, right? And this diversity thing,

right? And this diversity thing, right? Here's Martin at his

right? Here's Martin at his workstation, working,

workstation, working, and it's something that also makes us happy, right?

and it's something that also makes us happy, right? And then you say: "Wow, Fábio, how are

And then you say: "Wow, Fábio, how are you doing with behavior? The

you doing with behavior? The behavioral aspect of everything Ana

behavioral aspect of everything Ana brought up? "Yeah, yes, no doubt about it. The

brought up? "Yeah, yes, no doubt about it. The point is this: behavior

point is this: behavior happens,

happens, right, at BOS, I can say at our

right, at BOS, I can say at our school, not intentionally.

school, not intentionally. As well as at our partner SENAI, not

As well as at our partner SENAI, not intentionally.

intentionally. That's my point of view. It's

That's my point of view. It's happening on a daily basis, but since

happening on a daily basis, but since we're seeking this intentionality

we're seeking this intentionality for our program, there's no doubt

for our program, there's no doubt that this is a great point that can

that this is a great point that can further enhance our

further enhance our project, right? We've technically

project, right? We've technically reached a good level, an excellent

reached a good level, an excellent level, but how can we

level, but how can we enhance it as

enhance it as we now focus on

we now focus on socio-emotional skills? So, our

socio-emotional skills? So, our strategy within BOS is to bring this

strategy within BOS is to bring this intentionality to development,

intentionality to development, but bringing it, without forgetting the

but bringing it, without forgetting the taxonomy, and that's the point too,

taxonomy, and that's the point too, right, which is, how can a young person

right, which is, how can a young person apply something they don't know?

apply something they don't know? Something they don't recognize.

Something they don't recognize. This issue, you need to have

This issue, you need to have assertive communication. What is

assertive communication. What is assertive, Fábio? Young people often do

assertive, Fábio? Young people often do n't You know.

n't You know. So what is assertive?

So what is assertive? I need to explain, right? So, we

I need to explain, right? So, we entered the model of, uh, uh, in a process

entered the model of, uh, uh, in a process of, uh, developing capabilities; it

of, uh, developing capabilities; it 's a perception of the self, right? So,

's a perception of the self, right? So, we used the issue of

we used the issue of behavioral profiles. We're presenting

behavioral profiles. We're presenting the behavioral profiles to our

the behavioral profiles to our learners. And here's a game

learners. And here's a game we did in a dynamic of saying which

we did in a dynamic of saying which sentence you recognize yourself in. Oh, I

sentence you recognize yourself in. Oh, I 'm the one in this red sentence here, nothing

'm the one in this red sentence here, nothing ventured, nothing gained. Okay, okay? These are

ventured, nothing gained. Okay, okay? These are the profiles, which is a method already, right, well-

the profiles, which is a method already, right, well- known, which is the DISC, which is the

known, which is the DISC, which is the behavioral profiles. So, to generate this

behavioral profiles. So, to generate this self-knowledge within our

self-knowledge within our students, right, to

students, right, to also, of course, provide better

also, of course, provide better teamwork. And then we're presenting, right,

teamwork. And then we're presenting, right, this self-reflection to our

this self-reflection to our students through, logically,

students through, logically, exposure and dynamics, right,

exposure and dynamics, right, so that they understand, wow, where am

so that they understand, wow, where am I within this process, right? Hey,

I within this process, right? Hey, just one, I'll ask just one, sorry,

just one, I'll ask just one, sorry, I moved and I need a

I moved and I need a charger. Me Excuse me, I'm just going to

charger. Me Excuse me, I'm just going to ask my wife to bring the

ask my wife to bring the charger, Adriana,

charger, Adriana, bring the charger for me. And what

bring the charger for me. And what happens, right? For them to

happens, right? For them to understand each other here. Geez, am I on the introverted side

understand each other here. Geez, am I on the introverted side

or am I on the extroverted side? And how does that influence my relationship with

that influence my relationship with others?

others? So, presenting this universe

So, presenting this universe of personalities to them, so they

of personalities to them, so they can meet

can meet and understand, geez, what are

and understand, geez, what are my preferences in terms of

my preferences in terms of behavior,

behavior, right? So, we did an exhibition,

right? So, we did an exhibition, we did group dynamics. So,

we did group dynamics. So, we're starting with a pilot class

we're starting with a pilot class for them to understand this. Geez, I

for them to understand this. Geez, I have it; I'm more introverted. What

have it; I'm more introverted. What

quality does this introversion bring me? Geez, focus. I make more precise decisions,

more precise decisions, my pace is more moderate. Geez, I

my pace is more moderate. Geez, I have it, I'm more extroverted, I have

have it, I'm more extroverted, I have great relationships, I communicate well and so on.

great relationships, I communicate well and so on. But what does this also mean, right,

But what does this also mean, right, on the other hand, right, what is the gain and

on the other hand, right, what is the gain and where are the points I need to

where are the points I need to take care of and how do I relate? And

take care of and how do I relate? And Of course, I'm not just one thing, I'm

Of course, I'm not just one thing, I'm a context of many things, but as

a context of many things, but as I told you, right, as

I told you, right, as we start to

we start to help them define and

help them define and understand their behavior, logically,

understand their behavior, logically, they're within this

they're within this development process.

development process. And so we sought to avoid creating a circle, we

And so we sought to avoid creating a circle, we did a lot of research, and there's the

did a lot of research, and there's the Aton Sena Institute, which develops, right,

Aton Sena Institute, which develops, right,

socio-emotional skills. Say , let's take this model, let's

, let's take this model, let's understand how it works, and

understand how it works, and let's start to have a reference. I did

let's start to have a reference. I did n't know the SENAI model,

n't know the SENAI model, because it's just starting, right, and

because it's just starting, right, and logically I'm going to use it now

logically I'm going to use it now to see what we can

to see what we can do. But we have, we had the

do. But we have, we had the Tortoncena Institute as a basis. Wow, so what

Tortoncena Institute as a basis. Wow, so what are the pillars we're going to

are the pillars we're going to work on? Oh, those are the pillars. Does that make

work on? Oh, those are the pillars. Does that make sense? It does. These are the capabilities

sense? It does. These are the capabilities we're going to develop. Cool.

we're going to develop. Cool. How are we going to do that? So, we

How are we going to do that? So, we divide the capabilities,

divide the capabilities, right, of what we want, we determine the

right, of what we want, we determine the capabilities we want. uh,

capabilities we want. uh, we achieve, right?

we achieve, right? uh, we share this with the students,

uh, we share this with the students, right? So, we have a pilot class that's

right? So, we have a pilot class that's participating in this experiment,

participating in this experiment, right? For us to pilot it to see what's

right? For us to pilot it to see what's working and what's not. So, it's

working and what's not. So, it's important that they understand. That's it. And

important that they understand. That's it. And the concept, right? It's all detailed here, and

the concept, right? It's all detailed here, and the concept is to integrate these

the concept is to integrate these socio-emotional skills. I think it comes a lot

socio-emotional skills. I think it comes a lot from what Ana said before me, in

from what Ana said before me, in a progressive way, right, throughout

a progressive way, right, throughout the training program, which I think

the training program, which I think touched on this. So, let's go, let's go

touched on this. So, let's go, let's go to which discipline,

to which discipline, which curricular unit does it have the most,

which curricular unit does it have the most, and is it easier to apply, right? The

and is it easier to apply, right? The only difference we have in

only difference we have in terms of development,

terms of development, maybe it's not a big divergence,

maybe it's not a big divergence, is that we are working on a

is that we are working on a process of conceptualizing,

process of conceptualizing, applying, and evaluating,

applying, and evaluating, which was something she said too, in the sense

which was something she said too, in the sense that I can't evaluate

that I can't evaluate something in a learner if they don't

something in a learner if they don't know what it is.

know what it is. So, uh, uh, for that, right, we created

So, uh, uh, for that, right, we created a program, we made a plan

a program, we made a plan of investment hours that comprises

of investment hours that comprises 40 hours, right? And the learner's self-assessment

40 hours, right? And the learner's self-assessment will always be

will always be considered.

considered. So, we established as a premise

So, we established as a premise that the student will do a self-assessment,

that the student will do a self-assessment, just as the teacher will do a

just as the teacher will do a self-assessment. And then we will look at

self-assessment. And then we will look at these two perspectives. And actually,

these two perspectives. And actually, and the issue of mediating this: the student

and the issue of mediating this: the student sometimes sees themselves from one point of view, the teacher

sometimes sees themselves from one point of view, the teacher sees another, and how do we arrive at

sees another, and how do we arrive at a common denominator, right? But not in terms

a common denominator, right? But not in terms of grades, in terms of development,

of grades, in terms of development, because we understand that there's no point,

because we understand that there's no point, right? Also, the teacher saying: "You're like

right? Also, the teacher saying: "You're like this." And the teacher says: "No, I'm not like that

this." And the teacher says: "No, I'm not like that ." It's no use. So, for

." It's no use. So, for this modification, it's necessary to understand the

this modification, it's necessary to understand the points of view, right? And for that,

points of view, right? And for that, we intentionally developed within our

we intentionally developed within our curriculum, a

curriculum, a workload plan.

workload plan. So, ah, we're going to work on

So, ah, we're going to work on this pillar, this capacity, we have 4

this pillar, this capacity, we have 4 hours within the given discipline. And that's where

hours within the given discipline. And that's where I think there was a divergence.

I think there was a divergence. Why? Because we need to having

Why? Because we need to having the intention of developing this

the intention of developing this here. And in this discipline, it makes sense.

here. And in this discipline, it makes sense. Then we'll have another

Then we'll have another 2-hour meeting there in mechanical technology.

2-hour meeting there in mechanical technology. How are we going to develop this, right?

How are we going to develop this, right? And then, as we're forming a

And then, as we're forming a multidisciplinary group, where we're

multidisciplinary group, where we're creating the lesson plan together with the

creating the lesson plan together with the teacher who will be implementing it,

teacher who will be implementing it, that is, uh, uh, it's the formula,

that is, uh, uh, it's the formula, right?

right? For him to apply it, so he doesn't come and

For him to apply it, so he doesn't come and say: "Oh, you need to develop

say: "Oh, you need to develop leadership." But how about leadership? How is it

leadership." But how about leadership? How is it going? So, the lesson plan will be

going? So, the lesson plan will be prepared as a guide, as I said

prepared as a guide, as I said again, right? So, for each,

again, right? So, for each, then, first semester of the

then, first semester of the mechanical technician course, we're investing 14 hours

mechanical technician course, we're investing 14 hours and together, as I'm saying, right? There's

and together, as I'm saying, right? There's the process of conceptualization,

the process of conceptualization, application, and the evaluation process,

application, and the evaluation process, right? I think we're

right? I think we're moving forward in this process, and it was even a

moving forward in this process, and it was even a provocation from a meeting I had

provocation from a meeting I had with you guys, I think a year ago, where a

with you guys, I think a year ago, where a teacher asked me: "Wow,

teacher asked me: "Wow, this technical development is so cool." "But what about

this technical development is so cool." "But what about socio-emotional?"

socio-emotional?" And then we looked into this and said,

And then we looked into this and said, "Wow, how are we going to develop

"Wow, how are we going to develop this intentionally and in a

this intentionally and in a planned way?" So,

planned way?" So, this is our strategy,

this is our strategy, right? In the sense of being clear about

right? In the sense of being clear about the capabilities we need to share

the capabilities we need to share with our learners

with our learners who will develop them, but

who will develop them, but also having a conceptual moment. And the conceptual

also having a conceptual moment. And the conceptual isn't just expository, it's practical, it's

isn't just expository, it's practical, it's dynamic, but it's about them experiencing it, about them taking

dynamic, but it's about them experiencing it, about them taking ownership of this content, right,

ownership of this content, right, understanding it, right? Ah, so the assertive

understanding it, right? Ah, so the assertive isn't passive and it's not aggressive. Yeah,

isn't passive and it's not aggressive. Yeah, but what's passive and what's

but what's passive and what's aggressive? That they understand, that

aggressive? That they understand, that they comprehend, just like the taxonomy

they comprehend, just like the taxonomy preaches. And as they understand, it

preaches. And as they understand, it moves on to application. But how does it move on to

moves on to application. But how does it move on to application? And that's what I tell you

application? And that's what I tell you , it's going to be the big challenge we

, it's going to be the big challenge we 're applying, it's on a daily basis, right? But then

're applying, it's on a daily basis, right? But then with the intention of having to count

with the intention of having to count on the instructors, it's within this

on the instructors, it's within this strategy to be able to observe this

strategy to be able to observe this application, right? And then, of course, the

application, right? And then, of course, the assessment tool we're

assessment tool we're creating—we don't have it yet—can be

creating—we don't have it yet—can be scored, and the student can also

scored, and the student can also self-perceive. And that's the process. And then,

self-perceive. And that's the process. And then, like the technique we have, all the

like the technique we have, all the graphs, we also intend to link

graphs, we also intend to link the effectiveness of this program in

the effectiveness of this program in terms of this development with what

terms of this development with what we expect, right? And I think I've already covered it

we expect, right? And I think I've already covered it in my timetable, right? And I just wanted to

in my timetable, right? And I just wanted to conclude

conclude the result of all this, right? Well, it's

the result of all this, right? Well, it's when we see testimonials like

when we see testimonials like Pedro's here, right?

Pedro's here, right? Who finishes the course and tells his entire

Who finishes the course and tells his entire journey, right, from beginning to end, the

journey, right, from beginning to end, the ups and downs he had, right, to

ups and downs he had, right, to realize how much he evolved, and of

realize how much he evolved, and of course, in the gratitude of the people who

course, in the gratitude of the people who contributed to this training, right, which

contributed to this training, right, which isn't the most important thing, but it's in that

isn't the most important thing, but it's in that sense, right, and of course today, then,

sense, right, and of course today, then, also, right, now in a

also, right, now in a professional role,

professional role, and of course, we can follow

and of course, we can follow this career. So this is something

this career. So this is something wonderful and there's no way to measure it.

wonderful and there's no way to measure it. I think that's what I conclude.

I think that's what I conclude. my speech. Sorry for the

my speech. Sorry for the rush at the end, but what I

rush at the end, but what I wanted to say is this, right, that in my

wanted to say is this, right, that in my point of view, the development of

point of view, the development of socio-emotional skills

socio-emotional skills will be

will be effective

effective to the extent that it has a

to the extent that it has a very clear intention, that it has a

very clear intention, that it has a very well-defined strategy,

very well-defined strategy, right, and that we, of course, can

right, and that we, of course, can measure it,

measure it, but it is with the essential participation

but it is with the essential participation

of those being developed. There is no way, right, to talk about behavior if the

way, right, to talk about behavior if the person who has this behavior

person who has this behavior does not understand and does not accept it. So that's

does not understand and does not accept it. So that's it, right? They are part of this

it, right? They are part of this process. So I understand, I comprehend.

process. So I understand, I comprehend. Ah, but there will always be convergence.

Ah, but there will always be convergence. Maybe not. Maybe there will be no

Maybe not. Maybe there will be no convergence, right? Maybe the

convergence, right? Maybe the instructor's evaluation may be on one side, the

instructor's evaluation may be on one side, the apprentice's may be on the other, and there is no

apprentice's may be on the other, and there is no problem at all, right? But it will generate

problem at all, right? But it will generate reflection too, right? But in the search for this

reflection too, right? But in the search for this understanding, I think it will be

understanding, I think it will be more effective.

more effective. I think that's it.

I think that's it. I apologize for the short I'm late there.

Fábio, thank you so much, right? We want to thank you again for accepting

want to thank you again for accepting this invitation. We've had a lot of

this invitation. We've had a lot of complimentary interaction here in our

complimentary interaction here in our YouTube chat. Hey, Sônia says: "Thank you.

YouTube chat. Hey, Sônia says: "Thank you. many more moments like this, with

many more moments like this, with practical examples, presentations with a

practical examples, presentations with a real perspective within the

real perspective within the work universe and we also have some

work universe and we also have some requests so that, if possible, you

requests so that, if possible, you can share your presentation.

can share your presentation. So, at the appropriate time we will

So, at the appropriate time we will talk, if you could share it

talk, if you could share it with me in PDF format so that I can later

with me in PDF format so that I can later share it with our

share it with our advisors and they can

advisors and they can disseminate it among the teachers. So,

disseminate it among the teachers. So, we are grateful. Hey, thank you very much for

we are grateful. Hey, thank you very much for your availability, for your time, right?

your availability, for your time, right? Giz here would like to congratulate

Giz here would like to congratulate Fábio for leading this meeting, which was

Fábio for leading this meeting, which was connected with our methodology and,

connected with our methodology and, above all, provided great

above all, provided great reflections. So, great class, congratulations.

reflections. So, great class, congratulations. So, we see that it was a

So, we see that it was a very important moment and one of great

very important moment and one of great exchanges for all of us. So, our

exchanges for all of us. So, our objective was achieved here, which was to

objective was achieved here, which was to exchange, to bring reflection, to be

exchange, to bring reflection, to be meaningful, right? We say in our

meaningful, right? We say in our methodology that learning has to

methodology that learning has to be meaningful, so I think

be meaningful, so I think our objective here was achieved. So

our objective here was achieved. So thank you very much, okay? For this exchange, I am

thank you very much, okay? For this exchange, I am happy.

happy. And I just wanted to, right, reinforce, it

And I just wanted to, right, reinforce, it 's certainly a pleasure, I'm sending the

's certainly a pleasure, I'm sending the presentation in PDF. Hey, I ask

presentation in PDF. Hey, I ask you to pass on my contact details, right,

you to pass on my contact details, right, to your colleagues at SENAI.

to your colleagues at SENAI. Hey, it will be a great pleasure for us to

Hey, it will be a great pleasure for us to have the opportunity to

have the opportunity to welcome you here, right? We have been

welcome you here, right? We have been receiving visitors, so we have been receiving,

receiving visitors, so we have been receiving, exchanging, as well as going, right,

exchanging, as well as going, right, visiting. I like exchanges, I'm a

visiting. I like exchanges, I'm a fan of debating points of view

fan of debating points of view because I think that's where

because I think that's where growth comes from, right? And so, let me

growth comes from, right? And so, let me know my email, my WhatsApp, so

know my email, my WhatsApp, so we can get in touch

we can get in touch and it will be a pleasure to talk about

and it will be a pleasure to talk about education, debate about education, points of

education, debate about education, points of view, right, and talk about the projects

view, right, and talk about the projects that each, right, area has and the

that each, right, area has and the experiences they have. And then, of course, with

experiences they have. And then, of course, with more time, right, it will be really cool and

more time, right, it will be really cool and I hope I have contributed in some way,

I hope I have contributed in some way, right?

right? That's it. Certainty. So,

That's it. Certainty. So, thank you very much. Thank you to everyone who was

thank you very much. Thank you to everyone who was with us here this morning. I wish you a

with us here this morning. I wish you a great rest of the day, a good

great rest of the day, a good weekend and until next time, everyone.

weekend and until next time, everyone. Thank you, Fadia. Thank you, Inete, for

Thank you, Fadia. Thank you, Inete, for being with us here, eh,

being with us here, eh, supporting us at this time, okay? A good day

supporting us at this time, okay? A good day to all of you. That

to all of you. That 's great. Goodbye. Ciao.

[Applause] [Music]

Fies 75 years. Our subject has always been the future.

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