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- The Municipal Library of Sesimbra, received an invitation of joining the MARGov, in 2009
through a partnership in which basically we aim to raise awareness
both for children, that is our public target,
or even for the general public that visit us.
We organized an evening of tales subordinated to the maritime theme
we had two professional storytellers invited
and of the audience another two storytellers popped up
much to the delight of the public who attended
we had a very wide audience.
In that same year, in June,
MARGov conducted here in the library three actions aimed at children
allied to the celebration of World Children's Day,
the World Oceans Day and World Environment Day.
Associated with these, also the exhibits that were patents in our lobby
and in our library bar,
so that all people who visit us, all our readers,
could have an understanding of what was done
and of what has been done throughout the school year by MARGov
once this exhibition was the result of work by children involved in the project.
Before the summer season
the project put forward a new proposal, which was very salutary for us,
which was to go to our beaches,
for the two beach libraries belonging to the Luiz Saldanha Marine Park,
conduct activities to raise environmental awareness
for the children who attend our libraries.
These actions took place during the months of July and August,
and were continuously performed twice a week.
This year we continue with our partnership.
MARGov promoted an action in one of our spaces, in the space: "Everyone play here",
which is a space dedicated to families whose children are not in any institution,
and who come to the library to participate in our actions.
We always have a book as a base, and next the MARGov action took place.
Also this year (2011), MARGov conducted activities in our beach libraries,
not only in those who belong to Luiz Saldanha Marine Park,
but also in other two we have, Libraries of Meco and Lagoa,
those activities proved to be of great interest not only for our community
but also to the community of tourist that visits us during this summer season.
- When I was little,
I went to this beach.
At the library I saw:
Rays, Turtles, Sharks,
Dolphins,
Rays,
has already been?
Whales,
Fishes,
Seabream,
Hammerhead sharks,
Black scabbardfish,
Atlantic pomfret,
and more things.
The game I played?
Game of Glory.
It's about the garbage and protect the beach.
It was the game that had green, black, red and yellow.
When we went to the red house, we walked back because we behaved badly.
- I'm a kindergarten teacher and work in Casal do Sapo, Fontainhas.
We developed the MARGov project together with Natacha,
the past school year,
with a group of pre-school children between 4 and 6 years old.
The children had the opportunity to learn about the marine life
of the Protected Area of Sesimbra and
to develop activities according to the project.
And throughout the sessions were carried out many diverse activities,
from stories, to interpretation of images,
and games in the classroom,
in which they were always approached
both the issue of animals that inhabited the coastline,
as notions of safety, hygiene, and preservation of the environment.
- I remember that we saw sharks eggs.
- And that the Dolphins had to be always close to their mothers while they were little.
- I liked learning about the turtles, one was green.
- I also liked to learn more about the hammerhead shark.
- Gave to us adults a notion of how we could work better maritime theme,
since we do not work with such depth,
and helped us both in technical terms, or in issues that could derive from this,
also once the protected landscape of Sesimbra is within the municipality
and therefore close to them.
I think it gave the children a better sense that the beach it's not only a place to bathe.
What we have to protect? How, and where we can interfere?
The fact that for example, having first a transmission of images,
and then after the games, such as the domino,
helped them interiorized better the difference between the animals.
- We played dominos about the animals.
We had ... Imagine:
I had a lot of domino cards in my hand,
a person throws a slug and a shark,
if I had a slug I put it there,
if I do not have a slug or a shark I pass,
passes the turn.
- Then for example with the seagulls,
on my vacation I was trying to see the differences between them on the beach.
And give us clues if we want to work on the marine animals, even on technical terms.
We do not know much that part.
For example that story, we can tell it, but maybe we do not tell so well.
As that story of the plastic.
It was really at their level, I am not saying well just to say,
the topics were appropriate for their age, you really came down to their level,
because sometimes people talk and it's everything very broad for them,
they do not understand what we are talking about,
because the language used is not appropriate.
And I think that we were able to go to the scope of the issue.
For example as the history of the recycling center, which for me was one of the best.
- There were several bowls, the red one was for batteries,
yellow for plastics, the green was for glass,
and the blue for paper and cardboard.
And black was for the regular trash.
- Overall the children apprehended the transmitted concepts,
and there was a better interiorization due to the use of games,
and participated with pleasure because it was all very appropriate to their ages.
Appealing images, well-constructed games,
and according to the theme developed in specific sessions,
and the children participated with pleasure in all activities.
- We saw a movie, about a dolphin and a seagull.
We had a beak here, of seagull,
and a fin here, pretend that we were a dolphin.
-It's good, but it is always what we said:
is a short time to learn everything there is to learn and enjoy.
- Last year and the year before, we had at our school the MARGov project
that talks about fishing methods and Luiz Saldanha Marine Park.
- We did a lot of activities and many games.
- We also talked about the species of the sea that were in danger,
seabirds, sharks, turtles and some fish.
- The project MARGov came to this school,
if I remember correctly, approximately two years ago.
Had a great acceptance by the students and by all the teachers of this school.
It was a project very well dynamized by Flavia,
it was a project in which students learned a lot,
created new knowledge, learned to respect the sea,
learned the types of vessels that existed in Sesimbra,
learned the types of fishing,
made too many games in the 3rd year, many games,
in the second year was a bit more theoretical,
although the 3rd year was much better,
it was with many more games, it was different, it was very funny.
- I remember that we all had to draw a fish, and put it in an aquarium,
and fishing methods.
- And then we also had to paint a picture that we did,
that showed the unpolluted sea and a polluted part of the sea.
- It was a game in which the MARGov teacher gave us small blackboards and chalk,
on one side we put the group number,
and in the other we wrote the answer.
- We also did a game that had a small pool,
where there were several fishes and Cuddly Animals,
and we had ... - And balls!
- ... to catch a fish and then bring them to the table
so that the MARGov teacher could measured him
to see if the fish we caught had the size to be fished.
- I really enjoyed that they also learn, by a ruler.
Flavia brought a ruler with which they got to know the size that the fish had,
and what size they should have so that the fishermen could catch them.
I think it was a very enriching experience.
In addition to the games that were made in the classroom,
and videos that Flavia showed, that were very informative videos
where children could see the species, boats, fishing methods,
children could go point out, might go discover,
was a work based on the discovery,
very well dynamized,
it was an enriching experience.
- Our project classes were fun,
we watched films, learned many things, played games,
- We did worksheets.
- We learn which animals were endangered.
- If I remember correctly,
some of the animals that were most endangered were the sharks and ...
- The turtles. - The turtles.
- And others. - And many more.
The project MARGov explained to us that
when some turtles observed plastic bags at sea think they are jellyfish,
so they catch them and end up choking.
- Throughout this year we learned...
- Several things: - Boats;
- Fishes, how many species there were.
- And where the Marine Park began and where it ended, and its name.
- The name of the Marine Park is:
- Luiz Saldanha Marine Park.
- Begins at the Foz. - In Foz beach.
- And ends in Figueirinha beach.
- And we learned the various methods of fishing,
with several boats, from the oldest to the most modern.
- I remember!
That was to encircle the boats that were from Sesimbra.
- I thought the project very suitable for the age group of my students,
and moreover, being, living near the sea,
it made perfect sense that students had a better knowledge of marine life.
Was very interesting that the activities were very diverse,
and students were gradually learning
a bit about the various topics that are part of the program.
To me it seemed that the children showed interest in all topics,
proven to be very participative,
well as the families who collaborated in the activities requested over the years.
- The worksheet that was handed to them on the eve of the session
to gather information from family,
and being this a fishing community,
established in fact a link between school and home,
they then brought the information that parents, grandparents and neighbors had done,
and that turned out to be interesting too.
- There was one in particular that I liked, and children also liked
that was the activity devoted to fossils.
Students could do this activity in the classroom,
were able to demonstrate and understand how fossils are formed in nature.
But although there was a wide variety of other activities,
including games, which allowed students to make some learning's,
including the type of species found in the marine park
and all that endangers marine life
and species that are endangered.
I think that we sensitized children through the work that was done.
- Now we know more about the sea,
and now we have no reason to think that the sea is just for swim.
- And there are many animals that are endangered because of us.
- Then we also spoke about animals that were endangered,
those who were on red alert.
- And we also learn the species of shark that existed in Sesimbra.
We also realize that we should not pollute the sea.
- If not the seagulls eat and choke up.
- And die, and other sea birds that exist in Sesimbra, Sesimbra coast.
- Now, knowing all these things, we do not throw so much garbage on the floor,
I think the sea is cleaner.
- And try to tell people not to do it…
- Throw garbage on the floor.
- Throw garbage into the sea and…
- Many of these things take years to disappear, and some do not disappear.
- It's garbage.
And we must try to protect the sea so that it become all clean,
because it makes a lot of pollution and is harmful to the sea.
- And the environment.
- The theme of the project, from my point of view,
the issue of environmental protection, was essential,
even today there are students who, just now they made a drawing
there were two or three students that I saw, that didn´t wrote MARGov,
but in practice it appeared "the environment must be preserved".
And indeed those sessions on which it was possible to speak
of preserving the environment, the marine species,
and of the care to have with fishing, were very interesting.
This year the school project will be: "The world needs our help!"
and we are using, at least I intend to,
and I've seen several colleagues who intend to use
some of the experience gained last year during the sessions with MARGov.
For the variety of the themes of sessions,
for the variety of the presentation of the work itself,
and that audiovisual presentation, which is new in my group,
they were not familiar with this type of projections,
or using sounds,
then we managed, but it was new to them,
and this also helped my teaching.
I also benefited,
because I knew some things but wasn't for them fully awake,
and others I learned.
- It is clear that enriched,
touched me and awakened me to certain situations that I thought did not exist.
I know there are some species that are unique here.
I know there are a number of species, that I usually buy for feeding my family,
and that are endangered or near extinction.
That I did not know and learned.
- And about tuna that we should eat,
because there are some tuna that is caught and is already endangered.
If we do not eat that tuna,
suppliers no longer want to buy it, and will not want to catch more of that tuna.
- Now when we go to supermarkets, we must always remember to see ...
- I know!
- You know?
It's about tuna fish! We have to see which brands best protect the animals.
- Also worth mentioning,
that over the year this group worked together with Flavia to create a book.
We did some interviews with fishermen,
and together with Flavia, we worked so that it was created a book
that was the culmination of all interviews to fishermen.
Last year, children went to the Oceanarium Shuttle
which was also a very interesting experience.
While a part was watching a movie, where they saw several marine species,
the other part was watching some curiosities about species,
such as shells, the surface of these shells,
and they liked it a lot, it was very interesting.
- We participated in the MARGov project two years, in the 3rd and in the 4th year.
- And this year we came here to clean the beach of Sesimbra,
helping to protect the beaches.
- We caught garbage on the beach and put it into bags of various colors.
- For example, the paper that we found on the beaches was put in the blue bag,
the packaging, for example,
sometimes there are people who put the Coke cans and soft drinks cans in the sand,
and we had to remove with a shrimp…
- …net…
- Shrimp-net, beneath the sand.
- We caught a board, with more than one meter,
a denture and ...
- Thousands and thousands of cigarettes.
- And more than three hundred ninety-nine billion cigarettes.
- It was a lot of garbage, believe me!
And then we did some games,
and we also did some leaflets to advise people who were on the beach,
and many of the phrases of the leaflets said:
"Beware! When you bury trash in the sand, I may be watching".
- I had knowledge of the project
through the pedagogic council of the school where I belong.
Later, since in addition to teacher
I'm the coordinator of projects of this group of schools,
and how we plan for a long time, and is a rule in this school and in this group of schools,
establish partnerships with entities in our environment
and with partners who want to collaborate with us,
we did it with NECA, with the Center of Speleology of the Costa Azul,
and we did it too with MARGov.
Because we believe that the objectives of this project
are objectives that are very interesting to our school,
and that the school can in fact, in my view,
could make a contribution to help understand the reason
of the implementation of the Marine Park.
And nothing better than starting with children at very young age,
so that these children begin to interiorize the goals
that are at issue here and can go slowly building a greater sensitivity
about issues that involve the creation of the Park.
And then they take home these issues,
and together with parents and friends can discuss them,
and gradually our society can build a different identity,
different from what we had with regard to the implementation of this Park.
So as I was saying,
the pedagogic council understand that this opportunity could not be wasted,
therefore we made contact with Flavia,
and there was in fact this possibility of we switched ideas,
and establish this partnership.
We know that at the level of pre-school and first cycle
were in fact covered a greater number of students
than what we could cover in the 2nd and 3rd cycle,
for several reasons.
At the level of 2nd and 3rd cycle we have a rigid program
that sometimes prevents us to go a little further,
is not an excuse but it is in fact a limitation that we have,
that does not happen in relation to other levels of education, preschool and the first cycle.
With regard particularly to the 2nd and 3rd cycle,
I speak as a teacher and as project coordinator.
I for one, in the class I worked with,
were developed a set of works within the discipline of project area,
about the Marine Park, at various levels,
we studied the issues of natural flora and fauna of the Marine Park,
and also the pressure that is made at the level of fishing
that was made at the level of fish in this space.
Were very important sessions
that helped to consolidate not only the contents of these disciplines
but one thing that in school is increasingly important,
that are the local contents of the curriculum,
we often are studying certain contents whose reality is very far
and forget the similar content that have to do with the environment where we are insert,
and that should be a priority in its analysis.
And this work allowed,
to the teachers who wanted and were able to participate,
develop in fact this perspective, that is,
study those contents of the discipline that are of fundamental importance in the local reality.
In this case the Marine Park and the surrounding environment that surrounds it.
- The types of fishing,
the Marine Park, where does it end where it begins,
what can be done, what cannot be done,
the marine species
and was mainly that.
We also saw a PowerPoint video about the types of fishing that could be done,
and also saw a video about the effects of trawling, which were very bad.
We also saw the many marine species that inhabit the park,
and what types of fishing were allowed,
which ones were the best and worst,
which types are practiced,
and which types were more destructive.
Now when I go fishing I already know where I may go and where I can not go.
- In a MARGov session we were asked to form groups,
to present a play with puppets,
to describe a problem that affected the sea, an environmental problem.
We made the puppets, we had to search at home
and then in the next session of MARGov
we showed to our colleagues the environmental problems.
There were problems affecting the sea, for example,
agriculture,
the sewage that go straight into the sea,
and also the global warming.
- There were several posters around the tables in the classroom,
each one of us had some photographs of animals that belonged to a family,
then there were two groups, one had ...
I do not remember the color, there were two colors,
so we went, and with the cards they gave us,
we went to see to which family the animals belonged,
and then a team won.
- The information they were taking in relation not only to the Marine Park,
but about the whole Coast from Arrabida until Espichel,
it was gratifying to know that these kids when they moved into 7th grade,
had a knowledge about this distinctively different
from other kids who had no opportunity to participate in the project.
It was really interesting
because these kids have acquired a lot of information,
in my view, very elaborate,
and more complete than you would think.
And because we worked with a Moodle,
and have provided information that MARGov and other institutions,
connected to the Marine Park,
have and make available on their websites.
- The lecture about the sustainable fishing / consumption
was presented to six classes, three of the 8th and three of the 9th grade.
Students had the opportunity to see the different types of fishing,
their characteristics,
the environmental impacts that they caused,
and were in contact with the notion of sustainability that was what was intended.
In addition we also talked about aquaculture.
Aquaculture which is usually a subject rarely discussed,
it is usually approached in a very lightweight,
so students had the opportunity to become more clarified,
furthermore, some of the manuals do not talk about this subject.
The balance? The balance was very positive.
Of course it was, because the students had a different class,
could, as I said earlier, watch movies!
The films portrayed fishing in various parts of the planet,
and that was enriching to them, naturally.
They stay also sensitized to the fact that they were eating food,
in this case fish, which are endangered.
So I think then they became more sensitized to the issue
of sustainable fishing / consumption.
- During the school year we were approached by students of the Secondary School
who also worked on this project,
and that had a lecture about the sharks of Arrabida to present.
It was interesting because this presentation was made here at school, for students,
for our students who were also studying these issues,
and in fact it was a work of great quality,
I myself was amazed with some of the information that was presented
and even with the website that the students produced and provided,
and in fact it was a very good contribution to the objectives of our work.
- Over the years we hear on television, or we read in the newspapers, or people tell us,
the diversity and the dangers of extinction for many species.
This help us awaken some interest, but simply did not know if we are not told,
unless we are communicated of an more precise way.
And these lessons, really arouse us the interest for endangered species,
and also those who in day-to-day commune with us.
For example the seagulls,
for me there weren't so many families of seagulls as it seems that there is,
here in Sesimbra come some and do not come others.
I do quite often walks on the dock and on the beach
and now I'm realizing by the color of the seagulls,
when they are young, when they are old,
by their feet, by their beaks...
This also creates enough connection between me and the animals
and therefore between the fauna and flora.
The lessons were very active and interesting.
What awakened me more interest, or at least more newness,
it was the part of the fish eggs,
the eggs of various animals that are often confused with algae.
For example I have here a exemplary that the teacher brought to class,
of a ray,
of a shark of the area of Sesimbra,
and this one of spotted dogfish.
Are new to me because to me it would never be eggs, but algae,
so I have learned a lot here.
Then also along with all lessons on various topics
has been approached the classification of fishes,
the classification of fish that also gives us some insight,
I cannot know by heart, but having some interest I can seek and I know that exists,
and I know that there is a change.
Also, all lessons were accompanied by practice,
and therefore the class became quite interesting,
in my view, and in the view of my colleagues,
because whenever we left we mentioned the interest aroused by these lessons,
and also because we can even talk with our grandchildren, with our children, our friends.
- I liked everything, the way it was well dynamized,
I liked the way it was well oriented to the age of these children, for this age group.
I liked the instruments that were created.
I really enjoyed the active form that it was dynamized in the classroom,
never creating moments where children were more or less dynamized,
children were always very well organized,
sometimes in groups, sometimes individually.
Now in a part that had to hear more,
or in a part more playful,
but they were always very well, always interacted very well.
I really enjoyed everything.
- Seeing the different types of fishing.
- To learn about the species that were at risk
and what was happening on the planet
and the measures we could take to save some of these species.
- I will mention the libraries beach again.
I believe that once involved a vast community
it was the great asset of the project.
- Was to learn the names of the types of fishing, boats,
and playing the games.
- It was the story.
It was the story because with very simple materials
and with a story also relatively simple,
it was possible to pass on deep knowledge
regarding the topics that were discussed.
- Cleaning the beaches.
- It was the games we did about fishing,
and fisheries that we shouldn't do,
and also learn the species that exist in Sesimbra.
- Was the question of preserving the environment.
It was what touched me more,
and that was what I more took advantage of the sessions,
for classroom practice and for the day-to-day.
- It was the game with points and the aquarium, the kind of aquarium that we did.
- Was when we learn about fishing, of what is harming the sea,
and that excessive hunting could extinguish many species of fish.
- I really enjoyed the activity devoted to the formation of fossils.
- I liked everything.
- I also liked when you showed the animals that fly and could go under water.
Go to the bottom and catch a fish.
- Especially the fact that I feel that my group participated in this project,
as I told you,
an extremely important project to preserve a unique environmental area,
in Portugal and maybe in Europe and in the world, I do not know...
- I especially liked to learn and be able to do some games with the class,
and being with Flavia.
- Overall I liked it all, but this part of the eggs,
because it is procreation, gives us a totally different feeling.
- What I liked? I liked a bit of everything.
Therefore, the presentation was good,
and I saw that students were enthusiastic about,
in general they were all excited.
- I saw Shark eggs and Ray eggs.
Now it's over?
- The less positive aspect has to do exactly with the opposite of this.
That is, the fact that we have a very large group with many schools
and is still a small number of schools, students and groups
who were involved in the project.
- I liked everything.
- To know the bad things: that the sea was polluted,
that the fishing often or many of them spoil the sea.
- In fact the only thing that we might,
in the future if / when it happens again,
is try to integrate better the project in our planning.
- What I liked least was to see how it was here around the pier,
was a very sad thing
and how there are people that for fishing will also capture dolphins and whales.
It was these things that I did not like.
- Maybe as in all situations,
there were activities, debates that were more or less interesting for students,
but also what might be interesting for one may not be interesting to another,
so it is very difficult to verbalize or specify a content less important
or less interesting to children.
- I mean, I did not like anything less,
I liked everything, enjoyed everything.
- What I liked least? This is a question very ungrateful.
Because I think that the project worked so well,
from the evening of tales, to the partnerships,
to the activities we did in the library in the juvenile-space,
with the public, to the exposure,
to beach libraries, and once I watched everything,
there is nothing that I did not like,
that's why I think this is a question ungrateful.
On our part there was nothing we had not liked,
on the contrary, we liked everything.
- I am not remember any that I liked least,
because I liked them all.
- In general there was no subject that I did not like, liked all,
I understand that there are things with more interest than others,
but they all bring added value and are interesting.
- Do not like it, loved it. Everything!
- What I liked least was having to search information at home to do the puppet show,
because we had an extra homework.
- Least? Only lack of time.
Lack of time and few sessions, but it was only that.
- I really enjoyed everything.
- Less on the project?
To know that there were people who made illegal fishing
and therefore many animals were affected.
- I may not have liked that lasted for a short time.
I think that the project needed more time,
I think that more hours, perhaps once a week, would be more enriching.
Spend more time in school, spend more time among all age groups.
What I'd really liked is that it was dynamized more times.
- Nothing, believe that nothing.
If there were I would say, so nothing, nothing,
I liked everything, it was a very enlightening project.
- I would really like to continue the project
because I think the sooner you start with this kind of approaches better is for the children.
Is it easier for young children to learn, and so it is easier to raise awareness.
I also realized that over the two years the interest has always growing,
as well as attention, motivation and level of participation,
there was a very positive development.
So I feel really sorry that my new students,
who are now in the first year, can't participate in this project.
- I would like to continue with the project.
- We would like.
As I said earlier, the feedback we have from the public,
because it's not me that is saying: "Let's continue!"
Because we do evaluation questionnaires.
As I said earlier, this project, not being a pioneer project,
is a project that involves so many things,
that often people do not expect work these issues either outdoors or at the library itself.
And it is pleasing to all who participate.
- I would like.
And also would like to help some students,
younger students who did not know so much.
- With theoretical classes but also with such practice,
because you always brought examples,
always brought material that gave us practice.
I found it very interesting and would like to continue with certainty.
- I would like. To learn more about the sea and fishes, the species.
- It is something that should continue.
I think the project was excellent, was spectacular.
Very well dynamized, very well done,
laborious but at the same time enriching.
The children realized, you can see from the interviews,
that they realized very well the contents, and the knowledge that they were transmitted.
- I would like to continue,
because classes were fun
and they replaced other classes which were a bit boring.
So I think it was good to continue the project.
- I would like, for sure.
How much more participation of surrounding environment,
people who bring other knowledge, new experiences for the school, better.
We can turn to parents, we may appeal to local associations, it is always open.
But using often the experience and also the scientific basis,
let us say that is an added value.
And here in the MARGov project we had both,
we had the experience, and we had also scientific basis,
the study that was made, the explanation why it is so,
and not just because now we want to change something,
because it is a fad or whatever.
In fact the experience and scientific basis that the project brought,
has enriched very much and will enrich much more if it can return to schools.
- Yes, in order to learn more things and to be an expert on the sea.
- Oh, of course I liked to continue,
and indeed it is a pity that these actions do not come back so soon, isn't?
It would be very enriching for any school to have a presentation like this.
- I especially feel sorry that the project does not continue, because, for various reasons.
Still not told you, but it was a project that was highly valued
by the General Inspectorate of Education when it been here.
Because our connection to the environment
and study of the local reality is extremely important,
and as this is a exclusive project here in the municipality of Sesimbra,
the inspection did not know, and when I presented the plan of activities
and appeared a partnership with several institutions,
with NECA for example, which is another local reality,
and with MARGov it was new to the inspection.
- I really liked.
I'd like to know if it will be possible to continue?
I certainly hope so!
- The assessment is Very Good, for me.
For me and for the students, they all thought the presentation interesting,
it was a different class, only has advantages.
- I attribute Very Good.
I don't give an Excellent because there was some noise in the room.
- My assessment is Excellent,
and I think the project should continue.
- Very good!
- I evaluate it as Very Good with a tendency to Excellent.
I will not give already a Excellent because I think a person must always improve,
but if it continues like this, I think that goes in the right way.
I consider it Very Good.
- Excellent. More than excellent. It was amazing, loved it.
- Excellent.
- I consider it very good, I was sorry that you could not make visits, for example.
- Excellent. I really enjoyed it.
- I evaluate the project as very good.
It is a project of awareness, motivation, and...,
education for so many questions.
- It was Good plus.
- It was excellent. I loved it.
- The evaluation is very good.
It is very good because I had really enjoyed, enjoyed working with Flavia,
I liked the material and the things that brought it,
and students also liked, that I am sure, because I saw that on the day.
When they knew that this activity was to happen,
they were always ready, thrilled,
and sometimes even a little more excited that they should be.
- Excellent very good.
- I say very good.
- If I had to evaluate the project... I would give it a good grade.
Because, mostly what I felt was a total availability to collaborate with us.
In exchange for nothing, nothing.
Because the school does not have to give
but has to thank the fact that there is someone who is available
and does not put constraints on the schedule,
and which has a total availability.
Therefore this assessment was, more...
providing after a set of information and means,
that we had not and that allowed those who were able to use it,
develop a work with a quite acceptable quality.
- Excellent plus, plus, plus, plus, plus.
- Very good!
- It was infinities!
- Thank you Flavia for helping us to understand and realize the sea,
this experience was wonderful.
Goodbye MARGov project and we hope to repeat this experience.
Thank you Flavia!