The Sementes school is an innovative and regenerative institution that believes in the power of transdisciplinary teaching to meet the diverse needs of children.
We want to enable them to think critically, work in collaboration with the community around them and have a positive impact on the bio-region in which they live.
That's why we're dedicated to providing them with a regenerative, enriching and integral learning experience that prepares them for the future.
In September 2025, we will open our doors to pre-school and primary school! This way, we aim to already serve the numerous families who come to us and at the same time create evidence that will make it possible for this model to be integrated into the public education offer at a later point.
The current system faces major challenges in meeting the unique needs of students from different backgrounds, or who find themselves on the fringes - academically, socio-economically or culturally - perpetuating discrimination and prejudice.
We need to create a more inclusive and equitable school environment where all students feel safe, supported, seen and valued.
Lack of access to an empowering, quality education is a reality for many children, particularly those from rural or low-income communities.
We need to create conditions of access for everyone, regardless of their social status or the region in which they live. That's what we're working towards, as part of ARCA27, so that this proposal becomes part of the public educational system..
The traditional model of teaching, in which the teacher stands in front of the group and lectures, may still work for some, but there are more and more children who find it difficult to learn in this kind of passive model of transmitting knowledge.
We need to create more active learning opportunities, centered on the relationship that the child establishes with their environment.
The current system of standardized tests does not accurately measure children's knowledge or abilities. Just think of all the tests we took in our school days and what we've retained to date...
We need to create more authentic forms of assessment, which allow students to manage their individual progress and continually demonstrate the acquisition of knowledge and skills in a more meaningful way.
Regenerative education aims to create a fairer and more sustainable world, not just to reproduce content. It is based on integral and systemic thinking, takes into account the interconnectedness of all living systems and encourages children to think critically and creatively. It also places a strong focus on learning based on community experience and incorporates elements of ancestral knowledge and ecoliteracy.
It is because we see the unsustainability of our current systems, and believe that in order to achieve sustainability we have to start with regeneration, that we set out to create a regenerative school.
Our mission? To sow, in the village of Liteiros, an educational proposal that promotes personal, civic and emotional development, placing the child's/young person's relationship with all dimensions of their environment at the center of the learning process.
We preparing everything so that in September 2025 we can open our doors and start a unique learning experience for pre-school and primary school children!
Welcomed by a team and a space where learning is natural, playing is essential and growing up is a daily discovery.
Through project based learning, children come into contact with the connection between the various disciplines, thus taking a more holistic and meaningful approach to learning.
By breaking down traditional subject borders, learning becomes more motivating and engaging.
It also develops critical thinking, creativity and problem-solving skills, which are essential in the modern world.
We recognize the power of intergenerational learning, so we integrate the community into the learning process.
By sharing their knowledge with the children, learning is developed in activities such as sewing, carpentry and cooking.
In return, the children will develop community projects, using their creativity and problem-solving skills to deal with some of the challenges the village is facing.
We foster cultural diversity and understanding through our library - which includes books in multiple languages and with diverse cultural backgrounds - and the partnerships we want to develop with schools around the world that share our approach.
We also have a calendar with important cultural festivals and events from around the world throughout the year, to foster a global perspective in the children.
One of the main features of the school will be the syntropic farming system that will be found on the grounds.
In it, the children will be able to explore and learn about nature's cycles - developing a deeper understanding of the interconnectedness of man and the earth and thus the importance of preserving biodiversity and the environment in which they live - while producing their own food!
Sociocracy is a management model based on decision-making by consent, promoting the active participation of all those involved in the educational process.
Instead of decisions being imposed hierarchically or voted on by the majority, sociocracy ensures that proposals only move forward once all voices have been heard and the needs of the circle have been taken into account.
Yes.We are currently finalizing the necessary legal procedures with the Ministry of Education for our official opening in September.
During this process, we are only collecting pre-subscriptions to understand and inform the relevant authorities about the number of children who will be joining us at the start of the school year, allowing us to prepare everything accordingly.
Pre-subscription does not represent a formal commitment, but it ensures that these families will be the first to receive updates and information about the opening process, as well as secure a spot.
Administratively, the groups will be differentiated – the specific objectives of preschool and those of the first cycle are different and, therefore, need to be distinguished.
For more details, you can refer to the 'Learning Stages' chapter in the Educational Project.
Regarding the use of the building's indoor space, and in accordance with the specific needs of each age group, each group will have a designated tutor/educator and an operational assistant, as well as a classroom that will serve as a base—but not a limit—for learning development and material organization.
Nonetheless, whenever possible, the groups will work together developing projects with varying levels of depth, depending on the unique characteristics of each child and each project.
Both the preschool and the primary school groups can have a maximum of 20 children each.
For those already in the playgroups / associates of Sementes, the insurance fee has already been paid, so it will not be charged again. The membership renewal (which contributes to school insurance) will only take place next year.
At the time of enrollment, we will request a payment of two monthly fees in the first month as an enrollment fee.
We offer three different tuition fee levels. The criteria for accessing each fee tier are available in the 'Inclusion and Diversity' chapter of the Educational Project.
We are also offering the Siblings & Friends Programm By enrolling two or more siblings or referring another family that enrolls, you benefit from 15% discount on your monthly fee.
If you'd like to know more, book a visit and we will answer all your questions.
The children will sleep in the classroom, which will have blackout curtains and additional mattresses. Each child should bring a sleeping bag or duvet, which will be used throughout the year.
On most days, we will eat our meals outdoors.
On rainy days or during extreme heat, we will all eat in the Initiation room, which will then be cleaned during Regeneration Hour (during this time, the Initiation stage children will read, meditate or paint, while the Exploration stage children will sleep or rest.)
In addition to educational games designed to achieve specific objectives, we have some wooden and fabric toys. However, for the most part, the toys will be nature itself and whatever the children's creativity allows them to create.
In order to serve the children and families the way we envision, we must first get to know you. Only with this information can we create a foundational plan that, while never static, allows us to support each individual's potential.
We have however general goals which we aim to achieve, as outlined in our Educational Project, along with some initiatives we wish to introduce, such as the eco-literacy workshops and experimentation in the school's vegetable garden; the mindfulness and psicomotricity workshops; and the community projects..
The sanitary facilities include two small toilets designed for the children in the Exploration stage, encouraging their autonomy.
We will also have toilet seat reducers and step stools, in case multiple children need to use the bathroom at the same time and have to use the larger toilets.
Yes, this dress code has to be followed.
We do not have a uniform because we do not believe in uniformity. However, we have a dress code to promote harmony and well-being. This way, each child can still dress in their own style while following clear guidelines.
We want children to be themselves in an environment where they feel free, comfortable, and connected to nature. That’s why we suggest clothing made from natural materials, which are healthier for both the body and the planet.
We also ask that you avoid clothing with brand logos, cartoon characters or large graphics, not because we reject them, but because they are already a frequent part of children's daily lives.
Here, we aim to create a peaceful space where comparison and competition give way to discovery, imagination and respect.
Children may arrive or leave at any time within the opening and closing hours, according to each family's routine. We only ask that that the minimum and maximum required hours be respected, for the reasons outlined in the Educational Project.
wever, we are flexible and open to reviewing each case individually with families. Feel free to talk to us!
Before the school year begins, we will have a conversation with each family to understand their context, the child's specific needs and to create an individualized process for each one.
During the first weeks of the child's time at school (the exact duration will vary for each child and family), the caregiver bringing the child is invited to stay long enough for the child to feel comfortable in the space, with the team and with the other children.
We will always communicate with each family about their child whenever necessary. However, ideally, after a few weeks, the caregiver's time at school will gradually decrease to encourage the child's autonomy and facilitate a smooth transition to a new environment and trusted people.
But as we said, each case is different,and only by assessing the situation in the moment can we provide concrete answers on how each transition will take place.
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