My pedagogical leadership is grounded in an understanding of learning as a developmental, relational, and meaning-making process. Informed by child development, neuroscience, and the Reggio Emilia approach, I view early learning as deeply connected to emotional regulation, attention, and children’s capacity to engage with the world through inquiry. Observation, documentation, and reflection guide my decisions, allowing curriculum and daily practices to emerge from children’s questions, interests, and developmental trajectories rather than from predetermined activities.

My professional trajectory spans nearly two decades across teaching, teacher development, and pedagogical coordination in both Brazil and the United States. Working in diverse educational, bilingual, and international contexts has strengthened my ability to navigate different school cultures, collaborate with multidisciplinary teams, and align pedagogical vision with everyday practice in coherent and responsive ways.

Language plays a central role in how I understand learning and development. From a Vygotskian perspective, I see language as a primary tool for thinking, self-regulation, and social interaction. I am particularly attentive to how both monolingual and bilingual language experiences shape children’s meaning-making, relationships, and sense of self. This lens informs my commitment to creating language-rich learning environments that honor children’s cultural and linguistic identities while supporting conceptual understanding and social-emotional development.

As a pedagogical leader, I understand relationships as central to learning, development, and leadership itself. My interactions with children, educators, and families are grounded in a relational stance that recognizes the other as a subject in dialogue, not an object to be managed or corrected. This way of leading is deeply influenced by Martin Buber’s concept of I–Thou, which emphasizes presence, mutual recognition, and authentic relationship as the foundation of ethical educational practice.