ABOUT ME
My name is Aline Vieira and I was born in a family of Teachers, so Education has always been part of my life. From my parents I learned great lessons, but the most remarkable one was the importance of empathy towards others and the difference we can make in people’s lives with small acts of love.
From the moment I decided to become a Teacher, I knew that it wouldn’t be easy, but I was confident that there was no other path for me to take. Teachers will always be remembered because their voices will be echoing on their students’ minds as long as they live. That’s the reason why Teachers need to be responsible and conscious about the impacts they can cause in their students’ future.
I believe that if we try hard, no matter neither the distance nor the challenge, we will achieve our goals. My mission in life is to be the best Teacher I can, being supportive, inspiring, reliable, and kind to my students and their families. That’s my true calling in life.
EDUCATION
My Studies
2022 - In Progress
FEDERAL UNIVERSITY OF RIO DE JANEIRO
Doctoral Program in Applied Linguistics
2021
UNIVERSITY OF CENTRAL
FLORIDA
Master in Exceptional Student Education (MEd)
2014
FEDERAL UNIVERSITY OF RIO DE JANEIRO
Master of Arts in Applied Linguistics
2021
UNIBF
Postgraduate Course in Psychopedagogy
2017
ESTÁCIO DE SÁ UNIVERSITY
Degree in Teaching English as a Second Language(TESL)
2011
FACIG
Bachelor of Science in Education (Teaching)
SERVICES
TEACHER DEVELOPMENT
Differentiation & UDL
Applied Behavior Analysis
Co-teaching
RTI/MTSS
Multiliteracy & STEAM
CONSULTING IN ESE
Laws for Inclusion
Neurodiversity
IEP & BIP
TEACHING
Higher Education
ESL & PSL
ESE Pre-K-12
Biliteracy - Phonics
MORE
Corporate Training
Learning Materials
Lectures & Courses
ADDITIONAL QUALIFICATIONS
ENGLISH LANGUAGE
Valencia College
International English Program Advanced Level Certificate
The program is accredited by the Commission on English Language Program Accreditation (CEA) which is recognized by the U.S. Secretary of Education as a national accrediting agency for English Language Programs and institutions in the U.S. CEA-accredited programs are among the best, not only in the U.S.A but also worldwide.
ABA - APPLIED BEHAVIOR ANALYSIS
PBS Corporation
Registered Behavior Technician Credential Training Certificate
Training program based on the Registered Behavior Technician Task List. Designed to meet the 40-hour training requirements for the RBT credential.
UNIVERSAL DESIGN FOR LEARNING
Learning Designed
UDL Associate Credential Level 1 Certificate
People who earn this certificate have demonstrated an understanding of why UDL is so essential in today's learning environments and can explain the importance of proactively designing for learner variability so ALL learners have the opportunity to succeed.
UDL Core Foundation Level 2 Certificate
People who earn this certificate have a refined level of knowledge and understanding related to the concepts and framework of UDL. The UDL Core Credential - Level 2 moves beyond the "why" of UDL and into a deeper exploration of the essential components of any learning environment or experience designed with UDL in mind.
TEACHING IN HIGHER EDUCATION
University of Central Florida
Preparing Tomorrow’s Faculty Certificate
An introduction to teaching in higher education focusing on: Student learning and motivation; College-level course inclusive syllabus, schedule, course plan, and learning activities design; A range of teaching pedagogies and their appropriate use; Assessments design; Effective feedback; Establishment and management of a course climate conducive to student learning and engagement.
ENGLISH LITERACY - PHONICS
MABI
Manual de Alfabetização Bilíngue no Inglês - Certificate accredited by MEC
120 hours of training in English Literacy based on Phonics for Pre-school and Elementary school students from early stages of reading development to Literacy consolidation.
Gobeelingue
Curso Gobeelingue - Phonics Methodology
120 hours of training in English Literacy based on Phonics for Pre-school and Elementary school students from early stages of reading development to Literacy consolidation.
TWINKL
Ambassador
I'm a proud ambassador at Twinkl, an education resources company from the UK.
TEACHING PHILOSOPHY
Education is the basis for social change. Being a teacher means acting as a facilitator for students to achieve their goals in life. It is more than transferring knowledge; it is empowering students to become agents of their own future. My biggest goal in life is to impact my students’ lives and their surroundings by being an advocate for their rights and providing them with the tools they need to make a difference in our society. Through my teaching, based on a culture sensitive Pedagogy, I expect my students to develop critical thinking, self-confidence, ethic principles, and all required skills for them to achieve career readiness.
Every student has the right to belong with their peers in a positive learning environment. Inclusive Education is the first step towards equity of opportunities in our society. It is a Teacher’s role to remove obstacles and make accommodations to ensure that all students have their potentialities developed to achieve their independence in life.
Collaboration between teachers, students and other professionals is crucial for effective and inclusive education. Efficient communication skills, pre-defined roles, and respect are the basis of a solid collaborative relationship. Through team work great results can be achieved.
The theoretical framework in which I ground my teaching consists of Vygotsky’s sociocultural theory, Paulo Freire’s Pedagogy, Gardner’s multiple intelligences theory, and the Universal Design for Learning principles. Also, STEM education is critical to best prepare our students for the current and future demands of our society.
I believe that knowledge is built through interactions between peers who have unique identities, backgrounds and repertoires. Learning barriers must be removed for students to reach their potential and this is possible by respecting their learning preferences, addressing their needs, and engaging them through meaningful experiences.
Students’ learning must be measured to provide Teachers with information regarding their progress in comparison to the standards and with others. I use formative assessments to monitor students’ performances and to give feedback periodically during their learning. In contrast, I rely on summative assessments to measure students’ mastery of learning standards over a longer period of time and they are administered to score students’ performances. In both cases it is important for me to provide students with multiple means of action and expression to show their knowledge through their skills and preferences. Some of the assessment strategies that I use in my teaching practice are problem-solving projects and seminars, in which students may choose the tools they will use to demonstrate what they learned, from essays to multimedia presentations, aligned with the UDL guidelines.
Teaching is constant learning. No matter how experienced Teachers are, they will never know everything. Students do not come to classroom with empty minds. Their knowledge is valuable and meaningful and can contribute for Teachers’ professional growth. Self-reflection and students’ feedback are great tools for Teachers to improve their practices. A positive learning environment is vital because students feel confident to clear communicate their ideas, ask questions, and give feedback.
Teaching is my life and my students’ success boosters my motivation to never give up even when difficulties happen. Every effort will be rewarded if we are willing to make a difference in people’s lives. Once a Teacher, always a Teacher.
MY EXPERIENCE
Roles & Responsibilities
2020 - 2023
LEARNING RESOURCE CENTER COORDINATOR AND TEACHER
OUR LADY OF MERCY SCHOOL
Supports students with ESL and PSL classes, respecting their learning preferences and identities.
Addresses the needs of students with disabilities through RTI, tiers 2 and 3.
Works in collaboration with teachers, counselors, and principals regarding students' backgrounds, appropriate strategies for intervention, and classroom support.
Develops documentation for students such as IEPs, 504 plans, Class diaries, Assessments, and BIPs.
Supports new members of the LRC team by setting timetables, training, and guidance.
Represents the LRC team through effective communication with students, families and school's administrators.
Deliver training sessions focused on inclusive education for teachers of all School's divisions.
2021
PNLD 2022 EVALUATOR
BRAZILIAN MINISTRY OF EDUCATION
MEC / COGEAM
Participated as an evaluator of Brazilian Textbook Program for Preschool students.
2011 - 2018
HEADMASTER AND TEACHER
CENTRO EDUCACIONAL GOVERNADOR
Developed and implemented a training program for 18 teachers to improve their skills in Special Education.
Managed a Middle School with 300 students stimulating their multiple intelligences and autonomy.
Led the faculty staff with 47 employees inspiring their personal growth.
Taught special students with Autism, Down Syndrome and ADHD enrolled at the special program at school.
Created a learning environment utilizing Music as a teaching tool adding new dimensions to developing skills.
Assisted students’ families and dealt with conflict resolution.
2009 - 2011
COORDINATOR AND TEACHER
SKILL LANGUAGE SCHOOL - RCI IDIOMAS
Supervised the faculty staff with 25 employees, including teachers of 8 different languages.
Planned the language school events such as cultural meetings, international commemorative events, etc.
Formulated all classes’ schedule and language courses curricula focusing on the development of the four skills.
Coordinated and supported 600 students, from children to adults, and their families.
Taught English language learners, from children to adults.
2000 - 2008
EDUCATIONAL EVENTS PLANNER AND TEACHER
SEME SCHOOL
Planned over 30 educational events, including cultural fairs and music concerts for 1000 students and their families.
Coordinated and taught music classes for 45 students aged between 10 and 17.
Promoted sports tournaments, including soccer, volleyball, basketball and running.
Taught Educational Informatics in Preschool and Elementary School.
RECOGNITIONS & MEDIA
TRANSFORMANDO MEU QUADRADO AWARD
December, 2017
“Transformando meu quadrado” is an initiative that benefits children, young people, and women living in social vulnerability. The former First Lady of the City of Rio de Janeiro, awarded people who have contributed with social work and philanthropy in a ceremony at Palacio da Cidade, the official residence of Rio de Janeiro’s Mayor.
ELAS POR ELAS RADIO PROGRAM
December, 2017
“Elas por elas” is a Brazilian talk show broadcasted by Contemporânea Radio Station hosted by Eliana Ovale and Sylvia Crivella, the city of Rio de Janeiro’s first lady.
Aline Vieira was invited to share her experience as a school principal, talking about reasons for school failure and ways to encourage students not to give up.
PRESENTATIONS
PUBLICATIONS
Aquino Vieira, A. (2017). A linguística aplicada como aliada na promoção de práticas pedagógicas inclusivas. Pesquisas em Discurso Pedagógico, 1-19. doi: 10.17771/PUCRio.PDPe.30314
Aquino Vieira, A. (2015). Análise Sociointeracional de vozes vygotskianas e bakhtinianas em uma coleção de língua portuguesa aprovada no PNDL. Entrelinhas, 9(2), 267-298.
Aquino Vieira, A. (2013), O livro didático e a ensinagem: Vozes bakhtinianas e vygotskyanas no PNLD. 10º Congresso Brasileiro de Linguística Aplicada: Rio de Janeiro, Brasil.
MY PROJECTS
Children eBooks
Music in Education
Arts in Education
VOLUNTEER WORK
Giving Back
BRIDGEWATER
MIDDLE SCHOOL
School volunteer. Supports English language learners and teachers at Bridgewater Middle School, a public school in Orange County, serving 6th, 7th and 8th graders. Go Bobcats!
2019-2020
DR. PHILLIPS HIGH SCHOOL
Spring 2020
Volunteer in a self-contained pre-k class for students with autism in a pilot program at Dr. Phillips High School, which allows for collaboration with high school students in collaboration with Dr. Hannah Ehrli.