ABOUT THE SPEAKER
Dena Simmons - Educator
Dena Simmons believes that creating a safe environment for children is an essential component of education.

Why you should listen

Dena Simmons, Ed.D., is a lifelong activist, educator and student of life. A native of the Bronx, New York, Simmons grew up in a one-bedroom apartment with her two sisters and immigrant mother. There, she learned and lived the violence of injustice and inequity and decided to dedicate her life to educating and empowering others. As the Director of Education at the Yale Center for Emotional Intelligence, she supports schools throughout the nation and world to use the power of emotions to create a more effective and compassionate society.

Prior to her work at the Center, Simmons served as an educator, teacher educator, diversity facilitator and curriculum developer. She is a leading voice on teacher education and has spoken across the country about social justice pedagogy, diversity, education reform, emotional intelligence and bullying in K-12 school settings, including the United Nations and two TEDx talks. She writes and has written for numerous outlets including Teaching ToleranceBright on MediumFeminist Teacher and Feministing. Simmons has been profiled in the Huffington Post, the AOL/PBS project, "MAKERS: Women Who Make America," and a Beacon Press Book, Do It Anyway: The New Generation of Activists.

Simmons is a recipient of a Harry S. Truman Scholarship, a J. William Fulbright Fellowship, an Education Pioneers Fellowship, a Paul and Daisy Soros Fellowship, a Phillips Exeter Academy Dissertation Fellowship and an Arthur Vining Davis Aspen Fellowship among others. She is a graduate of Middlebury College and Pace University. She received her doctorate degree from Teachers College, Columbia University.

Simmons's research interests include teacher preparedness to address bullying in the K-12 school setting as well as the intersection of social and emotional learning and culturally responsive pedagogy -- all in an effort to ensure and foster justice and safe spaces for all.

More profile about the speaker
Dena Simmons | Speaker | TED.com
TED Talks Live

Dena Simmons: How students of color confront impostor syndrome

Dena Simmons: Como estudantes negros confrontam a síndrome do impostor

Filmed:
1,276,284 views

Como uma mulher negra de uma parte difícil do Bronx que cresceu para ganhar todos os títulos do prestígio acadêmico, Dena Simmons sabe que, para estudantes negros, o sucesso na escola às vezes vem ao custo de viver com autenticidade. Agora uma educadora, Dena Simmons discute como podemos criar uma sala de aula que faz com que todos os estudantes sintam orgulho de ser quem são. Ela diz: "Toda criança merece uma educação que garanta a segurança para aprender no conforto da própria pele".
- Educator
Dena Simmons believes that creating a safe environment for children is an essential component of education. Full bio

Double-click the English transcript below to play the video.

00:13
So, my journey began
in the Bronx, New York,
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Minha jornada começou
no Bronx, em Nova Iorque,
00:18
in a one-bedroom apartment,
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num apartamento de um quarto,
com minha mãe imigrante e duas irmãs.
00:19
with my two sisters and immigrant mother.
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00:23
I loved our neighborhood.
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Eu amava nossa vizinhança.
00:27
It was lively.
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Era muito viva.
00:28
There was all this merengue blasting,
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Havia todo esse merengue tocando,
00:31
neighbors socializing on building stoops
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vizinhos socializando nas varandas
00:33
and animated conversations
over domino playing.
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e conversas animadas
durante jogos de dominó.
00:38
It was home,
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Era meu lar...
00:40
and it was sweet.
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e era encantador.
00:43
But it wasn't simple.
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Mas não era simples.
00:45
In fact, everyone at school
knew the block where we lived,
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Na verdade, todos na escola
conheciam o quarteirão onde morávamos,
00:49
because it was where people came
to buy weed and other drugs.
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porque era onde as pessoas vinham
comprar maconha e outras drogas.
00:53
And with drug-dealing comes conflict,
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E com o tráfico de drogas
vinham conflitos,
00:56
so we often went to sleep
to the sound of gunshots.
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então, frequentemente,
íamos dormir ao som de tiros.
01:01
I spent much of my childhood worried,
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Passei grande parte
da minha infância preocupada
01:05
worried about our safety.
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com a nossa segurança.
01:08
And so did our mother.
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E nossa mãe também.
01:11
She worried that the violence we witnessed
would overtake our lives;
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Ela se preocupava que a violência
tomasse conta das nossas vidas,
01:16
that our poverty meant
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que nossa pobreza significasse
01:18
that the neighbors with whom
we lived and shared space
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que os vizinhos com quem
vivíamos e dividíamos espaço
01:20
would harm us.
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nos fizessem mal.
01:22
Our entire life was in the Bronx,
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Toda a nossa vida foi no Bronx,
01:26
but my mother's anxiety
spurred her into action,
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mas a ansiedade da minha mãe
a fez tomar uma atitude,
01:29
and soon we were driving
so fast to Connecticut --
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e logo dirigimos bem rápido
para Connecticut...
01:34
(Laughter)
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(Risos)
01:35
to boarding school campuses,
with full scholarships in tow.
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para escolas de internato,
com bolsas de estudo integrais.
01:39
Man, don't underestimate
the power of a mother
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Não subestimem o poder de uma mãe
01:45
determined to keep her children safe.
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determinada a manter
os filhos em segurança.
01:49
(Cheers)
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(Aplausos)
01:50
(Applause)
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01:55
At boarding school,
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No internato,
01:58
for the first time,
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pela primeira vez,
02:01
I was able to sleep without worry.
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eu pude dormir sem preocupação.
Podia deixar a porta
do dormitório destrancada,
02:05
I could leave my dorm room unlocked,
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02:07
walk barefoot in the grass,
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andar descalça na grama,
02:10
and look up to see
a night sky full of stars.
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e olhar para o céu e ver
uma noite cheia de estrelas.
02:16
Happy novelties.
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Novidades felizes.
02:19
But there were other novelties as well.
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Mas houve outras novidades também.
02:22
Very quickly, I felt like I didn't belong.
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Rapidamente, senti que não pertencia ali.
02:26
I learned that I didn't speak
the right way,
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Aprendi que eu não falava
da maneira correta
e, para demonstrar
a maneira correta de falar,
02:29
and to demonstrate
the proper ways of speaking,
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02:33
my teachers gave me
frequent lessons, in public,
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meus professores me deram
lições frequentes, em público,
02:37
on the appropriate way
to enunciate certain words.
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sobre a forma adequada
de pronunciar certas palavras.
02:43
A teacher once instructed me
in the hallway:
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Uma professora me instruiu
uma vez no corredor:
02:47
"Aaaaaas-king."
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"Aaaaaas-king".
02:51
She said this loudly.
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Ela falou bem alto.
02:54
"Dena, it's not 'axing,'
like you're running around with an axe.
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"Dena, não é 'axing', como se você
corresse com um machado.
02:59
That's silly."
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Isso é estúpido."
03:02
Now at this point, you can imagine
the snickers of my classmates,
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A essa altura, vocês podem imaginar
as risadas dos meus colegas,
03:08
but she continued:
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mas ela continuou:
03:11
"Think about breaking the word
into 'ass' and 'king,'
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"Pense em quebrar a palavra
em 'ass' e 'king',
03:16
and then put the two together
to say it correctly --
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e junte as duas para dizer
corretamente: asking."
03:20
'Asking.'"
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03:23
There were some other moments
that reminded me that I didn't belong.
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Houve outros momentos que me fizeram
lembrar que eu não pertencia.
03:28
Once, I walked into
a classmate's dorm room,
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Uma vez, fui até o dormitório
de uma colega de classe,
03:32
and I watched her watch
her valuables around me.
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e vi enquanto ela exibia
seus pertences de valor para mim.
03:36
Like, why would she do that?
I thought to myself.
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"Mas, por que ela faria isso?", eu pensei.
03:40
And then there was the time
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E houve uma vez
03:42
when another classmate
walked into my dorm room,
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quando outra colega de classe
entrou no meu dormitório
03:46
and yelled, "Ew!" as I was applying
hair grease to my scalp.
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e gritou: "Eca!" enquanto eu passava
graxa capilar no meu couro cabeludo.
03:53
There is emotional damage done
when young people can't be themselves,
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Existe esse dano emocional causado
quando os jovens não podem ser quem são,
03:58
when they are forced to edit who they are
in order to be acceptable.
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quando são forçados a editar
quem são para serem aceitos.
04:04
It's a kind of violence.
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É um tipo de violência.
04:08
Ultimately, I'm a quintessential
success story.
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No fim das contas, eu sou a essência
de uma história de sucesso.
04:13
I attended boarding school
and college in New England,
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Eu frequentei o internato
e faculdade em Nova Inglaterra,
04:17
studied abroad in Chile
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estudei no exterior, no Chile,
04:19
and returned to the Bronx
to be a middle school teacher.
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e retornei ao Bronx para ser
professora de ensino fundamental.
04:23
I received a Truman Scholarship,
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Ganhei a bolsa de estudos Truman,
04:25
a Fulbright and a Soros Fellowship.
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Fullbright e a Soros Fellowship.
04:28
And I could list more.
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E poderia citar mais.
(Risos)
04:30
(Laughter)
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04:32
But I won't.
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Mas não vou.
04:33
(Laughter)
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(Risos)
04:35
I earned my doctorate
at Columbia University.
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Eu concluí meu doutorado
na Universidade Columbia.
04:39
(Cheers)
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(Aplausos)
04:40
(Applause)
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04:42
And then I landed a job at Yale.
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E consegui um emprego em Yale.
04:45
(Applause)
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(Aplausos)
04:47
I am proud of everything
that I've been able to accomplish
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Tenho orgulho de tudo
que consegui realizar
04:52
on my journey thus far.
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na minha jornada até agora.
04:56
I have eternal imposter syndrome.
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Eu tenho uma eterna síndrome do impostor.
05:01
Either I've been invited
because I'm a token,
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Ou eu fui convidada
porque sou um símbolo,
05:04
which really isn't about me,
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que não é necessariamente sobre mim,
05:06
but rather, about a box
someone needed to check off.
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mas sobre uma lista
que alguém precisava cumprir.
05:10
Or, I am exceptional,
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Ou sou excepcional,
05:13
which means I've had to leave
the people I love behind.
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o que significa que preciso deixar
as pessoas que amo para trás.
05:19
It's the price that I and so many others
pay for learning while black.
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É o preço que eu e muitos outros pagamos
para aprender, sendo negros.
05:27
(Applause)
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(Aplausos)
05:34
I police myself all the time.
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Eu me policio o tempo todo.
05:40
Are my pants too tight?
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Minhas calças estão muito justas?
05:42
Should I wear my hair up or in a fro?
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Devo usar meu cabelo para cima ou afro?
05:46
Should I speak up for myself,
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Devo me manifestar por mim,
05:49
or will the power of my words
be reduced to: "She's angry?"
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ou o poder das minhas palavras
serão reduzidos a: "Ela está com raiva"?
05:56
Why did I have to leave the Bronx
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Por que tive que deixar o Bronx
05:58
to gain access to a better education?
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para ter acesso a uma boa educação?
06:03
And why, in the process
of getting that better education,
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E por que, durante o processo
de receber essa boa educação,
06:07
did I have to endure the trauma
of erasing what made me, me --
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tive que sofrer o trauma de apagar
o que me fazia ser eu mesma:
06:15
a black girl from the Bronx,
raised by an Antiguan mother?
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uma menina negra do Bronx,
criada por uma mãe da Antígua?
06:21
So when I think about our current
education reform initiatives,
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Quando penso sobre nossas iniciativas
de reforma educacional atuais,
06:27
I can't help asking:
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não posso evitar perguntar:
06:30
What are our students of color
learning about themselves?
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o que nossos estudantes negros
estão aprendendo sobre eles mesmos?
06:35
Three -- three decades of research reveal
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Três décadas de pesquisas revelam
06:39
that students of color
are suspended and expelled
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que estudantes negros
são suspensos e expulsos
06:42
at a rate three times greater
than white students,
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numa escala três vezes maior
do que estudantes brancos,
06:46
and are punished in harsher ways
for the same infractions.
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e são punidos com mais brutalidade
pelas mesmas infrações.
06:53
They also learn this through the absence
of their lives and narratives
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Eles também aprendem isso através
da ausência de suas vidas e narrativas
06:56
in the curricula.
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no currículo.
06:59
The Cooperative Children's Book Center
did a review of nearly 4,000 books
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O Cooperative Children's Book Center
fez uma revisão de quase 4 mil livros
07:04
and found that only three percent
were about African-Americans.
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e viram que apenas 3%
eram sobre afro-americanos.
07:10
And they further learn this
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E eles também aprendem isso
07:12
through the lack of teachers
that look like them.
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através da falta de professores
que se parecem com eles.
07:17
An analysis of data
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Uma análise dos dados
07:19
from the National Center
for Education Statistics
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do National Center
for Education Statistics
07:22
found that 45 percent of our nation's
pre-K to high school students
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revelou que 45% dos nossos estudantes
da pré-escola ao ensino médio
07:27
were people of color,
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são pessoas negras,
07:30
while only 17 percent of our teachers are.
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enquanto apenas 17%
dos nossos professores são.
07:36
Our youth of color pay a profound price
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Nossa juventude negra paga um preço alto
07:39
when their schooling
sends them the message
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quando sua escolaridade
transmite a mensagem
07:41
that they must be controlled,
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de que eles precisam ser controlados,
07:44
that they must leave
their identities at home
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que precisam deixar
suas identidades em casa
07:46
in order to be successful.
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para serem bem-sucedidos.
07:51
Every child deserves an education
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Toda criança merece uma educação
07:54
that guarantees the safety to learn
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que garanta a segurança para aprender
07:57
in the comfort of one's own skin.
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no conforto da própria pele.
08:03
(Applause)
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(Aplausos)
08:11
It is possible to create emotionally
and physically safe classrooms
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É possível criar salas de aula
fisica e emocionalmente seguras
08:16
where students also thrive academically.
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onde estudantes também
prosperem academicamente.
08:20
I know, because I did it in my classroom
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Eu sei, porque fiz isso
na minha sala de aula
08:23
when I returned to teach in the Bronx.
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quando retornei para lecionar no Bronx.
08:27
So what did that look like?
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Como que foi isso?
08:31
I centered my instruction
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Eu foquei minhas instruções
08:33
on the lives, histories
and identities of my students.
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nas vidas, histórias e identidades
dos meus estudantes.
08:38
And I did all of this
because I wanted my students to know
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E fiz isso tudo porque queria
que meus estudantes soubessem
08:41
that everyone around them
was supporting them
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que todos ao redor deles os apoiavam
08:45
to be their best self.
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para que fossem o melhor que pudessem ser.
08:49
So while I could not control
the instability of their homes,
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Enquanto eu não podia controlar
a instabilidade de suas casas,
08:54
the uncertainty of their next meal,
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a incerteza da próxima refeição,
08:57
or the loud neighbors
that kept them from sleep,
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ou os vizinhos barulhentos
que não os deixam dormir,
09:00
I provided them with a loving classroom
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eu forneci a eles
uma sala de aula acolhedora
09:04
that made them feel proud of who they are,
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que os fez sentir orgulho de quem são,
09:07
that made them know that they mattered.
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e saber que eles são importantes.
09:11
You know,
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Sabem...
09:14
every time I hear
or say the word "asking,"
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sempre que ouço ou digo
a palavra "asking",
09:22
I am in high school again.
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sinto-me no ensino médio novamente.
09:26
I am thinking about "ass" and "king"
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Penso em "ass" = traseiro e "king" = rei,
(Risos)
09:32
and putting the two together
so that I speak in a way
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e junto os dois para poder falar de modo
09:36
where someone in power
will want to listen.
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que uma pessoa no poder queira ouvir.
09:42
There is a better way,
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Existe um caminho melhor,
09:44
one that doesn't force kids of color
into a double bind;
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que não força as crianças negras
a ficarem entre a cruz e a espada.
09:48
a way for them to preserve their ties
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Uma forma para preservarem seus vínculos
09:51
to their families, homes and communities;
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com suas famílias, lares e comunidades.
09:54
a way that teaches them
to trust their instincts
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Uma forma que as ensina
a confiar nos seus instintos
10:00
and to have faith
in their own creative genius.
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e a ter fé no seu próprio gênio criativo.
10:07
Thank you.
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Obrigada.
10:08
(Applause)
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(Aplausos)
Translated by Jessica Ranft
Reviewed by Maricene Crus

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ABOUT THE SPEAKER
Dena Simmons - Educator
Dena Simmons believes that creating a safe environment for children is an essential component of education.

Why you should listen

Dena Simmons, Ed.D., is a lifelong activist, educator and student of life. A native of the Bronx, New York, Simmons grew up in a one-bedroom apartment with her two sisters and immigrant mother. There, she learned and lived the violence of injustice and inequity and decided to dedicate her life to educating and empowering others. As the Director of Education at the Yale Center for Emotional Intelligence, she supports schools throughout the nation and world to use the power of emotions to create a more effective and compassionate society.

Prior to her work at the Center, Simmons served as an educator, teacher educator, diversity facilitator and curriculum developer. She is a leading voice on teacher education and has spoken across the country about social justice pedagogy, diversity, education reform, emotional intelligence and bullying in K-12 school settings, including the United Nations and two TEDx talks. She writes and has written for numerous outlets including Teaching ToleranceBright on MediumFeminist Teacher and Feministing. Simmons has been profiled in the Huffington Post, the AOL/PBS project, "MAKERS: Women Who Make America," and a Beacon Press Book, Do It Anyway: The New Generation of Activists.

Simmons is a recipient of a Harry S. Truman Scholarship, a J. William Fulbright Fellowship, an Education Pioneers Fellowship, a Paul and Daisy Soros Fellowship, a Phillips Exeter Academy Dissertation Fellowship and an Arthur Vining Davis Aspen Fellowship among others. She is a graduate of Middlebury College and Pace University. She received her doctorate degree from Teachers College, Columbia University.

Simmons's research interests include teacher preparedness to address bullying in the K-12 school setting as well as the intersection of social and emotional learning and culturally responsive pedagogy -- all in an effort to ensure and foster justice and safe spaces for all.

More profile about the speaker
Dena Simmons | Speaker | TED.com

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