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23.05.2025
Looking back, I realize that my journey to Beacon was both unique and similar to that of many other students, each with its own particularities. In my case, I arrived in São Paulo after living in the United States for seven years. It was during the pandemic, and I was looking for a school that would offer continuity to the English-language education I had experienced abroad. Beacon was one among several bilingual school options, but it ended up being the right choice.
Adapting was not immediate. I was very shy and had difficulties with the Portuguese language, which impacted nearly every subject except English. In addition, the level of independence expected at Beacon was completely new to me and felt intimidating. Over time, however, I overcame those challenges. Weekly essays with detailed feedback from my Portuguese teachers, along with the time I dedicated to the subject, were fundamental to my progress in the language. As for autonomy, it was something I gradually learned to manage, with defining moments like my participation in the STEAM Fair. For that event, I developed a PVC water heater and, for the first time, felt like I was part of a major project. The responsibility was frightening, but also motivating. I remember the feeling of scheduling meetings in the Design Lab and the excitement of presenting my prototype.
In the second semester of Year 10, I started the IB Diploma Programme, one of the most challenging and respected international programs. We had to choose the subjects we would take until the end of High School, including both required and elective courses. At the time, I was planning to study Architecture in college, so I chose a rather unusual combination: Mathematics Analysis and Approaches HL and Visual Arts HL. Over the course of the two IB years, I realized I was more drawn to the technical side of the work than the artistic side, which led me to shift my career plans toward Civil Engineering.
The IB was one of the most meaningful academic experiences of my life. The increased workload, rigorous curriculum, and high level of independence required were all challenging but incredibly enriching. Today, I feel I am graduating with skills that not all students from other schools have the chance to develop. These skills will certainly help me during the first years of university. Moreover, the challenges we faced during the IB strengthened the bonds within our class, creating a true support network among peers.
Although I was never particularly involved in extracurricular activities before, at Beacon I had the chance to participate in and even organize several projects. BMUN, the school’s Model United Nations conference, was the most impactful one for me. I first participated as a delegate and later served as a chair, moderating debates. I was also part of clubs such as Matemateca, the School Journal, the sustainability group, and served as class representative for a year. Each of these experiences contributed in its own way to my personal and professional growth, strengthening my skills in writing, math, event planning, and interpersonal relationships.
I also want to highlight two field trips that marked my journey at Beacon: one to the Amazon Rainforest and another to the Brazilian Northeast. Both were deeply enriching experiences that allowed me to directly engage with different social and environmental realities, while also building stronger bonds with my classmates and teachers.
Looking ahead, I plan to study Civil Engineering at the University of Florida, starting in August 2025. Until then, I am working as an intern at Beacon, assisting Lucas Sousa in the University and Career Counseling department. It has been a valuable learning opportunity and a way to give back to the school.
To conclude, even though I searched for the right words to define my experience at Beacon, I realize that the school’s own motto already captures much of what I lived here. Still, I would like to add my own: international education, Brazilian experiences, Beacon identity.