Meet our leadership team

Diego Almeida Monsalvo has more than two decades dedicated to Education and to Colégio Progresso Bilíngue, with a solid trajectory in leadership and management roles, including school administration, where he developed a strategic and perceptive approach to learning and institutional management. A philosopher, psychoanalyst, and Master in Education, he grounds his practice in critical reflection and intellectual rigor, incorporating attentive listening and subjective analysis into his commitment to human development and social transformation. He is a specialist in African Studies, with an emphasis on the appreciation of Brazilian cultural roots, and in the Foundations of Higher Education. A writer and columnist, he translates complex themes into reflections on ethics, culture, and contemporary society.

Darlene Bocalini Barreto holds a degree in Pedagogy and has been working in the field of Education for 35 years, with solid experience in school management and pedagogical coordination. Throughout her career, she has worked as a teacher in Early Childhood Education and Elementary School (Years 1–5), in addition to specializing in Inclusive Education. She holds postgraduate degrees in Literacy and Language Development, as well as in Educational Psychology, which strengthens her practice focused on the holistic development of students and the use of active methodologies, promoting student protagonism in the learning process. For the past 19 years, she has been part of the Colégio Progresso Bilíngue team, where she stands out for her empathetic approach, her welcoming attitude toward students and their families, and her active listening, providing individualized support.

Introducing Andressa, our coordinator for Early Childhood Education, Early Years of Elementary and ILOS programmes. With 20 years of experience, she began her career training teams for companies and has since built solid expertise in bilingual management. Her academic background includes Administration, a dual degree in English Language and Translation, Cambridge CPE and specializations in the field. Over the past 14 years, her work in Education has focused on bilingual learning improvement and implementation of proficiency assessments and international curricula. Her approach reflects a balance between strong pedagogical leadership and a genuine commitment to supporting educators and fostering children’s holistic development, guided by excellence and innovation.

With 32 years of experience in the field of Education, Lúcia de Melo Nascimento holds a degree in Letters from UNIMONTE and a degree in Pedagogy from FAVENI, as well as postgraduate studies in Literacy and Reading and Text Interpretation from PUC. Throughout her career, she has worked as a Portuguese, Writing, and Literature teacher, in addition to holding roles as Assistant Coordinator, Pedagogical Coordinator, and School Principal. Recognized for her commitment to learning, she values respect for differences and the continuous pursuit of new knowledge and professional development. She believes in the potential of each student, respects their individuality and agency, and also values practices that encourage autonomy, development, and growth for every learner.

Bianca Callegher is a specialist in Bilingual Education and Cognition with extensive experience teaching English in institutes and both regular and bilingual schools. She holds a degree in Languages, an MBA in Management, and certifications such as Cambridge Proficiency, CELTA, and Train the Trainer. She serves as Pedagogical Coordinator for Portuguese and English curricula (Y3–Y5) and Bilingual Coordinator for Y6, supporting teachers, students, and families, while also contributing to school management. Bianca believes educators play a key role in shaping students’ academic growth and essential life skills.

Alessandra Alves Chaves Neves is a psychologist graduated from the Universidade Católica de Santos, with a specialization in Neuropsychology, and has a career marked by attentive listening and care for others. Since 2007, she has worked in private practice, assisting children and adolescents, as well as guiding parents, building a solid and humanized practice and thus strengthening her understanding of family dynamics. Her experience as a teacher and, currently, as a pedagogical advisor highlights the importance of working within the school community, collaborating with the coordination team to promote students’ emotional and educational development. Her trajectory is guided by commitment, empathy, and the transformation of lives through psychology and education.

Viviane Martins is a psychologist, specialized in Health Psychology and Inclusive Special Education, with over two decades of experience in the educational field. Throughout her career, she has worked as a teacher, educational advisor, and pedagogical coordinator, developing work focused on the holistic care of students and the promotion of a welcoming and collaborative school environment. She believes in the importance of attentive listening, dialogue, and the partnership between school and family as pillars for socio-emotional and academic development. She works closely with students, educators, and families, contributing to the formation of autonomous, confident individuals who are prepared for contemporary challenges. Her work is characterized by ethics, empathy, and a commitment to the well-being and full development of each student.

Tarsila Gonçalvez de Brito holds a degree in Pedagogy from Universidade de Santo Amaro (2017), a postgraduate qualification in Psychopedagogy with a Focus on Inclusion, and a degree in Psychology with an Emphasis on Human Behavior.
She has worked in education for nine years, during which time she has been part of Colégio Progresso Bilíngue, where she worked as a teacher and is now a member of the School Leadership team. For the past three years, she has also been working in the field of Psychology, integrating knowledge to provide more comprehensive support. She advocates for an approach to education that goes far beyond classroom teaching, promoting emotional development, autonomy, and respect for the unique characteristics of each student."

Thais Dinato Campello holds a degree in Psychology from the Catholic University of Santos and is a specialist in Child and Adolescent Mental Health from UNIFESP-SP, as well as a specialist in the Winnicottian Approach to Childhood and Pre-Adolescence from PUC-SP.

With 17 years of experience in the field of Psychology, she is a dedicated advocate for children and adolescents. Her primary mission is to provide a pathway that breaks cycles of violence and helps redefine the lives of young people, ensuring they are respected and welcomed in the way human nature was intended to be.

For more than 10 years, she has been contributing to the educational development and emotional well-being of hundreds of students, playing an important role in the history of Colégio Progresso Bilíngue.

Alessandra Alves Chaves Neves is a psychologist graduated from the Universidade Católica de Santos, with a specialization in Neuropsychology, and has a career marked by attentive listening and care for others. Since 2007, she has worked in private practice, assisting children and adolescents, as well as guiding parents, building a solid and humanized practice and thus strengthening her understanding of family dynamics. Her experience as a teacher and, currently, as a pedagogical advisor highlights the importance of working within the school community, collaborating with the coordination team to promote students’ emotional and educational development. Her trajectory is guided by commitment, empathy, and the transformation of lives through psychology and education.

Technology Analyst with over 10 years of experience in the school environment, with solid knowledge of the institution’s operations and internal processes. Has pedagogical experience acquired through direct practice, combined with strong involvement in the school’s operational activities, providing a systemic perspective to align technological solutions with the real needs of students and educators. Currently works in Educational Technology (EdTech) infrastructure, ensuring the efficiency of systems and digital resources both inside and outside the classroom. Stands out for proactivity, collaborative work, and participation in Health and Safety initiatives, contributing to prevention, organization, and excellence in the school environment.