Meet our leadership team

Lena Cypriano has been the General Director of Progresso Bilingual Cambuí since 2015 and, in 2026, also assumed the position of General Director of Progresso Bilingual Taquaral. She has been part of the institution since 1998, having worked as an Elementary School teacher in the early years. Over time, she served as coordinator of all school segments and as Educational Counselor for High School.
 
A specialist in Education with a degree in Pedagogy, Lena Cypriano has extensive experience in school administration and teacher training. With a strong focus on managing a school that prepares students to master the content and skills necessary for life, she remains attentive to modern trends while never losing sight of the importance of preserving respect for history and the achievements that stem from an excellent academic education.

Raquel Silva Batalha Faracini is the Early Years and Year 1 Coordinator at Colégio Progresso – Taquaral Campus and also serves as the school’s Safeguarding Lead. She holds a degree in Pedagogy from the Federal University of São Carlos (UFSCar) and a postgraduate qualification in Psychopedagogy.
 
She works closely with the educational development of students, providing support to teachers and families in building pedagogical practices that promote holistic development, meaningful learning, and emotional well-being.
 
As the Safeguarding Lead, she is responsible for ensuring the safety, protection, and care of children and adolescents within the school environment, guaranteeing a welcoming, respectful space free from any form of violence or neglect.
 
Her work is guided by a strong commitment to strengthening a culture of protection and healthy coexistence at school through listening, guidance, and preventive actions, ensuring every student’s right to learn and develop in a safe and humanized environment.

Gracielle Major is a pedagogue and holds a Master’s degree in Education from the University of Campinas (UNICAMP). From 2017 to 2023, she worked at Progresso Bilingual Cambuí as a teacher and contributed to the development of literary projects for Early Childhood Education.
She currently serves as the Pedagogical Coordinator for English in Early Childhood Education at Progresso Bilingual – Taquaral, focusing on the implementation of strategies to develop and strengthen English as a second language (L2) in bilingual children.
Her journey in multilingual education began in 2004 at the Ethnic Minority Achievement Team (EMAT) of the West Sussex County Council in England, where she worked for five years. This experience provided her with in-depth, hands-on knowledge of the British education system.
She holds international certifications from the University of Cambridge (FCE and CAE). As the leader of the Multilingualism Pillar, her goal is to create educational environments in which children’s multiple languages are valued as powerful tools for learning and for meaningful connection with the world.

Maria Luisa Cassaniga is a specialist in Education and Psychology, with extensive experience as a pedagogical coordinator. She holds a Master’s degree from the Pontifical Catholic University of Campinas (PUC-Campinas) and postgraduate lato sensu qualifications from the University of Campinas (UNICAMP) and Estácio. She is a member of GEPEM – the Study and Research Group on Moral Education (UNICAMP) and a special doctoral student in Medical Sciences, with academic studies in Interdisciplinary Foundations of Neuroscience and Psychopathology.
Her professional trajectory is marked by the ability to make confident decisions, promote structural change, and lead teams with respect, clarity, and a strong focus on results. Her leadership is guided by purpose, long-term vision, and high standards of execution. She believes that meaningful educational impact emerges from genuine commitment to each student, with families serving as essential partners in the process of growth and transformation.
She considers it a privilege to lead an exceptional team of highly qualified and dedicated teachers, whose professionalism, solid academic background, discipline, and commitment to excellence are the true foundation of institutional success.

Juliana Campagnoli Duarte holds a degree in Pedagogy from the University of Campinas (UNICAMP) and has postgraduate qualifications in Literacy, Bilingual Education, and Early Childhood Education. She has experience in the implementation of innovative and inclusive methodologies, with a strong focus on students’ holistic development.
She previously worked in educational management as an Assistant Coordinator and Guidance Assistant and currently serves as an Educational Counselor, standing out for her skills in conflict mediation and in strengthening interpersonal relationships within the school environment.
Juliana is a leader of the Life Skills Pillar, alongside Maria Luisa Cassaniga, an initiative aimed at ensuring that students of all ages and educational stages develop essential skills for life, learning, and future challenges.

Maria Eugênia Ribeiro D’Elia holds a degree in Pedagogy from the University of Campinas (UNICAMP), is a specialist in Literacy from the Institute of Language Studies (IEL/UNICAMP), and has a Master’s degree in Education from UNICAMP.
She has been a member of the Colégio Progresso team since February 1989. She began her career at the school as a classroom teacher and, in 1990, moved into the role of Educational Counselor, in which she gained extensive experience across Early Childhood Education and Elementary School (Lower and Upper Years).
She currently serves as the Educational Counselor for Years 6, 7, and 8, supporting students’ academic and socio-emotional development.
Maria Eugênia also has experience in higher education, having taught a range of courses in Pedagogy programs at UNISAL (Americana, São Paulo), Metrocamp, and Anhanguera College.

Psychologist graduated from Universidade São Francisco, with a focus on Psychoanalysis. She works at Colégio Progresso as an Assistant to Pedagogical Guidance for Elementary School – Upper Years, with experience in providing pedagogical, socio-emotional, and behavioral support to students.
In partnership with Raquel Faracini, she leads the school’s Safeguarding practices, coordinating protection and safeguarding actions to ensure a safe, welcoming, and secure environment for all students. She is also responsible for implementing ISP policies, ensuring compliance with legal requirements, referring cases to the appropriate authorities when necessary, and reviewing and implementing safeguarding and anti-bullying policies. In addition, she supports and guides the school staff on matters related to child safety and student well-being.

Lenora Haranaka is the Bilingual Coordinator for Early Childhood Education and Elementary School (Lower and Upper Years) at Colégio Progresso Bilingual – Taquaral, with a strong focus on teacher development, bilingual education, and pedagogical innovation. With over 25 years of professional experience, she works in team leadership, teacher mentoring, and the development of projects aimed at the continuous improvement of teaching practices.
She holds a degree in Languages (Portuguese and English), a postgraduate qualification in Agile Leadership from PUC, and international certifications from the University of Cambridge, including the DELTA. She is also certified in CliftonStrengths Coaching by the Gallup Institute and has completed professional training in Design Thinking for Education, Coaching & Mentoring, and Positive Discipline.
Lenora is also a member of ISP’s Academic Excellence (Academic Achievement) Pillar, contributing to evidence-based educational practices and to the strengthening of student agency.

Fernanda Silveira is a pedagogue, holding a teaching degree in Pedagogy from the Pontifical Catholic University of Campinas (PUC-Campinas), with specialization and postgraduate qualifications in Psychopedagogy from the University of Campinas (UNICAMP). She also completed professional training in Coaching at Instituto Robson Martins, with certification in the Coaching Peak Performance methodology, focused on tools for process analysis, problem-solving, decision-making, short- and long-term planning, and time management.

She has over 10 years of experience in Pedagogical Guidance, working closely with students in Elementary School (Years 1–9) and High School, with particular emphasis on Year 9 and upper secondary education. Throughout her career, she has supported students’ holistic development, worked with families and specialists, presented the school’s pedagogical approach, and guided students in their university entrance examination preparation.

Fernanda also has experience in pedagogical coordination roles, including supporting teachers, organizing curricular materials, developing school timetables, and analyzing academic results, contributing to the continuous improvement of teaching and learning processes.

Ana Julia Nunes Gonzalez is a pedagogue graduated from PUC-Campinas and holds a postgraduate qualification in School Psychology from PUC-RS. She has teaching experience across all stages of basic education within bilingual education contexts.
She currently works as an Educational Counselor for Year 9 and High School, supporting students’ academic and socio-emotional development and strengthening the partnership between school and family. Ana Julia also leads the Future Pathways Pillar, an initiative focused on preparing young people for their academic and professional journeys by developing essential competencies and promoting informed, future-oriented decision-making in collaboration with families.

Franco Pianez Vidal is a Physical Education teacher, graduated from the Pontifical Catholic University of Campinas (PUC), with a postgraduate qualification in School Physical Education from Universidade Gama Filho.
He is currently the coordinator of extracurricular programs and Physical Education teams across all school divisions at Colégio Progresso – Taquaral.

He also teaches in Middle School (Years 6–9), High School, and several sports offered within the extracurricular program.

With over 20 years of experience in the field of education, he has extensive knowledge across a wide range of sports and is qualified to act as both coach and referee in competitive settings.

Attentive to students’ behavior and development, he plays an important advisory role, supporting the guidance team by providing relevant insights that contribute to a more harmonious and healthy school environment.

Psychologist graduated from Universidade São Francisco, with a focus on Psychoanalysis. She works at Colégio Progresso as an Assistant to Pedagogical Guidance for Elementary School – Upper Years, with experience in providing pedagogical, socio-emotional, and behavioral support to students.
In partnership with Raquel Faracini, she leads the school’s Safeguarding practices, coordinating protection and safeguarding actions to ensure a safe, welcoming, and secure environment for all students. She is also responsible for implementing ISP policies, ensuring compliance with legal requirements, referring cases to the appropriate authorities when necessary, and reviewing and implementing safeguarding and anti-bullying policies. In addition, she supports and guides the school staff on matters related to child safety and student well-being.

Raquel Silva Batalha Faracini is the Early Years and Year 1 Coordinator at Colégio Progresso – Taquaral Campus and also serves as the school’s Safeguarding Lead. She holds a degree in Pedagogy from the Federal University of São Carlos (UFSCar) and a postgraduate qualification in Psychopedagogy.
 
She works closely with the educational development of students, providing support to teachers and families in building pedagogical practices that promote holistic development, meaningful learning, and emotional well-being.
 
As the Safeguarding Lead, she is responsible for ensuring the safety, protection, and care of children and adolescents within the school environment, guaranteeing a welcoming, respectful space free from any form of violence or neglect.
 
Her work is guided by a strong commitment to strengthening a culture of protection and healthy coexistence at school through listening, guidance, and preventive actions, ensuring every student’s right to learn and develop in a safe and humanized environment.