Faculty in Focus: Charles Pimentel, Upper School Design and Technology Teacher

“Curiosity is an itch in the ideas,” wrote Brazilian philosopher and educator Rubem Alves. Those words still resonate deeply with Mr. Pimentel.

That “itch” first surfaced during a faculty meeting in Rio in 2010. A principal challenged them to bring more technology into the classroom to make learning more connected and meaningful. Charles realized that he had only taught using traditional methods—the same way he had been instructed. In that moment, something shifted. Why should his students have to learn the same way he did? The “itch” set him on a new path that would carry him into a career devoted to design and technology.

Charles completed his undergraduate studies in mathematics at UNISUAM in Rio and earned a master’s degree at the Federal University of Rio de Janeiro (UFRJ), where he is now pursuing a doctorate in computer science with a focus on critical data literacy for K-12 education. Today, he is also a non-resident research fellow at the Transformative Learning Technologies Lab (TLTL) at Teachers College, Columbia University, and has written for publications like Edutopia and Getting Smart.

In this issue of The Graded Gazette, Charles shares his favorite design and technology fact, discusses how he brings his research into the classroom and beyond, and lets us in on his favorite spots in Rio de Janeiro.

Do you have a favorite design and technology “fun fact” you like to share with students to spark their curiosity?

One of my favorite facts to share is that the word 'robot' comes from the Czech word robota, meaning ‘forced labor’ or ‘work.’ It was first introduced in a 1920 play by Karel Čapek, where robots were imagined as artificial humans created to serve others. Students are often surprised to learn that this term originated in literature, not science. I like this example because it shows how imagination and storytelling often precede invention. It reminds students that technology and creativity go hand in hand.

You initially planned to pursue a career in engineering. What inspired you to switch to education?

I was inspired by a high school teacher who once told our class that we may not be able to change the whole world at once, but if we help change someone else’s world, we are making a difference. That idea stuck with me. Even as a teenager, I understood that education could be a powerful way of making an impact.

Although I initially studied mechanical engineering, I felt a strong pull toward teaching. After my first year, I followed my heart and changed direction. With a degree in mathematics, I started my path as an educator, grounded in the belief that meaningful change often begins in the classroom.
 

How did you first become interested in design and technology in the classroom?

My journey into design and technology began with a challenge I faced as a math teacher. My students often asked, ‘When will I ever use this?’ I wanted to help them make real-world connections.

That led me to create Maker Math, an elective that combined math with hands-on projects, such as prototyping and robotics. The aim was to make learning more relevant and visible by framing it around real-world problems and meaningful themes, such as the United Nations’ Sustainable Development Goals.

This experience led me to pursue a specialization in educational technology and spend time visiting schools in the United States, where I studied how makerspaces were transforming student learning through creativity and problem-solving. 
 

 

During your master’s at UFRJ, you focused on AI in education through a robotics lens. What key insights came out of your research?

When I started my master’s in 2018, I planned to explore how low-cost educational robotics could support inclusive and accessible learning environments. As I progressed, I quickly realized how artificial intelligence would shape the future of education, which redirected the focus of my research.

Inspired by Seymour Papert’s belief that children must learn to program machines so they are not programmed by them, I developed FRANKIE (Fostering Reasoning and Nurturing Knowledge through Informatics in Education), a platform that combined robotics and machine learning to teach AI concepts in schools. I began to understand that there is a big difference between learning with AI and learning about AI. While AI can support students as a tutor, teaching students how AI systems work empowers them to think critically about the technologies shaping their lives.
 

Your doctorate explores critical data literacy. How do you bring those ideas into the classroom?

My doctoral research is shaped by my earlier work with educational robotics and AI. I realized how profoundly data influences our daily lives and how generative AI depends on large datasets and human interaction. I began exploring ways for K-12 students to engage critically with data. I wanted them to become active participants in the entire data cycle, from collection to analysis and decision-making, to prepare them to be more conscious and responsible citizens in a data-driven society.

These ideas connect to the testing phase of the design thinking process, when students analyze user and client data to refine their prototypes and products. But the impact goes beyond that. Critical data literacy fosters deeper learning across subjects like science, humanities, and languages.
 

 

If your students take away just one lesson from your class years from now, what do you hope it will be?

My hope is that students leave my class more aware of the world around them and ready to take responsibility to make it a better place. More than just a process, design thinking is a mindset that values empathy, critical thinking, and action. When students learn to spot real problems and prototype meaningful solutions, they develop skills that serve them academically, personally, and in their future careers.

In my classes, I frame this through a 'Tech for Good' approach, where technical skills are always connected to a broader purpose. I often lean on the United Nations’ Sustainable Development Goals (SDGs) as a guide, helping students explore local issues while imagining global impact. My goal is to help them see themselves not just as problem-solvers, but as changemakers.
 

What are some of your favorite projects you have participated in at Graded around design and technology?

It is hard to pick just one, as each project has its own unique impact. In our robotics courses, for example, students work with VEX educational kits that let them take on engineering challenges similar to what they’d see at the university level. I’m also especially proud of our After-school Robotics Program for FIRST® LEGO® League. Students are preparing to compete in major events in São Paulo, and their motivation has been truly rewarding to witness.

In the engineering and flight course, students explore drone programming and piloting with a social purpose, using technology to promote public spaces. In web page design, they create websites for real clients. And in design and modeling, students get an introduction to automation and sustainable thinking, using design as a tool to imagine a better future.

These projects show how design and technology can empower students to engage meaningfully with the world around them.
 

Tell us about your volunteer work with local institutions.

When I moved to São Paulo in 2024, I knew I wanted to keep working on socially impactful projects. That’s what led me to launch RISE (Robotics and Innovation for Student Empowerment) at Unidos de Paraisópolis, a nonprofit that supports young people in one of the city’s largest communities. 

The program serves students ages 10-15 and, according to Unidos, has the highest retention rate of all its current initiatives. I’ve had strong support from the Graded administration and from Educational Technology System Specialist Lucas Castilho, who backed the project early on and has been a key collaborator. I am also encouraged by the interest and initiative shown by Graded students who are eager to contribute.

This project builds on work I began in 2022, when, through my graduate program at UFRJ, I helped implement the municipal robotics program in Tanguá, a small city in the countryside of Rio. I recently received an honorable mention from the city council for that initiative, which is still running as part of the city’s educational network.

It has been inspiring to watch efforts like these take root, and I’d welcome anyone who connects with the RISE mission to join us in expanding opportunities for children in our neighboring community.
 

 

What are some of the best-kept secrets in your home state of Rio de Janeiro that you think more people should know about?

As someone who enjoys the beach, mountains, and small countryside towns, I have four recommendations. Each of them is tied to joyful moments with my family, and they are also places I love exploring by bike.

First, two beaches: Camboinhas in Niterói, a beautiful and quiet spot in the oceanic region of the city, and Praia da Reserva in Rio de Janeiro, located between Barra and Recreio. Praia da Reserva is a true hidden gem, mostly visited by locals and rarely crowded. Both are stunning.

In the mountains, I highly recommend Petrópolis, nicknamed the Imperial City, and the neighboring town of Itaipava. They offer excellent food, beautiful views, and several historical attractions, such as the Imperial Museum.

Finally, for a more rural experience, I suggest the town of Tanguá. Known for producing Brazil's best oranges, it is located about 70 km from Rio’s capital. With waterfalls, great food, and a warm community, Tanguá continues to charm me every time I visit.


What are your top three binge-worthy TV series?

It is tough to pick just three, but these are the ones I always come back to.

Young Sheldon is a favorite because it’s clever, funny, and brings science into everyday life. Modern Family is a show I never get tired of. It always makes me laugh, and I love how it captures the ups and downs of family life with so much heart. Lastly, Black Mirror is the one that makes me think. Some episodes are intense, but they always leave me reflecting on how we use technology and where we might be headed.