Meet our leadership team

Alessandra Pellegrino Casquel Lopes is the founder and Executive Director of the Brazilian International School. Since its foundation in 1999, she has dedicated herself to the school community with the same love and commitment.

Her professional mission is to contribute to the global development of her students, prioritizing socio-emotional skills. Alessandra holds a degree in Education with eight specializations and a postgraduate degree in Psychopedagogy and Bilingualism. She has been working in the field of education for almost 40 years. Alessandra is also a contributing author of the book Soft-Skills Kids.

Audrey Pellegrino Taguti has accumulated 42 years of experience in Education, having held various positions throughout her career.

She holds degrees in Teaching and Pedagogy, with postgraduate studies in Psychopedagogy and Bilingualism, as well as a specialization in Literacy. She was also a contributing author of the book “Soft-Skills Kids.”

Since the founding of the Brazilian International School (BIS) in São Paulo, Brazil, in 1999, she has served as the Pedagogical and General Director.

Beatrizis a bilingual education specialist with 30 years of experience in the field of education, 18 of which have been dedicated to pedagogical leadership. She trained as a teacher at Colégio Mackenzie and holds a degree in English/Portuguese from Universidade Presbiteriana Mackenzie, with a postgraduate degree from Instituto Singularidades.

She has built her career by combining a solid academic background with transformative practice. She defines herself as a learning educator, believing that teaching and learning go hand in hand. Passionate about Early Childhood Education, she serves as Pedagogical Coordinator at Brazilian International School (BIS), where she focuses on project development, team training, and, above all, caring for people.

Cristiane Arruda is an educator and English teacher with over 30 years of experience. She holds degrees in Languages – Translation/Interpretation and in Pedagogy. For 10 years, she worked as an academic consultant, participating in the design and implementation of educational projects and collaborating with an international publishing house in the development of teaching materials for Bilingual Education. Her career also includes extensive work in the publishing field and significant contributions to improving pedagogical practices.

For more than a decade, Cristiane has served as a Pedagogical Coordinator, leading teams and promoting innovative projects focused on teaching quality and student needs. She is currently pursuing a Master’s degree in Education and studies in Neuroscience applied to Education, combining theory and practice to transform the learning experience.

Henrique has been an education professional for 18 years, with extensive experience as a teacher, educational advisor, and pedagogical coordinator in renowned private institutions in São Paulo.

He holds degrees in Geography and Sociology and has completed specializations in Management and Project Development for the Third Sector; Positive Psychology, Neuroscience and Mindfulness; Neuropsychopedagogy; Neuroscience and Learning; and is currently pursuing a postgraduate degree in Special Education with an emphasis on multiple disabilities.

With extensive experience in the field of Education and a strong background in English Language teaching, Ludmila has contributed for many years to the education of students across different grade levels. Her career at BIS reflects her commitment to academic excellence, pedagogical innovation, and care for the students’ holistic development.

Beyond her work at school, Ludmila is passionate about music, especially Brazilian Popular Music, which she considers an important cultural expression and a daily source of inspiration.

Ana Cláudia Q. Gomes is a High School Counselor at Brazilian International School, with over 30 years of experience in Bilingual Education. With a strong academic background and international experience, she holds a degree in Hotel Management and a Master’s in Organizational Behavior from the United States, as well as a degree in Pedagogy and a Postgraduate specialization in Bilingualism and Bilingual Education from the Instituto Singularidades. She also has a specialization in Artificial Intelligence for Education from IBMEC.

Certified by Alumni in Translation and Interpretation, she has built her career in various bilingual schools as a teacher and pedagogical coordinator. For the past 20 years, she has also worked in the areas of college applications and Career Guidance.

She is a counselor accredited by THE CAP (Times Higher Education College Admissions Program), an international accreditation program for high school counselors worldwide who provide guidance to students on careers and university selection. Additionally, she is a school accreditation specialist with Cognia, where she serves as part of the evaluation team on accreditation committees for institutions in Brazil and Latin America.

Marcelo is the main person responsible for safeguarding and protecting the school’s students and staff. In this role, the DSL is responsible for: mobilizing resources to create listening opportunities with students and fostering a welcoming environment; providing guidance and support to other staff members on issues of student well-being and protection.

He also contributing to the assessment of students at risk; keeping the school’s safeguarding policy up to date; ensuring that the school follows safe recruitment and induction procedures; making decisions about when concerns should be reported to the authorities; ensuring that records of concerns are kept and stored securely; promoting a safe environment for children and young people; and being knowledgeable about the relevant statutory agency contacts.

Prof. Dr. Carlos is the main person responsible for safeguarding and protecting the school’s students and staff. In this role, the DSL is responsible for: mobilizing resources to create listening opportunities with students and fostering a welcoming environment; providing guidance and support to other staff members on issues of student well-being and protection; contributing to the assessment of students at risk.

Moreover, he is keeping the school’s safeguarding policy up to date; ensuring that the school follows safe recruitment and induction procedures; making decisions about when concerns should be reported to the authorities; ensuring that records of concerns are kept and stored securely; promoting a safe environment for children and young people; and being knowledgeable about the relevant statutory agency contacts.