Teaching is forming judgment.
My work in education starts from a simple idea: knowledge matters, but it is not enough. Teaching also means creating conditions for someone to learn how to formulate problems, connect forms of knowledge and decide when answers are not ready-made.
It is to use theory, cases, data, models and technology to make judgment more aware of its own assumptions, limits and consequences.
Content is raw material. Judgment is the work.
In executive education, theory and practice do not function as opposing poles. A good model helps organize reality; a good case shows where the model encounters resistance; a good question reveals assumptions that might otherwise go unnoticed.
Finance, investments, sustainability, behavioral economics and technology thus become different contexts for exercising the same capacity: thinking and acting rigorously in the face of incomplete problems, conflicting interests and uncertain consequences.
Four principles for classroom work.
Methodology changes with the subject, but some principles remain: start from the problem, confront theory and experience, make uncertainty explicit, and use technology without outsourcing thought.
Problems before answers
Start from concrete situations and relevant questions before presenting models or tools.
Theory & application
Connect concepts to cases, decisions, data, financial models and real professional situations.
Judgment & uncertainty
Examine not only the answer, but also the assumptions, limits and consequences of each decision.
Technology & AI
Use modeling, simulations and artificial intelligence as instruments of inquiry — not as substitutes for judgment.
Four tensions education needs to sustain.
Forming judgment does not mean eliminating ambiguity. It means learning to work within it without replacing complexity with formulas, protection with isolation, or method with obedience.
Knowing more does not guarantee deciding better.
Information matters, but formation also requires comparing reasons, recognizing limits, and taking responsibility for a conclusion.
Form without brutalizing — protect without sterilizing.
Some experiences call for care; some difficulties need to be crossed. Education works precisely on this boundary.
Not every form of speed is competence.
Digital environments reward immediate response. Learning also requires enough delay to read, reconsider, ask, and revise.
Models organize; experience resists.
A method provides structure, not immunity from surprise. No tool exhausts a situation.
Programs in which this conception takes form.
At FGV, I coordinate and teach in programs that deal directly with decision, risk, investment, behavior and economic transformation.
Impact Finance & ESG
Finance, sustainability, impact, measurement and investment decisions in contexts of economic, social and environmental transformation.
Private Equity, Venture Capital & Startups
Valuation, investment, entrepreneurship, innovation and decisions under high uncertainty.
Behavioral Economics
Judgment, decision, biases, economic behavior and applications in organizations, markets and public policy.
Different areas, connected problems.
The content changes, but problems of decision, risk, interpretation and responsibility run across these areas.
Four English texts on the formation of judgment.
They do not yet represent the whole education archive, but they extend its central questions through custom, uncertainty, not-knowing, and responsibility.
Our Habits Shape Our Lives
Custom, contingency, and the formation of what appears natural.
The Art of Being Wrong
Learning to revise a position without treating error as defeat.
Not-Knowing as Resistance
Intellectual humility, responsibility, and the limits of certainty.
A Skeptical Manifesto
Doubt as intellectual discipline rather than paralysis.
From content to experimentation.
The site also works as an extension of the classroom. The Teaching area brings together activities, simulators and labs developed for courses and workshops, allowing concepts to be tested in concrete situations.
The goal is not gamification for its own sake, but creating experiences in which students must interpret data, take a position and justify choices.
Teaching for situations in which the answer does not fit into a formula.
For programs, classes, workshops, lectures and learning projects, the contact page is the most direct route.