13 de July de 2026
Throughout 2025, Labedu was intensely involved in the public policy agenda for continuous teacher training. It was a year of hard work, listening, joint construction, and, above all, encounters. We close the year thanking all the people and organizations who were with us, in long-standing partnerships, specific collaborations, and new paths that began to be forged.
We continue to strengthen network-based action as a principle. We are part of an ecosystem that dialogues, converges, and joins efforts to amplify impacts.
On the international level, we deepened our dialogues with ProLEER/Harvard and with institutions in Chile, in addition to establishing collaboration with EdCamp Ukraine, strengthening dialogues among research, civil society, and public policies in different contexts.
In Brazil, we celebrate a new partnership with NEES, we continue contributing to dialogue spaces with MEC, especially in discussions about Early Childhood Education, and we work in collaboration with public networks in Maranhão and São Paulo, in addition to initiating a new implementation in municipalities in Bahia. We also mobilized an important network of researchers and third-sector leaders for the mini-course by Professor Paola Uccelli, from Harvard, articulating evidence and strategic implementation practices.
We closed the year taking important steps in this direction. In the first half of the month, Labedu was among the supporting organizations of the meeting promoted by Todos Pela Educação, which brought together, in Brasília, mayors from the country’s largest cities and political leaders to discuss challenges, share municipal practices, and strengthen a systemic educational agenda based on evidence. Being in this space reinforces our conviction about the importance of cooperation among different entities and actors to advance the quality of public education.
Bringing the Brazilian perspective on education to the Latin American debate, we also participated in the Regional Meeting of the Movement for Reading Comprehension, an articulation that brings together more than 400 civil society organizations committed to positioning literacy and reading comprehension as an educational priority.
Our director Beatriz Cardoso participated in a panel that discussed evidence and learning alongside Professors Paola Uccelli, Emiliana Vegas (Harvard), and Pelusa Orellana (Universidad de los Andes – Chile). The conversation brought together perspectives from academia, implementation, and public policy to deepen what is in our DNA: the ways in which scientific knowledge can be transformed into public policies for teacher training and change in classrooms.
We close the year with the certainty that we have advanced together. We thank each partner, educator, manager, researcher, and institution that shared with us the commitment to public policies sustained by evidence, dialogue, and collective construction.