13 de July de 2026
Labedu, in partnership with the Maranhão State Department of Education (Seduc/MA), has begun the process of systematizing the continuous training model for the Early Childhood Education Axis of the Learning Pact. The process will be consolidated in a document that synthesizes the roles, actions, and principles that sustain the continuous training policy in early childhood education, within the scope of Maranhão’s collaborative regime. More than a record, the material identifies strategies, results, and expectations to guide the continuity of teacher and administrator training actions, as a permanent mechanism for improving practice and guaranteeing children’s right to quality education from the earliest years.
Labedu has been acting since 2021 as a partner of Seduc/MA in structuring, implementing, and monitoring the continuous training policy for early childhood education teachers and administrators, under a collaborative regime. The Collaborative Regime defines the sharing of responsibilities, resources, and efforts between the state and municipalities, allowing public policy to consolidate and generate consistent and lasting results in pedagogical and management practices, spanning different administrations.
Over the past two years, the partnership’s actions have also been part of the strategies of the National Commitment for Literate Children, a federal government program that establishes the foundations of literacy policy from a perspective that encompasses the language development process from early childhood and extends beyond the 2nd grade. The materials, content, and strategies of Labedu’s Learn Language methodology are structural components for designing quality continuous training.
In this context of joint action, Labedu is now leading the transition process to a new phase, in which Seduc/MA will fully assume the implementation and monitoring processes of the training policy without the organization’s presence. The systematization process is a key strategy to consolidate the commitments that will enable the sustainability of this legacy.
To this end, Labedu is conducting workshops with support from Opta Consultoria, bringing together Regional Pedagogical Coordinators (APRs), Municipal Pedagogical Coordinators (APMs), administrators, and Seduc technicians since the second half of this year. The objective is to build the document collaboratively, listening to those who participated directly in the project and those who will use the material to guide the training policy.
In addition to documenting the training strategies and structure, Labedu is coordinating the recording of reading activities in schools in the five municipalities that participated in the diagnosis and pilot phase in the Médio Mearim Region. The recordings are undergoing editing to be used in training sessions, as a reference for APRs, APMs, and early childhood education teachers to develop reading practices with babies and children.
“The work of early childhood education teachers in Maranhão with reading is much more than an inspiration, it is a reference. With the recordings of activities carried out in schools and daycare centers integrated into the new training sessions, they become concrete references of how to do it, in real situations of learning contexts guided by the knowledge they built during training, their studies, and their professional practices,” highlights Maria Grembecki, Labedu’s Methodologies and Projects Coordinator.
Labedu is also developing a monitoring manual for the implementation of actions under the collaborative regime, reflecting the central role that monitoring plays in the institution’s methodologies. The material will provide guidance and routine proposals for collecting, visualizing, and analyzing data to feed back into the training processes, as well as observation scripts for activities carried out in municipalities and early childhood education units, among other instruments. The incorporation of monitoring as an essential part of policy implementation has ensured greater alignment of training with local needs, strengthening a continuous learning cycle involving all actors in the collaborative regime.
For Andrea Porto, a Seduc/MA technician who participates in the initiative, systematization also plays a role in valuing the professionals involved and early childhood education as a whole. “Systematizing experiences is, beyond being a record of the memory of a lived journey, an exercise that allows us to reflect on different experiences, identify advances and challenges, and reorganize elements to improve our practices. I hope the material reveals the people who engaged in the project, especially APRs and APMs, and leaves as a legacy a shift in perspective on childhood, recognizing the child as an autonomous subject and valuing their cultures, in addition to the evolution of Early Childhood Education professionals in our territory,” she concludes.
Labedu’s presence in Maranhão began in 2019, with the diagnosis and implementation of the Learning: Inside and Outside School project in five municipalities in Médio Mearim. From this pilot, the organization became the technical partner for the training policy in Early Childhood Education in the state, using the Learn Language methodology and impacting more than 300,000 children. The initiative has support from Eneva in implementation, as well as Limmat Foundation and Instituto Îandé in the systematization process. The collaboration is also the subject of research conducted in partnership with Professor Carrie Conaway from the Harvard Graduate School of Education. The systematization materials are expected to be delivered to Seduc/MA in March 2026.