Selected through the call for proposals of the State Council for the Rights of Children and Adolescents (Condeca), Toda Criança Pode Aprender (TCPA) has just concluded its one-year cycle in collaboration with several public service networks that support childhood in the city of São Paulo.
Between August 2021 and July 2022, TCPA trained as mediators of learning in Early Childhood not only families and educators, but also members of all Family Foster Care Services in the city of São Paulo.
We began 2022 in dialogue with the goals of São Paulo’s Municipal Plan for Early Childhood, implementing our methodology to strengthen the role of new actors in the municipality’s public policy ecosystem. Through a partnership with the São Paulo Government Secretariat (Municipal Plan for Early Childhood), 104 families gained access to the content broadcast channel and 130 professionals from social assistance and health services took part in the online training. In total, 150 children under temporary protective care benefited each month. These figures add to the 114 adults who participated in the project’s activities in 2021, with support from the Monteiro Lobato Municipal Library.
The program aimed to expand learning experiences for children aged 0 to 6 beyond the school context, sharpening adults’ ability to identify opportunities for dialogue, play, and strengthening bonds in everyday life. Through online meetings, the training cycles sought to raise participants’ awareness of the educational potential of their interactions with children, challenging the idea that learning happens exclusively in formal education settings and offering practical and theoretical support to strengthen the relationship between educational and social services and families.
TCPA is a project that seeks to enhance the work of institutions that are part of the public service network focused on early childhood and that involve coexistence, interaction, and bonding with families of children aged 0 to 6. Through content and training actions, we strengthen the role of these agents of transformation to positively impact children’s learning contexts in the communities where they work. In another cycle of research and implementation, in this experience, the Education Laboratory put into practice two complementary strategies: one for mobilization (by sending materials via a broadcast list) and another for training (through online meetings). In this way, we were able to validate the use of our pedagogical materials and our training methodology directly with families and, indirectly, with the mediators within the services themselves. The reach of these institutions, combined with our know-how in the field of education, has the potential to influence everyday practices of interaction between adults and children, in order to ensure the creation of productive learning contexts outside school.