3 de September de 2026
The Learning to Study Texts (AET) methodology, developed by Labedu, and the continuous training process built from it were highlighted in one of the most sought-after thematic deep-dives of the 2nd National Meeting of Medium and Large-Sized Municipalities, held by the Ministry of Education (MEC) in Brasília. The event is part of the National Commitment for Child Literacy (CNCA) and brought together municipal public managers, education department technicians, and representatives of national entities in the educational field on June 29 and 30 and July 1, centered on a core axis: how medium and large-sized municipalities can more effectively guarantee the right to literacy for all children.
Carla Tocchet, coordinator of Methodologies and Projects at Labedu, led the thematic deep-dive “Learning to Study Texts” on June 30 and July 1. The activity was one of the options offered to municipal managers and technical teams, who could choose among the proposed themes, and saw wide participation, bringing together representatives from municipalities across all regions of the country.
During the workshop, the methodology was presented, offering didactic strategies, practical resources, and tools to explore the full potential of school texts. The goal is to improve reading practices in the classroom and support students in the transition from “learning to read” to “reading to learn,” strengthening autonomy, comprehension, and reader agency after the literacy cycle.
Furthermore, the construction process of continuous teacher training based on the proposal was discussed, sharing Labedu’s experience in Maranhão and Bahia. Student productions, teacher records, and annotated texts were presented, illustrating how AET strategies translate into daily classroom life.
According to Carla, the experience of implementing continuous training programs to strengthen reading capacity, with a special focus on the history of African and Indigenous peoples in Brazil, saw great engagement among those present. “The managers were very excited about the perspective that the material and the children’s productions bring to Brazilian History, and both the methodology and the construction of continuous training programs sparked very rich discussions, which can take the understanding of literacy to new levels,” she stated.
Danilo Soares Escobar, from the General Coordination of Literacy at MEC (COGEALF), who monitored the workshop, highlighted the relevance of the theme and the format of the activity. “The workshop brought very important reflections on the challenges of reading and the teacher’s role in this mediation, in a didactic, light way that is very close to practice. The dynamic favored collaborative participation: everyone present felt included and brought their own experiences and realities, enriching the discussions,” he noted.