13 de July de 2026
The Learning to Study Texts (AET) project began a new implementation this year, marking the expansion of the methodology to six municipalities in the region of Feira de Santana, Bahia: Água Fria, Antônio Cardoso, Conceição da Feira, Conceição do Jacuípe, Ipecaetá, and Irará. Since the beginning of the year, coordination processes with the municipal Departments of Education have been underway, as well as the first mobilization actions, in preparation for the start of the training processes in 2026.
The initiative will cover all 4th and 5th-grade elementary school classes in these municipalities, directly reaching approximately 100 schools and 3,700 students, with the potential to involve around 500 teachers from this stage.
This movement seeks to support educational networks in the implementation of national policies such as the National Pact for the Recomposition of Learning and the Child Literacy Commitment. Understanding that curricular prioritization requires specific approaches for learning the written language, AET proposes a methodology that places the text at the center of classroom practices, allowing teachers to work on essential skills in an integrated and contextualized manner, and contributing to the development of children’s reading competence.
In this initial phase of implementation, network diagnostic actions are taking place, conducted in a participatory manner alongside the teams from the municipal Departments of Education. This process involves listening sessions with technical teams from the departments, school managers, educators, and students from the territories, in addition to the use of direct observation instruments and other qualitative strategies. The objective is to jointly build a shared vision of the challenges and potential of each municipality, in order to guide the most appropriate design for implementation in the territory.
As part of this strategy, meetings have already been held with Undime and technical teams from the municipal Departments of Education. In early September, conversation circles were held with school managers, which, in addition to presenting the project, promoted formative reflections on reading contexts in schools and their relationship to desired results. The teams were invited to project what transformations they expect to achieve over the three years of work with Labedu, establishing perspectives to guide the design of the project’s implementation.
For Nicole Paulet, director of Labedu, the project’s arrival in the region creates opportunities for educators and students to be involved in a methodology with enormous potential to leverage learning through reading. “We have been following, monitoring, and researching the transformative effects of AET in schools and networks as a whole, and we see the potential the project has in these six municipalities starting their work with Labedu. We are developing, together with the municipal teams, a participatory diagnosis, which also functions as a formative process. By reflecting collectively on current challenges and the results we wish to achieve, we are outlining paths for the project to be implemented consistently over the next three years,” she states.
The project lasts four years, following the model for implementing continuing education programs structured by Labedu. After the first year of coordination, diagnosis, and design, the training cycles begin and will occur continuously until 2028. The partnership encompasses a gradual process of creating conditions so that the networks can lead the training actions autonomously, contributing to the long-term sustainability of continuing education after the project concludes. The goal is for the networks to incorporate the advancements brought by the partnership and institutionalize the practices. The initiative is supported by resources from the Maria Emília Foundation.