Every Child Can Learn
The Education Laboratory implements the contents of its methodologies through special projects, in partnership with institutions focused on the learning of children aged 0 to 10. Our transformation strategy is based on the training process of professionals who already work in formal and informal education contexts, qualifying their practices. To this end, based on our contents, we develop solutions adapted to the needs of each individual or collective agent who plays the role of learning mediator, inside and outside of school.
The Education Laboratory develops methodologies that promote the improvement of educational practices in public education systems.
Our methodologies translate the knowledge produced by the academic world, making it applicable inside and outside of school. As part of the conception of our methodologies, we design training and mobilization strategies that help educators, both formal and informal, to appropriate the pedagogical knowledge that needs to be articulated in practice so that they can offer meaningful learning contexts to all the children they work with.
Every Child Can Learn
Our awareness and mobilization methodology strengthens the educational role of family members of children aged 0 to 10, as well as the institutions that support them, positively impacting the learning contexts in the communities where they live.
Learn Language
Knowing that language development is crucial during Early Childhood, our training methodology for managers, coordinators and teachers in public Early Childhood Education networks helps ensure that all children aged 0 to 5 are able to use language to communicate, think and learn throughout their lives.
Learning to Study Texts
Our methodology for training 4th and 5th grade elementary school teachers helps all students develop the ability to read and understand texts, acquiring tools to learn to think, analyze, interpret, form opinions, dialogue and move freely through the world of knowledge.
Our free platforms were designed to guide adults who interact with children inside and outside of school. They translate and integrate knowledge from the fields of linguistics, psychology and pedagogy about child development and can be used in everyday situations, promoting the creation of productive contexts and expanding learning possibilities in children's routines.
Explore
We seek to improve and enhance connections between the different actors in the public education system so that they work consistently towards learning.
The solutions we offer in the school context adopt a systemic perspective of continuing education for educators, creating opportunities for the appropriation of our content based on real problems in schools and classrooms. Therefore, we invest in supervision and reflection on the daily work of teachers, coordinators, principals and supervisors of education departments, articulating theory and practice.
We join forces with public, private and non-governmental institutions that work indirectly with children outside the school context, offering technical knowledge, experience and also contributing to the training of their professionals.
We believe that, by adding our experience to the work of these institutions, we will be more efficient in influencing and productively articulating the practices of all those who interact with children on a daily basis, replicating our methodologies in order to reach an ever-increasing number of people.
The Education Laboratory, as a training agency for educators who work inside and/or outside of schools, is concerned with understanding what these individuals do in their practices, what they know and what they think about the development of children's learning. Therefore, we monitor the implementation of all our projects, step by step, in order to closely follow the transformative journey these actors go through. Since different needs determine priorities relevant to each training process, we rely on multiple sources of information (questionnaires, interviews and structured observation scripts) to outline appropriate action plans, seeking, throughout the process, to destabilize and rearrange concepts in order to make the knowledge we produce applicable, both in school contexts and outside them.
Our actions are accompanied by an evaluation matrix, composed of qualitative and quantitative indicators and instruments, previously developed by the Education Laboratory.