Good Education for 3,000 Brazilian Kids post Covid

In many classrooms in public schools in Diadema, a special moment interrupts the school routine. Suddenly, reading mediators enter carrying books, objects and puppets. The children gather closer, curious. A story begins.

For many students aged 6 to 10, this is the first time that reading appears not as a school task, but as discovery, imagination and play. This is how the Reading in Schools programme works, developed by ACER Brasil in partnership with public schools.

Over the years, thousands of children have taken part in these reading mediation sessions. For many of them, what may seem like a simple experience became a lasting memory — and in some cases the beginning of a relationship with reading that continues to this day.

When reading helps overcome shyness

Isabela clearly remembers when she participated in the activities while still in primary school. Now 12 years old, she recognises how much those experiences helped build her confidence.

“I think the experience was really good, I liked it a lot… I feel it helped me develop public speaking and helped me lose my shyness.”

She explains that before, speaking in front of others was difficult.

“In sixth grade I was more shy, more reserved, and I would lose my words. In seventh grade I was able to develop more and speak more confidently with the audience.”

In this case, reading was not only a school activity. It also became a way to develop confidence and communication.

Stories that spark curiosity

For many children, the reading sessions are unlike any other class. It is not simply about reading a text — the mediators transform stories into living experiences.

Ailton, who took part in the activities between the second and fourth grades at Átila Ferreira Vaz School, remembers how much the sessions captured students’ attention.

“They brought books, made presentations with puppets, called each class and went from room to room doing presentations.”

At the time, he struggled with reading and was very shy.

“I was a very shy person… The reading mediation helped me loosen up a little in reading, because I had quite a lot of difficulty.”

For him, the way the mediators presented the books was essential in awakening interest.

“They encouraged us to read, to appreciate books, which is something quite difficult nowadays.”

Discovering imagination

Another important impact of the reading mediation sessions is the stimulation of imagination. Stories, objects and puppets help children realise that the world can be seen in many different ways.

Joana, now 14, remembers the activities with enthusiasm.

“It was a really great experience… I was completely amazed.”

She explains that the activities helped her see everyday things differently.

“They used lots of activities with puppets and objects… and I started to see objects in a different way.”

This contact with imagination not only encourages reading but also develops creativity and curiosity — essential skills for learning.

A habit that lasts a lifetime

For some children, the experience with the programme does not end when the activities finish. It continues to influence their choices and habits many years later.

Evellyn, now 20, clearly remembers the reading sessions she received in the early years of school.

“I remember that it awakened a huge desire in me to continue reading.”

Her interest in books grew so much that she began asking for more books at home.

“I asked my mother for some book kits… and that created a great desire in me to keep reading. Even today it remains a hobby of mine.”

Experiences like this show how encouraging reading in childhood can create habits that last throughout life.

When those who received become the ones who teach

Evellyn’s story shows another powerful effect of the programme: it inspires new generations to continue the cycle of reading.

Years after participating as a student, she returned to the programme — this time as a reading mediator.

“In 2023 I had the opportunity to become one of the reading mediators as well. It was my first job.”

For her, returning to the classroom in this role was deeply meaningful.

“Nothing was more rewarding than the children’s smiles… their joy was contagious when we arrived in the classroom.”

Today, Evellyn continues working within the organisation, helping ensure that other children have the same opportunity she once had.

Much more than literacy

The testimonies show that the Reading in Schools programme goes far beyond teaching children how to read. It creates positive experiences with books, develops imagination, strengthens confidence and stimulates a love of learning.

For many children, the moment when someone walks into the classroom holding a book and begins telling a story may seem like just a fun activity.

But, as these stories show, sometimes that moment is exactly where a transformation begins — one that can accompany a child throughout their entire life.

*The names of the children have been changed in order to protect their privacy

The Reading in Schools project, carried out by ACER Brasil in partnership with the Annete Melchioretto and Tatiana Belinky schools, has been captivating teachers and pupils alike by bringing reading mediation into the classroom. The recent survey conducted with teachers from both schools reinforces the positive impact of this initiative on the development of young readers — and on the growth of the adolescent mediators themselves.

Teachers reported that their main expectations with the project were to see stories presented in a playful and enjoyable way, awakening children’s interest in books and in the act of listening to stories. These expectations were more than fulfilled: educators highlighted that the project created moments of enchantment and curiosity, as well as contributing to the strengthening of pupils’ autonomy and creativity. Teachers unanimously described the high level of engagement shown by the teenage mediators. Words such as care, responsibility, dedication and respect appeared frequently. According to the reports, classes eagerly awaited the mediators’ visits, taking an active part in the activities, songs, paper folding and dramatizations — experiences that made learning more affective and collaborative.

Most of the teachers also highlighted that the use of puppets and storytelling inspired pupils to create and retell their own narratives with these experiences awakening the imagination and broadening the children’s cultural repertoire, showing that reading goes far beyond the pages — it comes to life in the voices, gestures and expressions of the young mediators. the teachers also spoke of the skills the children developed through the project amongst which were: Oral expression and expanded vocabulary; Listening and concentration skills; Empathy and social interaction; Creativity and emotional expression. This shows that the project directly contributes to the holistic development of children, stimulating both cognitive and socio-emotional aspects.

All teachers agreed on one point: yes, there was a clear influence on pupils’ reading habits. Children began to show greater interest in books and often asked to take home the stories told during the sessions. This feedback confirms that the project nurtures curiosity, enjoyment and continuity in the act of reading. An unexpected result of the project that came out in the teachers’ answers was that the mediators’ work also served as inspiration for their own classes. They mentioned their wish to incorporate practices such as the use of objects, paper folding, puppets and stamps, valuing storytelling as a pedagogical tool.

The teenagers’ spontaneity and dynamic way of leading the readings served as an example of how wonder and emotional connection can enhance learning. Receiving top marks from teachers, Reading in Schools reinforces ACER Brasil’s commitment to humanised, participatory and transformative education. By bringing together teenage mediators and educators around reading, the project creates a virtuous cycle of learning and empathy, where everyone — mediators, pupils and teachers — grows together.