Good Education for 3,000 Brazilian Kids post Covid

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.