Abertura Semana Pedagógica SESI - Janeiro 2026

The Educational Vision of SESI

Introduction to the Educational Philosophy

• The educational approach emphasizes quality and planning as foundational elements in shaping society and industry.

• Continuous transformation is highlighted, driven by creativity, imagination, and affection within the educational process.

Commitment to Quality Education

• SESI operates as a vibrant network that educates with purpose and intentionality, ensuring quality in every action taken.

• A positive school climate is essential for fostering discipline, organization, respect for rules, and real learning focus.

Opening Remarks at the Pedagogical Week

• The event marks the beginning of the pedagogical week for January 2026, welcoming attendees both in-person and online.

• The theme revolves around recognizing the impact of educators on societal transformation and industrial future-building.

Reflection on Educational Practices

• Emphasis on reflecting and improving practices based on shared purposes among educators during this inspirational week.

• The goal is to create an organized, welcoming educational environment focused on genuine learning experiences.

Challenges Ahead: Aligning Purposes

Importance of Collaboration

• Hugo Armando Serolina stresses that this week is about establishing agreements necessary to meet challenges in 2026.

• Each educator's individual purpose must align with SESI’s overarching goals for effective collaboration throughout the year.

New Regulations Impacting Education

• Introduction of new internal regulations aims to restore SESI's reputation across Paraná state; consistency in communication is crucial.

• Educators are encouraged to clarify doubts during this week to ensure collective understanding and progress towards common goals.

Rescuing Institutional Identity

• There’s a call to reclaim SESI's esteemed identity which has diminished over time due to various factors; restoring it requires significant effort from all involved parties.

• Emphasizes teamwork among teachers, coordinators, and management as vital for achieving educational objectives effectively within schools.

Reflection and Commitment in Education

Importance of Coordination and Reflection

• The speaker emphasizes the role of coordinators and teachers in ensuring that educational agreements are being followed, highlighting the need for proper documentation and execution of plans.

• A call for reflection during the pedagogical week is made, urging educators to align their concepts with management to ensure a unified approach within the school environment.

Role of Individuals in Educational Success

• The speaker stresses that while physical structures are important, it is ultimately the people within those structures who drive success; each educator must recognize their vital role.

• There is a warning about how one mistake can undermine an entire team's efforts, underscoring the importance of vigilance and commitment among educators.

The Essence of Teaching

• Teaching is described as an act of dedication; not everyone possesses the ability to effectively transmit knowledge to students across various age groups. This highlights the unique skill set required for effective teaching.

• The journey through education is framed as a transformative experience for both teachers and students, emphasizing collective contribution towards this goal. Each educator plays a part in this transformation process.

Goals for 2026

• A significant challenge lies ahead in 2026, with an emphasis on alignment among all staff members to achieve desired outcomes; community perception should reflect positively on the institution's impact on student development.

• The overarching theme for 2026 will be "quality in everything we do," aiming to create a distinct identity for their educational institutions within society. This quality focus aims at enhancing reputation among industries and communities alike.

Collective Responsibility in Education

Welcoming Remarks from Leadership

• Raquel Nascimento addresses attendees from various schools, reinforcing unity across different campuses during this pedagogical week aimed at collective growth and alignment within educational practices.

Vision for Educational Development

• Emphasis is placed on writing down thoughts as a method to retain valuable insights throughout the week; this practice aims to foster ongoing reflection beyond just immediate discussions during meetings.

Defining School's Role

• Schools are portrayed not merely as places for content delivery but as essential environments fostering citizenship, responsibility, respect, and community engagement—elements integral to quality learning experiences.

Curriculum Integration

• The integration of discipline into education is highlighted as crucial; it provides structure necessary for effective teaching and learning by establishing clear rules that facilitate focus and organization within classrooms.

The Role of Schools in Fostering Learning Environments

Importance of Organized and Respectful Spaces

• Emphasizes the need for common space care, respect for individuals, and understanding that rights come with responsibilities.

• Highlights that not all students arrive at school with the same social, emotional, and cultural backgrounds; some require intentional teaching of social codes.

Equity and Quality in Education

• States that explicit rules, values, and agreements promote equity and quality in education by ensuring everyone knows how to coexist and learn effectively.

• Discusses the essential roles of teachers as pedagogical references, educational teams as mediators of quality, and leadership in maintaining institutional coherence.

Balancing Discipline with Care

• Argues that discipline must be balanced with care to create a favorable learning environment conducive to citizenship formation.

• Encourages collective agreements on practices during the pedagogical week to ensure quality education is synonymous with teaching societal living.

Acknowledgment of Efforts

• Recognizes the efforts made by schools in welcoming teachers and educational teams while emphasizing a focus on quality learning outcomes.

Introduction to Edu Valadares: Planning for Quality Learning Outcomes

Background on Edu Valadares

• Introduces Edu Valadares as an educator specializing in learning experiences, authoring works like "Caway," focusing on intentional learning development.

Engagement with Audience

• Invites audience interaction during his presentation through questions submitted via chat.

Insights from Edu Valadares' Presentation

Key Themes Addressed

• Acknowledges important themes such as connection, affection, commitment, and discipline discussed earlier by other speakers.

Personal Connection to Education

• Shares personal background details including his identity as a pardo man from Rio de Janeiro while emphasizing his passion for education.

Interactive Approach to Learning

• Encourages an interactive dialogue during his session post-lunch when participants may feel less engaged.

Introduction and Context Greeting and Background

Initial Greetings

• The speaker, upon greeting Célia at the airport, discusses local customs of greeting in Paraná, emphasizing the importance of context in social interactions.

Social Media Introduction

• The speaker shares their LinkedIn and Instagram handles for future contact, indicating a willingness to engage with the audience post-presentation.

Personal Journey Career Transformation

Early Career

• The speaker reflects on their career beginning at age 19 in education, highlighting their background in Portuguese language and literature from the Universidade Estadual do Rio de Janeiro.

Teaching Experience

• They spent 16 years teaching Portuguese and literature, focusing on preparing students for university entrance exams while developing educational materials.

Shift to Virtual Education

Transition to Online Learning

• After 16 years in traditional education, the speaker transitioned to virtual education with Descomplica, where they contributed significantly over eight years by creating pedagogical projects.

Leadership Development

• During this time, they also took on leadership roles that deepened their understanding of learning processes and how they relate to work dynamics.

Public Speaking Engagements

TEDx Presentation

• In 2016, the speaker presented at a TEDx event which marked a significant milestone in their career transformation journey.

International Conference Participation

• They later spoke at SXSW Education in the U.S., discussing student autonomy despite initial language barriers. This experience boosted their confidence and career trajectory.

Concept Development: Aprendabilidade

Emergence of New Concepts

• Over five years, the speaker developed the concept of "aprendabilidade," linking it to learning ability (learning ability translated into Portuguese).

Vulnerability as a Learning Tool

• They emphasize that aprendabilidade involves learning through vulnerability—a key theme for discussion during this session.

Book Launch and Themes

Upcoming Publication

• The speaker mentions an upcoming book titled "Criaway," which combines autobiographical narratives with insights on learning experiences related to aprendabilidade.

Focus on Quality Learning Outcomes

• They were invited by SESI to discuss quality planning and results in learning contexts as part of their ongoing commitment to improving educational practices.

Understanding the Relationship Between Information, Knowledge, and Learning

The Importance of Context in Learning

• The speaker reflects on the origin of a reasoning process that is relevant to the discussion about information, knowledge, and learning.

• Emphasizes that mere possession of information does not equate to true learning; data can often be disconnected and unhelpful.

• Highlights the necessity for information to transform into knowledge before it can become genuine learning; this transformation requires a structured process.

• Introduces Nathan Shidrof's concept of "the continuum of understanding," which illustrates how data must evolve through stages to become meaningful knowledge.

• Discusses how knowledge becomes stories or conversations, ultimately leading to wisdom as part of the learning process.

Contemplation and Appreciation in Learning

• Suggests that true learning may require contemplation and appreciation rather than just data collection; emphasizes the need for engagement with content.

• Advocates for incorporating elements of wonder and enchantment into education, suggesting these aspects are crucial for effective learning experiences.

• Stresses that context is fundamental in discussions about quality planning and achieving educational outcomes; context shapes understanding significantly.

The Risks of Relying on AI for Knowledge

• Uses a comic strip example to illustrate potential dangers in blindly trusting AI-generated answers without critical thinking or contextual awareness.

• Points out that while AI can provide quick responses, it may lack comprehensive understanding or context necessary for informed decision-making.

• Warns against assuming all information from AI is accurate; highlights the importance of questioning sources and seeking deeper understanding beyond surface-level answers.

Understanding Limitations of Artificial Intelligence

• Discusses how reliance on AI tools can lead individuals to accept incomplete or superficial knowledge without engaging in reflective thought processes.

• Compares current perceptions of AI with past technological advancements (like television and internet), noting similar concerns regarding trustworthiness and comprehension.

• Emphasizes that while AI provides powerful tools, they do not possess true comprehension or emotional intelligence necessary for nuanced understanding.

Conclusion: Knowledge vs. Wisdom

• Concludes by reiterating that using technology like AI should be accompanied by wisdom; warns against repeating answers without reflection or consideration of their implications.

Understanding the Role of Consciousness in Learning

The Importance of Consciousness Over Knowledge

• The speaker emphasizes that the difference between what builds and what destroys is not knowledge itself, but rather consciousness about that knowledge.

• They pose a reflective question about how attendees prepared for the event, highlighting the importance of focus and intentionality in learning environments.

• A key phrase introduced is "focus is created," suggesting that focus requires active effort and planning to achieve quality learning outcomes.

Critical Thinking and Adaptability

• The speaker discusses critical thinking as a human capacity to question, discern, and interpret important information, linking it to a process where data transforms into wisdom.

• They stress the need to adapt to current educational contexts (e.g., 2026), moving away from nostalgia for past educational experiences.

Navigating Change in Education

• The speaker identifies themselves as part of an older generation facing rapid changes in education due to technology like AI.

• They express concern over educators feeling overwhelmed by technological advancements and highlight the necessity for adaptability in teaching methods.

Valuing Learning in the Age of AI

Perspectives on AI Integration

• There are two distinct groups: those who embrace AI's potential without understanding its context, and those who understand human dynamics but resist AI integration.

• The speaker advocates for a balanced approach using dialectical reasoning—recognizing value in both perspectives while seeking relativity.

Transforming Information into Wisdom

• Emphasis is placed on not just accumulating information or knowledge but transforming them into wisdom through critical thinking processes.

Three Dimensions of Expertise in AI

Understanding Leon Furzi's Theory

• Introduction of Leon Furzi’s theory regarding three dimensions of expertise necessary for ethical decision-making with AI.

Dimension One: Technical Expertise

• This dimension involves understanding how AI functions, including models, training processes, risks, limitations, and biases. Without this knowledge, users may lack critical filtering capabilities.

Dimension Two: Domain Expertise

• Domain expertise refers to deep knowledge within specific fields (e.g., education or healthcare). It ensures that AI applications are meaningful rather than mere automation.

Dimension Three: Situated Expertise

• This final dimension focuses on applying technical and domain expertise responsibly within real-world contexts. It highlights the importance of listening and making informed decisions based on ethical considerations.

Understanding Learning in the Age of AI

The Balance of Dimensions in Learning

• The theory presented by Leon Furs emphasizes that focusing solely on one or two dimensions of learning leads to fragile and inconsistent outcomes. While AI may enhance efficiency, it risks losing its purpose.

• A balanced approach is necessary; both human discourse and technological efficiency must coexist for effective learning.

• Effective learning develops at the intersection of three key dimensions: technology, context, and responsibility. This holistic view is essential for modern educational practices.

Engaging Educators in Discussion

• The speaker encourages educators to reflect on how to sustain learning amidst the rise of AI, inviting them to share their insights beyond technical theories.

• An interactive discussion is initiated where participants are prompted to contribute their thoughts on sustaining learning in an AI-driven era.

Contributions from Participants

• Fernanda suggests that research plays a crucial role in developing learning through the integration of various dimensions, including validation and listening to experiences with AI.

• Tarik highlights the importance of asking good questions as fundamental to knowledge acquisition. He notes that effective questioning has become increasingly vital in today's information-rich environment.

The Role of Questions in Education

• Emphasizing "question ability," Tarik argues that education should focus more on fostering curiosity rather than merely providing answers. This shift can lead to deeper understanding and engagement among learners.

• The speaker advocates for cultivating a culture where asking questions is encouraged, linking this practice to predictive reasoning and futurism—skills necessary for navigating future challenges.

Educational Framework and Responsibilities

• The conversation shifts towards viewing teachers as architects who design educational experiences. Autonomy and shared responsibility within contemporary schools are highlighted as critical components for success.

• A central thesis emerges regarding quality planning and results in education, emphasizing the need for educators to adapt their approaches based on evolving contexts and technologies.

The Role of Curiosity and Creativity in Education

The Concept of a Vanguard School

• A vanguard school is characterized by its advanced approach to human relationships and knowledge, emphasizing the importance of innovative thinking.

• The success of a school should not solely depend on teachers; instead, it must be viewed as an ecosystem involving various stakeholders including students, families, and management.

Understanding the Ecosystem of Education

• An educational ecosystem includes interactions among educators, administrators, families, and students. This holistic view challenges the notion that responsibility lies only with teachers.

• There is a call for learning to extend beyond the classroom into homes, encouraging parents to engage with what their children are learning.

Autonomy vs. Collaboration

• Autonomy can sometimes hinder collaboration; however, when aligned with a common purpose, it fosters creativity and effective problem-solving.

Curiosity and Creativity as Catalysts for Innovation

• The discussion introduces two key concepts: curiosity and creativity as essential fuels for innovation in education.

• A quote from Gilberto Gil highlights the expansive nature of curiosity: "My curiosity is very broad... I experiment with fragments of everything," emphasizing exploration.

Skills Needed for Future Success

• The World Economic Forum's report identifies critical skills needed by 2030: creative thinking (number four) and curiosity along with lifelong learning (number six).

• These findings underline that curiosity and creativity are recognized globally as vital components for effective learning and innovation.

Engaging the Audience on Curiosity

• The speaker invites audience participation to define 'curiosity,' prompting reflections on its meaning.

• Responses include definitions such as "search" or "expectation," highlighting different perspectives on what drives curiosity in individuals.

Curiosity and Its Importance in Learning

The Role of Curiosity

• Curiosity is essential for personal development, influencing daily life, studies, and work. It drives individuals to seek knowledge and understanding.

• Curiosity is defined as the pursuit of knowledge; it encourages deeper exploration into subjects we are unfamiliar with.

• This pursuit creates a cycle of discovery where each answer leads to more questions, akin to "deep research" in artificial intelligence.

Continuous Learning and Ecosystems

• Developing curiosity fosters lifelong learning, which is crucial for self-improvement and adapting to changes in our environment.

• The concept of an ecosystem includes not just individual learners but also families and communities that contribute to collective learning experiences.

Navigating Change

• We live in what some call the "era of templosion," characterized by rapid change and compressed timeframes that challenge traditional learning methods.

• Historical context shows that change has always been part of human experience; how we respond to these changes defines our ability to learn effectively.

Creativity Linked to Curiosity

• There exists a direct correlation between a crisis in learning and a crisis in creativity; both are affected by our level of curiosity.

• A question arises: Are children inherently more creative than adults? This prompts reflection on the nature of creativity across different age groups.

Engaging with the Audience

• An interactive exercise invites participants to consider their views on children's creativity compared to adults', highlighting varying perspectives based on context and stimulation.

Understanding Repertório in Creativity and Education

Introduction to Repertório

• The speaker introduces the concept of "repertório" while engaging with a participant named Daniela, indicating a personal connection to the topic.

• The speaker shares their experience with children aged 3, 7, and 11, emphasizing that these relationships inform their understanding of creativity.

Age and Creativity

• A discussion arises about how children's creativity may differ from adults', suggesting that age influences imaginative capabilities.

• The speaker provocatively questions whether a 7-year-old can solve problems differently than an adult, highlighting the importance of context and stimuli in fostering creativity.

Exercise on Transportation Knowledge

• An interactive exercise is introduced where participants are asked to list all means of transportation they can recall within one minute.

• Participants share their results, revealing varying numbers of recalled items (10 to 17), which raises questions about memory retrieval under time constraints.

Exploring Common vs. Unique Ideas

• The speaker categorizes words into "common sense" ideas (e.g., airplane, car) versus "good ideas," prompting reflection on individual experiences and access to different concepts.

• Examples like "jangada" (raft) illustrate how personal context affects what individuals consider common or unique in terms of transportation.

Final Thoughts on Repertório's Role

• Emphasizing the significance of accessing one's repertório, the speaker encourages participants to reflect on how often they utilize various words or concepts in daily life.

• The session concludes with a challenge regarding creative thinking compared to children’s imaginative responses, reinforcing that repertório is crucial for quality learning outcomes.

Exploring Repertoire Development in Learning

The Importance of Repertoire in Learning

• The speaker poses a thought-provoking question about how individuals will enhance their repertoire by 2026, emphasizing the importance of personal development and self-reflection.

• A connection is made between repertoire and culture, highlighting that context plays a significant role in how we interpret information and experiences.

• The phrase "Map is not territory" is introduced, suggesting that having knowledge (the map) does not equate to fully understanding or mastering a subject (the territory).

Active vs. Passive Exploration

• The speaker encourages audience participation by asking how they address limitations in their repertoire when creating projects, prompting responses about research methods.

• A distinction is made between passive exploration—structured learning with predictable outcomes—and active exploration, which involves spontaneous learning through unexpected situations and connections.

Curiosity and Spontaneous Learning

• Active exploration fosters implicit learning opportunities where curiosity leads to new insights outside formal educational settings.

• The concept of "flâner," derived from French philosophy, describes an urban wanderer who observes without a specific goal, promoting the idea of unstructured exploration as beneficial for learning.

Critique of Modern Life's Impact on Exploration

• Walter Benjamin's critique highlights how modern life often prioritizes work over leisure and exploration, suggesting that this impacts our ability to engage in spontaneous learning experiences.

Exploring Spontaneity and Learning

The Importance of Time for Exploration

• The speaker emphasizes the lack of time allocated for exploration, suggesting that everyone struggles with this issue.

• A call to action is made to create opportunities for spontaneity, encouraging individuals to set aside specific times (e.g., 10 minutes a day) to foster this spirit.

Engaging with the World Around Us

• Suggestions include taking different routes to work or initiating conversations with strangers in everyday situations like grocery lines or coffee breaks.

• The speaker encourages embracing non-organized moments, such as randomly opening a book or walking without a destination, to cultivate spontaneity.

Understanding Learning Through Spontaneity

• Emphasizing that openness to spontaneity can enhance learning experiences and broaden perspectives.

• The discussion highlights how personal change in perception about learning is essential before teaching others.

Defining Learnability and Its Role in Education

• Introduction of "learnability" as a key concept, linking it with creativity and curiosity as drivers of innovation.

• Discusses the importance of autonomy, critical thinking, and protagonism within educational contexts.

Vulnerability in Learning Processes

• Explains learnability as the ability to learn from vulnerability; it’s about adapting existing knowledge rather than acquiring new information.

• Quotes Alvin Toffler on the necessity of "unlearning" before "relearning," stressing continuous adaptation throughout life.

Contrasting Standardized Learning with Learnability

• Questions arise regarding standardized learning methods being linear compared to more dynamic approaches associated with learnability.

• Encourages participants to think critically about traditional education models versus those that embrace diverse answers and adaptability.

Embracing Non-linear Learning Paths

• Highlights the need for education systems that recognize multiple correct answers instead of promoting singular responses.

• Concludes by reinforcing that true learnability involves not just acquiring knowledge but also having the courage to let go of outdated understandings.

The Essence of Learning and Change

Understanding Courage in Learning

• Courage is defined as the will to establish change. The speaker emphasizes the importance of this mindset in learning.

• A framework for learnability is introduced, consisting of three pillars: connection, skill, and strategy. These elements are crucial for developing effective learning experiences.

Developing Learnability

• The discussion revolves around enhancing connections among students and educators, highlighting the significance of skills in learning.

• The speaker poses reflective questions about personal learning experiences, urging listeners to consider how they learned to learn rather than just studying.

Defining Learning

• Key questions are raised regarding individual definitions of learning: What does it mean to learn? What associations do we have with the concept?

• The speaker critiques traditional classroom designs that limit interaction and collaboration, advocating for innovative approaches that foster spontaneous learning.

Intergenerational Learning

• Emphasizing intergenerational dialogue, the speaker shares personal anecdotes about engaging with younger generations to understand their unique learning processes.

• Questions posed include "Why learn?" and "For what purpose?" encouraging deeper contemplation on the motivations behind education.

The Process of Learning

• Learning is framed as a process rather than a one-time event; it requires time, effort, and experimentation.

• Experimentation is highlighted as a critical component of learning—testing ideas and refining them based on outcomes.

Time and Intention in Learning

• A distinction between exponential versus linear time in relation to learning is discussed; while technology accelerates access to information, true understanding takes time.

• The need for intentionality in learning is emphasized; learners should approach education with clear goals and purposes.

Understanding Intentional Learning

What is Intentional Learning?

• The concept of intentional learning involves understanding how one learns best, which includes metacognition and meta-learning.

• It goes beyond just identifying learning styles; it encompasses recognizing personal challenges and developing initiatives for effective learning.

• Intentional learning requires self-reflection on one's motivations and barriers when pursuing new skills or knowledge, such as learning an instrument or a language.

• This approach emphasizes the importance of having a clear direction or "driver" in the learning process to enhance engagement and effectiveness.

Practical Steps in Intentional Learning

• When starting to learn something new, individuals often research resources online, consult peers, or seek mentorship as initial steps.

• A quiz was introduced to assess participants' awareness of their own learning processes, encouraging them to reflect on their choices as learners rather than educators.

Quiz Insights on Self-Awareness in Learning

Key Questions from the Quiz

• Participants were asked if they choose what they study based on personal interest and significance.

• They reflected on whether they can identify if their studies are meaningful to them personally.

• The quiz also prompted participants to consider if they set clear objectives and success criteria for their learning endeavors.

Emotional Connection and Responsibility

• Recognizing emotional states that affect learning was highlighted as crucial; emotions can significantly impact one's ability to absorb information.

• Participants were encouraged to share their learnings with others, fostering a sense of community and accountability in the educational journey.

Understanding Self-directed vs. Other-directed Learning

• The results from the quiz indicated that those who answered more affirmatively (S responses) are closer to self-directed learning, where individuals navigate their own educational paths effectively.

• Conversely, a higher number of negative responses (N responses) suggests reliance on external guidance or other-directed learning approaches.

Learning Autonomy and Vulnerability

Understanding Learning Styles

• The speaker discusses the tendency to rely on formal education structures, emphasizing that learning should not solely depend on external guidance.

• Acknowledges different perspectives on self-directed learning, encouraging participants to reflect on their own learning preferences and practices.

Encouraging Self-Directed Learning

• The importance of adopting new perspectives for personal growth is highlighted, urging attendees to consider how they can apply what they've learned in practical ways.

• Introduces the concept of "self-aware learning," which encompasses curiosity, creativity, vulnerability, and collaboration as essential components.

Book Recommendation: Criaway

• The speaker mentions their book "Criaway," designed to facilitate self-discovery through over 50 reflective questions rather than prescriptive advice.

Engaging with Others

• Encourages participants to ask others what they can learn from them, fostering a culture of mutual exchange and vulnerability in learning environments.

• Highlights the significance of being open about one's knowledge gaps and seeking help from others regardless of age or experience.

Generational Learning Dynamics

• Discusses generational differences in learning styles and emphasizes the need for older generations to adapt their teaching methods for younger learners.

• Reflecting on intergenerational relationships in education, stressing that both younger and older individuals have valuable insights to share.

Embracing Mistakes as Learning Opportunities

Navigating Generational Differences

• Notes the existence of multiple generations working together today, including Generation Z and emerging Generation Alpha.

• Questions posed about current learning practices encourage reflection on how individuals engage with diverse age groups in educational settings.

Fear of Failure

• Addresses common fears associated with making mistakes; emphasizes that fear often stems from societal pressures rather than actual failure itself.

Insights from Research

• Cites Amy Edmondson's work regarding errors in learning contexts; differentiates between avoidable errors, inevitable errors, and intelligent errors.

Future Learning Mindset

• Concludes by prompting attendees to consider what types of mistakes they are willing to make moving forward into 2026.

What Does Error Mean?

Understanding Errors and Learning

• The discussion begins with the significance of errors, referencing a book titled "The Right Way to Fail" by M. Edmundson, which explores how failures can teach us to thrive.

• Three reflective questions are posed regarding personal handling of errors:

• How do you deal with your own and others' mistakes?

• How do you express vulnerabilities in your projects?

• How do you encourage skill development through experimentation?

Sharing Knowledge and Resources

• The speaker emphasizes the importance of sharing knowledge respectfully, requesting that if attendees share his work, they credit him appropriately due to its original nature.

• Key skills highlighted include adaptability as a primary ability, curiosity and creativity as urgent needs, vulnerability in sharing experiences, collaborative learning, and intentional planning for spontaneous learning.

Embracing Change in Learning

Personal Growth Through Learning

• The speaker encourages attendees to consider what changes they are willing to make this year based on the discussions held during the session.

• Edu introduces himself as the creator of the concept of "learnability," linking education with vulnerability through his company Eduva VLD.

Accessing Educational Materials

• Attendees are informed about free resources available for developing learnability through guided questions; materials can be accessed later.

• A Canva resource is mentioned for practical application within teams or groups, along with an offer to send presentation slides upon request.

Engaging with Questions

Audience Interaction

• The session transitions into a Q&A format where participants can ask questions directly related to their educational concerns.

Addressing Educational Concerns

• A participant named Juliano raises concerns about students' perceptions of school as fragmented rather than holistic in their development.

Provoking Thoughtful Responses

• Edu responds by encouraging Juliano to reflect on why students view school this way and what actions could be taken within classrooms to foster better awareness of education's role in personal growth.

Revisiting Educational Models and Student Engagement

The Need for New Approaches in Education

• The speaker emphasizes the importance of reassessing current educational practices, focusing on the needs of students and adapting to new models, languages, and times.

• Questions arise about the maturity of younger students (ages 6-15) to participate in research; the speaker challenges this notion by questioning what maturity truly means.

• Acknowledgment that while some schools excel in research and human formation, there is a need to apply innovative methodologies effectively within specific contexts.

Creativity, Curiosity, and Collaboration

• The discussion highlights three key elements: creativity, curiosity, and collaboration as essential components for effective education.

• The speaker mentions their connection with SESI in Rio de Janeiro and their commitment to fostering disruptive and innovative education through engaging methods.

Importance of Playfulness in Learning

• Emphasizes that playfulness (ludicidade) should be integrated into learning environments—not just gamification but meaningful engagement that promotes constructive actions.

• Suggestion that adults could benefit from incorporating more playful approaches into their teaching methods to enhance learning outcomes.

Researching Curiosity in Education

• A comment from an audience member references a master's thesis on educating through curiosity, linking it back to the earlier discussions on creativity.

• The title "Educating Through Curiosity" is noted as relevant material for further exploration among educators.

Lifelong Learning Concepts

• Introduction of Mitel Resnick's book "The Kindergarten for Life," which discusses maintaining curiosity throughout life—a concept tied back to children's natural creativity versus adult limitations.

• Reflection on how adults often lose their imaginative capabilities over time; encourages ongoing exercises to nurture creativity at any age.

Closing Thoughts on Educational Practices

• A light-hearted remark about whether curiosity saved or killed the cat serves as a metaphorical reflection on the value of inquiry in education.

• Gratitude expressed towards participants for engaging discussions aimed at enhancing pedagogical practices; encouragement for sharing experiences over time.

Reflections on Learning and Community Engagement

Closing Remarks and Invitation

• The speaker expresses gratitude for the audience's time and attention, inviting them to connect personally after the event.

• Announcement of the availability of the educational channel for "semana pedagógica" on EducaPlay, providing access to daily programming and events.

• Encouragement for attendees to reach out if they encounter difficulties accessing resources, emphasizing support availability.

Vision for Educational Transformation

• Discussion on building a new world through shared experiences and transformative projects that foster significant learning and human connections.

• Emphasis on continuous transformation in education driven by creativity, imagination, and affection in pedagogical practices.

Commitment to Quality Education

• The network is described as purposeful and intentional in its planning, ensuring quality in every action taken within educational settings.

• Acknowledgment of the importance of a positive school climate characterized by discipline, organization, respect for rules, and focus on genuine learning outcomes.