Whow! Innovation Festival was held in São Paulo from July 24 to 26, discussing various topics on innovation and promoting visits to projects carried out by companies and organizations. In the panel that discussed EDUCATION AND INNOVATION several interesting points were raised about how students, teachers, schools and universities have been dealing with the subject in Brazil.

We share with you some highlights:

  •  The expectation of students and teachers and other agents working with education is that they will have access to a customized content for their profile and teachers, increasingly, will assume a role of facilitating students and content
  • In Brazil, considering children up to 10 years of age, 90% of them never owned a single book and some have access to shared books (from friends or school), so there is a huge gap in our education that comes long before technology and the internet and is related to access to basic resources.
  • In our country the teacher sees technology as additional work: for the great majority, having to deal with technology is an additional demand in a scenario of overload work and lack of basic resources – with low salaries. The vast majority of teachers do not receive training or updating of educational and pedagogical content, expect digital and technological inclusion seem unreal. There are, however, occasional initiatives of schools and private colleges creating common spaces to share information, resources that allow the interaction between students and teachers using technological innovations and platforms.
  • Gamification language should be adopted in the new technologies allowing interaction and a better experience on the part of the user, be it the student or the teacher.
  • Changes in curricula are easier to achieve in those disciplines or new content compared to existing ones. The structure and governance of universities, in general, also hinder this process of modernization and adaptation of faculties, their disciplines and departments since historically it has a fragmented structure by areas or departments.
  • The trend in the future is that we have teachers with a broader and more diverse knowledge of different fields and areas than experts with in-depth knowledge on a particular subject.Considering changes of the world today, the teacher will inevitably need to have knowledge and experience about the digital world, therefore, our challenge as a society, is to promote our teacher’s digital inclusion.
  • Academic projects should increasingly adopt a practical vision because students and teachers, to be engaged, expect to have a view of the impacts generated by the project or research. They want and expect to see the impact and contributions research and project will bring to the real world. Because of this, education organizations are increasingly adjusting their content and their pedagogical and research approaches to bridge the gap between theories and concepts and their practical applicability in the world.
  • Books and other education resources should be designed to promote the engagement of children and adolescents. When they identify themselves with the book or other resources used, researches demonstrate that the level of learning is 3 to 5 times faster and more effective, which has a great impact on the lives of these students.
  • In the relationship between the desired customization and the required scalability, the path is to use Distance Education (EAD) through platforms that allow online and live classes and presentations, along with the face-to-face classroom. In this field the best experiences and results have occurred when a face-to-face classroom is organized and transmitted online, and in addition to the teacher or speaker, there is a facilitator and moderator who promotes interaction with those who are virtually connected to that class.
  • Student engagement has also been shown to be better when, in virtual and digital space, groups and rooms are created by themes with which they can interact and learn.
  • Some positive experiences were made with rooms with key (and controversial) themes such as religion, politics, football, terrorism, sex, etc.: in these classrooms students can express themselves, but for this they need to choose an avatar connected to a historical person related to room topic. With this, students naturally sought to learn and understand who the character was, what their positioning was related to class topic or issue, and naturally their posts and comments gradually became more consistent.
  • In Brazil successful actions are always seen as pilots and do not consider a way or strategy to scale up them: small or pilot initiatives carried out successfully and in a specific context are usually not replicated or staggered, nor do they receive public or private support or incentive so that this happens. Finland has become a reference in basic and fundamental education by promoting replicability of successful and best practices: the ones involved in a successful experience have received financial and material resources from governments (local, regional or national) to be responsible for replicating and adapting these experiences to other sites and contexts, increasing the chances of success and using good practices and successful actions as a reference and path to improving the quality of education.
  • In the coming years, we will increasingly have the “oneline people” We are people who will be occupying these two fields, the online world and the offline world, and the organizations, teachers and other agents that think and work at the same time. education in Brazil need to be aware of this and to work for the country and education to benefit from this new reality.


P.S .: Information on the education program and strategy in Finland: https://www.oph.fi/download/164907_learning_and_competence_2025_finnish_national_board_of_education.pdf

PS2: Good practice in personalizing content and books for children in Brazil: Editora “Dentro da História” (Inside History): https://www.dentrodahistoria.com.br/

PS3: National multi-stakeholder movement to guarantee access to quality education in Brazil: www.todospelaeducacao.org.br