Context

The Center for Combating Slave Labor and Human Trafficking (CETE) is based at UNEB Campus XVI in Irecê under the leadership of Prof. Dr. Ana Karine Loula Torres Rocha and her team including Prof. Ms. José Allankardec Fernandes Rodrigues and Prof. Dr. José Humberto da Silva (consultor). A key collaborator is UNEB’s Salvador campus, represented by Prof. Dr. Silvar Ferreira Ribeiro, Prof. Dr. Sônia Maria da Conceição Pinto, and Prof. Dr. Hebert Vieira Durães who coordinate open schooling initiatives. This initiative also receives support from UNEB’s Rector, Prof. Dr. Adriana dos Santos Marmori Lima, and benefits from international collaboration with the Open University UK, represented by Dr. Alexandra Okada.

In alignment with the UN’s Sustainable Development Goals (SDGs), particularly SDG 8 (Decent Work and Economic Growth), CETE utilizes open education and open schooling  including mobile technologies to promote economic growth, inclusive and sustainable employment, and decent work for all, as well as SDG 4 (Quality Education). The Brazilian Constitution of 1988 affirms work as a social right, ensuring dignity and social protection for workers. However, many still face exploitative working conditions; slave labour remains a criminal offense under Article 149 of the Brazilian Penal Code.

Education and Social Inclusion as a Strategy for Preventing Slave Labor

In this context, CETE was created, the first clinic in the Northeast with this focus, as a proposal to confront this reality; within it, we commit to our political, scientific, and social vocation based on the relationship between UNIVERSITY – TERRITORY – DEVELOPMENT from the perspective of sustainability, science, technology, and innovation with social responsibility and open schooling. Supported by the CARE-KNOW-DO framework, one of the initial challenges of this project is to engage adult learners in reflecting on the local context, contributing to raising awareness of the condition of slave labor.

As a strategy to confront this issue, it is necessary to strengthen the interdisciplinary support network, integrating areas such as education, law, and health, in pursuit of actions promoting decent work and protecting human rights in the workforce, prioritizing vulnerable individuals and communities, promoting equal opportunities, and proposing regional and local development strategies that foster community bonds and inclusive, sustainable economic growth.

Among the activities already developed by the University of the State of Bahia in teaching, research, and outreach is its strong connection with public basic education schools, directly interacting with administrators, teachers, students, and their families. Youth and Adult Education (EJA), one of these fields, targets individuals who missed regular schooling, comprising a group of men and women, workers who, as verified, fit the profile of those recruited for seasonal farm work. Focusing on these individuals can be a relevant strategy to prepare them to face this harsh reality. Educating, raising awareness, preventing, and training for more skilled jobs can certainly help reduce their vulnerability, preventing recruitment into this illegal activity.

The Connect 2030 Project, already underway in the region in the cities of Ibipeba, Lapão, Irecê, and Presidente Dutra, supports this process by delivering science education based on real socio-scientific issues, involving families, other societal segments, university scientists, and policymakers, contributing over the past three years to improve local education and projects for expansion and consolidation of its results.

Today, CETE is part of a network of legal clinics in Brazil addressing slave labor and human trafficking, including:

• Slave Labor and Human Trafficking Clinic at the UFMG Law School / MG;
• CETE: Anti-Slave Labor Clinic at UNEB / BA;
• Human Trafficking and Slave Labor Clinic at João Pessoa University Center – UNIPÊ / PE;
• CETE – Anti-Slave Labor Clinic – UFU Law School / Uberlândia / MG;
• Slave Labor Combat Clinic (CCTE) – UFPA / PA;
• Exploitative Labor Combat Clinic (CCST) – UFBA / BA;
• Slave Labor Clinic UNIFACIG / MG;
• Slave Labor Combat Clinic UNIPAC – Uberaba / MG;
• Human Rights Clinic at UFMT / MT.

CARE:
This open education community supported by open schooling highlights the following project goals:

1. Support and strengthen actions promoting Decent Work, developed by the public sector, social organizations, and private sector in the Irecê region;
2. Implement strategies promoting decent work with the protection of human rights in the workforce, prioritizing vulnerable individuals and communities, promoting equal opportunities, and proposing a regional and local development strategy capable of strengthening community bonds and fostering inclusive, sustainable economic growth;
3. Develop actions through social dialogue for mutual collaboration, respect, institutional capacities, and concrete actions, acting individually and collectively to promote decent work in the region, aiming at building a Network for Promoting Decent Work;
4. Undertake preventive, intervention, and follow-up actions for individuals who are victims of slave labor and human trafficking across various fields such as education, law, and health.

KNOW:

According to recent research, SmartLab 2023, in Brazil, among victims of slave labor, 64% are Black, with many having low levels of schooling, and most rescued victims are male (93%). In Bahia, Black individuals represent 80% of those rescued, with more than half not completing the 5th grade, and among them, 22% are illiterate. The majority are male (92%) and between 18-29 years old. Research by the Federal University of Minas Gerais (UFMG) identified that Irecê / Bahia / Brazil has the highest percentage of modern enslaved individuals on coffee farms in Minas Gerais. Victims of contemporary slave labor and human trafficking are in a situation of grave social and emotional vulnerability.

Through research conducted by the Federal University of Minas Gerais – UFMG, between 2002 and 2022, it was identified that the region of Irecê / Bahia / Brazil had the highest percentage of modern enslaved individuals on coffee plantations in the State of Minas Gerais: 420 individuals. Victims of human trafficking for purposes of labor analogous to slavery, by the end of July 2024, in the interior of MG, on coffee farms, totaled 46, with these numbers: São Gabriel (06) / Lapão (03) / Mirangaba (01) / Canarana (13) / Irecê (01) / Morro do Chapéu (03) / Jussara (14) / Ourolândia (02) / Cafarnaum (03); at the end of August 2024, in the Federal District, at Grupo Pluma farms, an additional 10 individuals were counted: Xique-Xique (06) / Nova Ibiá (02) / Bonito (02). All these people, victims of contemporary slavery and human trafficking, are in a situation of severe social and emotional vulnerability.

DO:

Working Groups:

• Guidance / Legal support;
• Psychosocial health;
• Scientific Studies and Communication;
• Responsible Research and Innovation;
• Open Education with Open Schooling;
• Professional Training / Capacity Building.

Actions:

• Participation and Contribution to the I Regional Seminar in Irecê on Decent Work;
• Signing of a Commitment Agreement between UNEB and UFMG, in addition to the Regional Pact for Promoting Decent Work;
• CETE Itinerant;
• Creation of a Research Group registered with CNPq;
• Offering an elective course in undergraduate and graduate studies;
• Participatory Design of Resources, Technologies, and Pedagogies for Open Schooling to raise awareness, prevent, and empower through partnerships between schools, universities, and professional experts.

Partnerships:

• OAB; Junior Company – CONSOL; FAEB / SENAR;
• Secretariat of Labor, Employment, Income and Sport – SETRE;
• Decent Work Institute – ICT; Coffee Program;
• Global Fund to End Modern Slavery – GFEMS;
• Network of Legal Clinics in Brazil;
• Open University / UK.

Photo: CETE – at UNEB Campus XVI in Irecê

Photo: CETE – at UNEB Campus XVI in Salvador

REFERENCES:

CETE website : 
https://www.ceteunebirece.org/

Nossa voz:
https://nossavoz.org.br

Literature:
Freire, P. (1996). Pedagogy of the oppressed (revised). New York: Continuum, 356, 357-358.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman & Littlefield.

Research in the news:

Starbucks: slave and child labour found at certified coffee farms in Minas Gerais

Context: SDG 15 (Life on Land) and SDG 14 (Life Below Water). Numerous urgent issues regarding the Amazon rainforest are frequently in the media, and the Amazon region is part of the national curriculum. During the dry season, the Amazon region faces limited transportation, lack of potable water, water pollution, reduced fish populations, and mobility challenges. Additionally, students considered the effects of these issues on local residents, indigenous peoples, and biodiversity.

 

Technology: AI was employed to create a mental map of problems, a conceptual map of potential risks, and an investigation map of key points, issues, and suggestions. The resulting maps were discussed with the community, leading to a list of actions decided by the members. This information was then made available for students to prepare a blog post on “Science in the News” for a website or social media campaign.

CARE: This iterative method helps students formulate differentiated questions about real-life issues that have significant implications for them. This process aids in framing, generating ideas, and evaluating questions.

KNOW: Students are encouraged to assess, link, and support claims based on evidence with convincing arguments and substantial evidence. They use AI to facilitate discussions on academic publications, online databases, government reports, and statistics. Their investigations are further supported by expert-recommended references for in-depth exploration within their communities.

 

DO: Students co-create a research agenda and launch a campaign for action. Setting the agenda is crucial, as it involves deciding on priority issues that shape the direction and focus of government action. AI can also be used to review communication strategies.

Co-authorship: Students produce an AI-based investigation map and write a text for the school’s blog or website.

Artefact: The AI mapping tool Whimsical (Fig. 3) was used with the students for brainstorming topics of interest. They started by generating keywords or phrases and then used AI to connect more ideas. This mental map facilitated collaboration among students, allowing them to evaluate and summarize ideas. They presented their findings, which were voted on by the local community in the Amazon. The text using the map was described with the help of AI.

Socioscientific Considerations: Throughout this process, socioscientific considerations regarding the use of AI were emphasized. Discussions focused on its role in facilitating brainstorming sessions, encouraging research using primary sources, and supporting responsible use of AI. Ethical considerations and integrity were also integral parts of these discussions.

Teacher Outcomes: The AI activity promoted greater student engagement, facilitated participation from quieter students, and those less accustomed to interacting with the group and teacher.

Student Outcomes: Students expressed an emotional connection to the drought situation in the Amazon, a greater interest in understanding the causes and effects of the drought, strong curiosity about AI, and increased participation and practice in questioning, argumentation, analysis, synthesis, and improved oral and written communication skills.

This project was carried out with traditional communities, focusing on digital literacy and solidarity economy. These activities were integrated into local practices of handicrafts and family farming, two key economic pillars for these communities. Additionally, the project emphasized gender equity, giving a voice and space to women, the majority of whom are homemakers, students, and teachers. The participants’ ages and occupations were diverse, including young adolescents in basic education, teachers, homemakers, and artisan workers. There was also significant ethnic diversity, representing different traditional ethnic groups from Ceará. The project incorporated Sustainable Development Goals (SDGs) 4 (Quality Education), 5 (Gender Equality), 10 (Reduced Inequalities), and 11 (Sustainable Cities and Communities), aiming to bring real and sustainable change to the lives of these communities.

Theme: Digital literacy and solidarity economy were the central themes of the activities. Digital literacy was seen as an essential tool for the participants, allowing them not only to learn how to use technology but also to apply it in their daily realities, especially in strengthening their economic initiatives. The solidarity economy was explored as a collaborative model, where artisanal production and family farming are viewed not just as sources of income but also as forms of resistance and autonomy for these communities.

CARE: One of the standout groups was “Trama de Mulheres Pretas” (Weave of Black Women), which has a long tradition in producing handicrafts and local foods. These women faced several challenges in using digital technologies, especially in seeking information, communicating, and promoting their products. The lack of access to technology and initial unfamiliarity with its potential hindered their economic growth and the visibility of their work. However, with the project’s support, they gradually overcame these barriers, acquiring new digital skills that allowed them to expand their networks and reach new markets.

KNOW: Knowledge sharing was one of the pillars of the project, particularly in terms of forming associations and strengthening local entrepreneurship. Through workshops and continuous training, participants developed skills in management, organization, and marketing of their products, increasing their ability to act independently. Furthermore, understanding the dynamics of the solidarity economy was crucial for the women to realize the power of cooperation and self-sufficiency in their communities. They began to see their traditional practices in a new light, integrating them into a broader context of collaborative economy.

DO: One of the project’s most significant outcomes was the production of videos by the participants themselves, in which they shared their stories, challenges, and achievements. These videos were published on YouTube, serving as a platform for their voices to be heard beyond local boundaries. This initiative not only expanded the visibility of the women’s work but also boosted their self-esteem and recognition of their capabilities. The creation of these videos was an empowering process, where each woman could share her journey of overcoming obstacles and personal growth, inspiring other women and communities.

Impact on Education: The project had a profound impact on how the participating women and their communities viewed education. By addressing local problems collaboratively, the project facilitated co-learning between the women and the facilitators, aligning the training with the challenges faced by the communities. This process resulted in a deeper understanding of the challenges encountered by the women in both personal and professional spheres. The unity and solidarity that emerged from this shared learning strengthened bonds among the participants and generated collective solutions to the problems they face daily.

Impact on Participants: Through observation and active engagement in the project, the women rediscovered the “right to dream” and began to believe in the possibility of improving their lives. Many reported that before the project, they felt limited by circumstances and the few opportunities available. As the activities developed, they started to envision new horizons. One of the participants summed up this transformation by saying, “Today I give myself the right to dream, and I can improve my life.” Another added, “Now I can dream.” The contact with other women involved in the project brought strength and motivation to the trainers, educators, and managers from the NGO Anjos Digitais, as one of them shared: “Being in contact with these women gives me strength. Even though it seems small, it’s enormous for them.” The experience also highlighted the importance of affection and mutual support, creating a space where everyone could learn and grow as equals. “We arrived as equals and co-learned together, on equal footing,” said another participant, reflecting on the spirit of cooperation that permeated the entire process. This feeling of unity and solidarity, through the “CARE-KNOW-DO together,” filled the hearts of the participants with love and energy, empowering them to face new challenges and paving the way for future actions.

For more details: https://anjosdigitais.org/

“CARE” Phase: Students brought up themes such as combating COVID; recycling; conservation of city gardens; care for local squares, and the most popular topic was the Lago de Olarias, a public park recently inaugurated in the city, which has brought much development to the lake area. It is a project still in development and has caught the children’s attention for the care and development of the city. Real-life problems were discussed in groups, where students could contribute ideas and knowledge they brought from home, through the discussions they had with their families. They contributed historical facts, family memories, and many different knowledges. This caught the attention of students who brought other subjects. The fact that the lake is a new place in the city and is still in development, drew even more attention from the students. They were interested in understanding how they could contribute to the care of the place. The students who participated in the activities were from 3rd, 4th, and 5th grades of the early years of Elementary Education. Approximately 230 students.

“KNOW” Phase: Students used their knowledge about pollution, watersheds, groundwater, riparian forests, relief, sustainability, recycling, citizenship, among others. The most interesting stages were the initial discussion; preparing questions for the specialists and for a lecture with the former mayor who inaugurated the place; visiting the site and developing hypotheses to solve the problem of stream pollution.

“DO” Phase: In the end, students prepared a community awareness campaign about the source of the waters feeding the city’s main lake. They developed pamphlets and videos with messages of care and social responsibility. The activities were completed in groups and supported by the school and social community, such as local volunteers, politicians, among others.

Findings related to the Open Schooling approach: The activity used the open scenario method, conducted according to the responses that came from the participants. The curriculum was relevant and engaging, and teachers felt challenged, as they needed to acquire knowledge as doubts and questions arose. Open schooling can be very useful for other teachers because it expands the school curriculum, brings lightness and reality to the presented content, brings information and support for the continuous training of teachers, and makes 21st Century Education happen in the classroom.

Students’ outcomes: The students’ results showed involvement and interest throughout the project, including proposing new problems and developing projects that will become annual projects in our school environment. Talking about pollution and water distribution brought an interest in energy consumption, renewable and non-renewable sources, and a general sense of responsibility for the school community. For example, one student mentioned, “how good it is to be in a school that cares and helps us make a difference in our local community.”

The central idea of the activity was to spark students’ curiosity by using news stories to connect science content to everyday life. The goal was for students to understand the relationship between the nervous system and the impact of psychoactive substances on the body, promoting greater interaction with their families and extending reflection beyond the classroom. Additionally, students were encouraged to engage with scientists to foster interest in pursuing STEM or science-related careers.

As part of the activities, teachers were given suggestions aligned with the National Common Curricular Base (BNCC), specifically for the 6th grade, within the thematic unit “Life and Evolution.” Among the suggested skills, students worked on explaining the functioning of the nervous system and how it can be affected by psychoactive substances (EF06CI10), as well as justifying the role of the nervous system in coordinating motor and sensory actions based on its structures (EF06CI07).

Throughout the project, teachers had the freedom to apply Augmented Reality (AR) cards as they saw fit, promoting a dynamic and tailored exploration of the content for the students.

The students participated in a series of activities in three distinct phases, aiming to explore the functioning of the nervous system and the impact of psychoactive substances on the body using AR technologies and interactions with scientists.
– CARE: Students were encouraged to care about everyday issues raised by a news story related to the use of psychoactive substances. They explored how the nervous system can be affected by these substances using AR cards to visualize neurons, axons, and dendrites. This phase piqued students’ curiosity and motivated a deeper exploration of the content.
– KNOW: Students discussed the role of the nervous system in coordinating motor and sensory actions of the body. They also addressed how science can clarify the damage caused to the body by psychoactive substances and discussed the social impacts of substance consumption. The class listed the main problems related to the topic, broadening their understanding of the associated risks.
– DO: Students were encouraged to take the knowledge they acquired to their families. They were tasked with discussing the subject at home and bringing questions and curiosities to the scientists. Families also proposed actions to combat the problems identified in the previous phase, and students brought these ideas back to the classroom in the following session.

In the **Closing** phase, students watched a video with a guest scientist who answered their questions and explained how knowledge of the nervous system is related to their field of expertise. This brought students closer to scientific practice and stimulated their interest in scientific careers. After the video, students completed a questionnaire about the activities and the knowledge they had gained.

**Teaching Results**
The results showed varying levels of teacher confidence regarding the activities:
1. **Small Group Discussions (A08)**: 83% of teachers felt confident.
2. **Use of Questions for Divergent Thinking (A07)**: 76% of teachers felt confident.
3. **Interaction with Researchers and Scientists (A05)**: 71% of teachers felt confident.
4. **Encouraging Participation in Science Activities Outside School (A04)**: 71% of teachers felt confident.
5. **Promoting Discussions on Science and Society (A02) & Helping Generate Evidence-Based Questions (A03)**: Over 70% of teachers felt confident.
6. **Teaching Scientific Inquiry with Real-World Problems (A01)**: 65% of teachers felt confident.
7. **Encouraging Discussion of Scientific Topics with Family (A06)**: 66% of teachers felt confident, with 24% feeling less confident.

In all activities, only a small percentage (less than 5%) felt very unsure.

**Learning Outcomes**
Students generally demonstrate a positive attitude toward science and its importance. The vast majority (82%) agree or strongly agree that learning science will be useful in their daily lives. Even more (86%) recognize the importance of science, technology, and mathematics for problem-solving.

There is a strong belief (87%) among students that science helps people worldwide lead pleasant and healthy lives, indicating an understanding of science’s global impact.

However, when it comes to personal confidence in science, the results are more mixed. Only about a third of students (31%) feel confident in their science knowledge, with a similar proportion (31%) feeling confident using mathematics to solve scientific problems. Slightly more students (42%) feel confident using science to generate questions and ideas.

Students show more confidence in their ability to justify views using arguments and evidence, with 43% feeling confident in this area. This suggests that while they may not feel as confident in their scientific knowledge, they have developed some critical thinking skills.

Regarding practical application, nearly half of the students (48%) feel confident in doing science projects with colleagues, family, and scientists. A similar proportion (49%) feel confident talking about science, indicating a willingness to engage with scientific topics.

Encouragingly, the vast majority (80%) of students express interest in doing projects with others using science, suggesting a desire for collaborative, hands-on learning experiences in science.

When it comes to enjoyment and future aspirations, 57% of students find learning science fun. However, opinions are more divided on career prospects, with 42% interested in a job that uses science, and 37% aspiring to be seen as experts in science.

Overall, while students generally recognize the importance and value of science, there is room for improvement in building their confidence and skills in scientific practices. The data suggests that hands-on, collaborative approaches to science education might be particularly well-received by students.

Links:

https://veja.abril.com.br/saude/estudo-mostra-que-31-de-internados-por-trauma-consumiram-alcool-ou-drogas/

https://gauchazh.clicrbs.com.br/cultura-e-lazer/cinema/noticia/2022/08/anne-heche-estaria-dirigindo-sob-efeito-de-drogas-e-acidente-passa-a-ser-investigado-como-crime-cl6plfv7o007x017pmubjxgim.html

https://www.gov.br/prf/pt-br/noticias/estaduais/piaui/2022/setembro/em-piracuruca-prf-prende-homem-por-conduzir-veiculo-sob-efeito-de-drogas

https://www.sbtnews.com.br/noticia/sbt-brasil/213366-caminhoneiro-sob-efeito-de-drogas-atinge-carros-e-casas-em-belo-horizonte

Results
[00:12, 04/10/2024]   Students

https://openeducation.eu.qualtrics.com/reports/public/b3BlbmVkdWNhdGlvbi02NDRiYWUxNjY0NmMyOTAwMDhlYjhhNWYtVVJfYnlMM3lKSFY0YlBxUkhE

[01:16, 04/10/2024]  Teachers https://openeducation.eu.qualtrics.com/reports/public/b3BlbmVkdWNhdGlvbi02NDc3ZTY1M2IyYTU4MjAwMDhlYjZhODMtVVJfYnlMM3lKSFY0YlBxUkhE

Care: Students were engaged with the possibility of using drawing and art to visualize real-life problems and discuss the best places to play in and explore their local environment. The 20 students who participated in the activities were between the ages of 10 and 14 and attended local public schools in the morning, while studying at the NGO during the afternoon.

 

Know: The students used their knowledge of visual thinking exercises, perspective, character development and model sheets, 3D and volumetry aspects, coloring, discussion, and collaboration to develop a collective mural of art and storytelling, exploring the historical local problem of a polluted river.

 

Do: At the end of the initiative, the students prepared Illustrated Mind Maps to record points of personal interest and created two Art Murals to express and share their ideas. One of the murals registered their “vision” and dreams, while the other one visualized data/actions and places in the city and community. We believe that science and scientific problems should be integrated and visualized with easy comprehension for vulnerable persons living in complex scenarios. The activities were completed in groups with support from three professors and an employee from the cleaning department.

 

Findings related to the Open Schooling approach: This activity was not part of the curriculum, but it was so relevant in integrating university students and professors with vulnerable communities, with a focus on visualizing a problem and sharing a vision of the future. Open schooling might be helpful for other teachers because it can provide a collaborative, not expensive, and co-creative process to facilitate explaining complex content for vulnerable communities, visualizing data, drawing projects, registering a system of ideas, and sensitizing persons to become changemakers.

 

Students’ outcomes: The students were involved in art and Paulo Freire’s cultural cycle, discussions to discover local themes, and enjoyed the process. After three weeks, I observed that they were more self-confident in the process, with me as a “researcher,” and with our common purpose. For example, a student mentioned the very hard moments that they lived with their families and local crimes, as well as the difficulty of playing or even being close to the river because it was always dirty and polluted, and there were not many good places to play near the school/NGO. I believe that this gathering of feelings and opinions, especially from children living in vulnerable scenarios, is an opportunity to listen to real problems and integrate the university into society. Therefore, the outcome is deeper than just the method or even this lived experience. For the students, this constant exchange can amplify their vision of the world and provide possibilities to change difficulties.

CARE: A project plan was proposed by a school teacher for students to identify a local problem. A group of four students from 17 to 18 years – the third year of secondary school at the Federal Institute of Rio Grande do Sul, Osório Campus, Technical Course in Administration, found a piece of news in the newspaper about the construction of a bridge being a threat to the cooperative fishing community carried out by the porpoises (similar to dolphins).

The construction of the bridge in an inappropriate place is a threat to the porpoises, and may lead to their extinction.  The construction of the base of the bridge, that is, of the pillars to sustain it within the river, tends to lead to increased pollution and noise in the bar changing the natural habitat of marine animals.

The students were engaged and interested in researching and seeking socio-scientific solutions, including ways of raising awareness among the local population and tourists. The research began with the question of students seeking to find out if the construction of the new bridge would affect the natural and community habitat, as well as how this could occur.  In addition to the initial group composed of four students, the interaction of this discussion was shared with twelve other students of the class divided into three more groups. Thus, four main problems were identified: i) the threat of fishing cooperative; ii) sewage treatment in the city of Tramandaí, because the city does not have the entire sewage network, only in the center; iii) pollution in Lagoa do Marcelino; iv) disposal of plastic in the city of Osório.

Knowledge: Students used knowledge about ecology for environmental preservation in the locality where they live.  The skills that the students practiced were: elaborating scientific questions; researching scientific articles; interviewing scientists and public officials; examining the consequences of environmental impacts; estimating the risks of building the bridge for the region’s ecosystem; analyzing the percentage of the impacted population; estimating the pros and cons of building the bridge to justify their opinion; using ethics to reflect on the impact of the new bridge on the fishermen’s work; communicating their ideas from the creation of digital folders.

Do: In the end, students prepared digital information folders to be shared on social networks. They completed the activities by sharing a discussion on the topic and the results of the research in a large group. In addition, they also addressed scientific issues with their families and the local community to promote awareness and new knowledge.

Findings related to the Open Schooling approach: The activity was adapted to the curriculum and proved relevant, as it provided an opportunity for students to seek solutions to problems in their locality. In this practice, through scientific research, the students presented justifications to support their opinion and combat real problems.  Open schooling can be useful for other teachers through integrative and interdisciplinary projects, which can also seek the solution of local problems in search of sustainable development.

Student results: Students demonstrated great results in terms of their involvement, pleasure, and trust in science. As an example, one student mentioned “that he learned a lot about the region’s ecosystem and circular economy.”  Another student stressed “the importance of promoting sustainable development by supporting the local fishing community and ensuring the region’s fish with the protection of the river.”  In general, the importance of talking to families was highlighted in order to better understand the importance of sustainable fishing for the region.

Find out more here: Our report. 

 

“CARE”: Approximately 650 students from Early Years Education, Elementary School, and Low Primary Education engaged in investigating a theme of their interest: the animals. They were concerned about those animals they found in their city, and even in their backyard, which were injured or lost from their natural habitat. Their interests engaged them in several activities involving the project. Many of them were led by their natural curiosity expressed in various questions addressed to the science professionals, and also in the conversations with their teachers and family. They learned science through a real-life problem involving their families and experts.

“KNOW “: Students learned about animal types and classification, names, and differences, including behaviour, habits, environment and food. In addition, students not only developed skills such as asking questions, drawing, writing, reflecting on school assessment, communicating their conclusions, but also experienced discussions about the voting system and data analysis through mathematics.

“DO”: At the end, students created drawings, posters, campaigns and infographics with maths data, games, and interviews with printed and online resources. They developed the activities individually and collaboratively with experts, family, and community members. At the end, all students discussed about their views related to science in their lives and society with the self-assessment mobile application CONNECT-SCIENCE tool.

Findings related to the Open Schooling approach: The structured activity allowed a connection with the curriculum in an interdisciplinary way. Children developed knowledge, skills, attitudes, and values with activities in science, mathematics, geography, and Portuguese language communication. It was a useful, relevant, challenging, and innovative project as it involved many schools and teachers who supported the actions with great commitment. Open schooling can be useful and challenging at the same time as it requires planning actions within and beyond the school space. That is why it is critical for teachers to have opportunities to receive mentorship and training with access to easy-to-use resources, practical teaching strategies, technology support and also an assessment tool to examine the results of their practices.

Student outcomes: Students demonstrated increased engagement, enjoyment of scientific activities, such as: observation in the forest and zoo; analysis and comparison of animal data sheets; discussion of concepts; communication skills, like oral, visual, and written competencies. As an example, one student mentioned that science is important and recorded a short video at home on her cell phone expressing her views on what science means to her. By the same token, other students manifested their learning and new knowledge by stating: “Science is not just about doing experiments in the lab; it helps us think about how to help the world”; “I learned about the characteristics of forest animals, types of habitats and how to protect them; “Deforestation is increasing, and we need to do something.”

Find out more here: Our report.

Caring/ Caring: The community was very receptive and interested in the proposal of open schooling. Initially, the participants were introspective, but after an initial dialogue and engaging activity for introduction, they became comfortable interacting with the researchers in an engaging way. The objectives of the open schooling activity were introduced. They joined the proposal of collective inquiry mapping based on an open schooling experience to identify the challenges and opportunities of the community to face adversities and enhance sustainability.  

Open Schooling Co-learning objectives were identified before and during the activity.  

The researchers and the community were interested in:    

• Understanding what it is and how to do open schooling including communities from Amazonia and universities in Brazil.  

• Identifying the important elements to continue open schooling to enhance the quality of education and in particular exploring solutions for the local issues. 
•  Experiencing an open schooling practice for the production of an ebook “Reserva Tupé 2030”: an agenda of priorities and opportunities.  

This open schooling approach using inquiry mapping and design thinking brought together researchers and practitioners  in  the area of Education, Computer Science, and Psychology as well as community members of the Tupé community and neighboring territories  including students, teachers, school head,  parents, and local citizens.

Several real-life community issues were identified. The challenges discussed were:  

• Secondary school is not offered in the community.  

• Basic Education ends in Elementary School phase II, which corresponds to the ninth school year. 
• Health service is very limited, there are no doctors and nurses.  
• Environmental problems include: reducing waste, lack of safety, the need for water cleaning, poor or lack of sanitation, and insufficient access to energy for all community residents. 
   

Some opportunities for the outside community were also identified:  

• The development of Ecotourism.  

• Communication channels uniting residents, managers, educators, professionals, apprentices. 
• Production of local products (for instance, natural repellents), jewelry, and crafts with seeds and sustainable natural resources. 
• Alternative energy as solar energy. 
• Open schooling providing projects with young people.  

The community raised questions concerning the objective of the study, what benefit it would bring to them, and what would be offered to the community through the partnership with open schooling. It was clarified by the residents and members of the school that the São João community receives many visitors for research, diagnosis, and promises of partnerships, but nothing happens for them. 

The co-authoring of an agenda to guide the community in research projects and future partnerships was an initiative well-received by the community. Participants have become very interested and also committed to sharing their local problems. The dialogue opened an opportunity for collaboration between them supported by local and external partners. The production of an ebook, a collective document of the challenges and opportunities of the community, resulted in a process of consolidating the partnership and initiating new proposals and projects. All community members and partners also positioned themselves as co-learners, i.e. one learning from the other. The activity included people of varying ages from Basic Education to Higher Education. 

Knowledge: Based on the issues that the community cares about, four curricular topics were identified to support the open schooling project. The local researchers from the university and local educators from the school considered it important to discuss the curriculum for students to develop knowledge with the connection between formal, non-formal, and informal education with real-life problem-solving experienced by members of the community of Tupé:    

• Health and well-being: nutrition, local diseases (malaria, dengue, and hepatitis), tooth care.  
• Basic infrastructure, health, river transport, sanitation, drinking water, lack of energy, poor internet connection, and regular High School system. 
• Professional training (training linked to the production chain and sustainability-focused ecotourism, fish farming, family farming, and general services for the construction and maintenance of the basic infrastructure), local public tender vacancies prioritizing community members for greater commitment. Greater incentive and resources for education and health professionals from other communities working in Tupé. 

• Fighting against pollution, care of the environment and biodiversity.  

The skills required: 

• Collaboration: teamwork, internal and external communication. 
• Digital skills: refers to the critical and creative use of local and global knowledge including the internet – reliable sources, critical thinking to detect fake news, security to enhance data protection, computational thinking for teachers and students to learn how to create, adapt and reuse APPs – applications, games, and gamification for significant development of the entire Tupé population and aggregate communities. The educational packages installed by the Municipal Department of Education (SEMED) should be expanded. The current digital resources are GCOMPRIS game packs on Linux, chess games, memory game, text editor and drawing, Google for Education package.  
• Scientific thinking for collaborative research: refers to the process of problem-solving and innovation based on evidence-based thinking and scientific inquiry-based learning involving all representatives of Tupé society: students, teachers, managers, citizens, researchers, and local professionals. 

 

Do: Participants completed all activities: 

• Individual diagnostic interview 

• Discussion and mapping of diagnostic evaluation results 

• Group conversational dynamics using research mapping and design thinking to record information needed to present the prototype 

• Presentation of the findings of each group: challenges and opportunities 

• Final reflection of the process and presentation of prototype/results including next steps 

• Local visits and testimonials 

• Agenda Review 

• Prioritization of actions 

The next steps will be discussing the outputs integrated with key local documents and scientific literature references that will be available for the community to access from the computer laboratory. 

With the purpose of guiding the teaching and learning actions of more than 250,000 students of Manaus, through the SEMED, the new “Municipal School Curriculum” was launched in 2021, with linguistic review, diagramming and better adaptation to all, including riverside communities. 

Link: https://drive.google.com/file/d/1kTJ0oMA6cQk83E_YAVfLzgrdr5m0WYbv/view   

Findings related to the approach of Open Schooling: The activity was based on the open scenario – inspired by active methodologies (creative and participatory) such as consensual dialogue, co-creation, investigative mapping with design thinking for communities. Open schooling was considered useful and challenging.  The agenda began with local problems and was finalized with a representative who summarised the views of the community and the value of education for the local population. Community members became more aware of local priorities and also felt more united.  “We have to thank you. Changing is not easy. We need to be strong to want, know and do.   Having regular high school in this community is not a favor, it’s a right.” 

Results for co-learning: Participants recognized that this initiative is challenging because in order to change it is necessary to have a great connection with the priorities that the community cares about, as well as knowledge to solve problems and the development of actions for overcoming local challenges. 

Education, better teaching conditions, transportation for children to get to school, access to doctors and medicines throughout the year including during periods of drought, energy and basic sanitation are some of the community rights. All these issues they were already aware of. However, a key finding was that “something must be done from the union of all members”. This evidence of open schooling can be an approach to enhance the union among the community members from them to do the change that they need based on knowledge and what they care about. This best practice shows that the cocreation of a collective agenda of priorities, challenges and opportunities was a valuable opportunity for them to share their local wisdom and updating/expanding their knowledge including the feedback that they needed and received from the researchers. This enabled them to find alternatives to reduce the barriers, uncertainties, and unknown challenges. This shows that open schooling can be a way to increase communities’ confidence for them to go ahead with their own voices and local wisdom for identifying priorities, enhancing the quality of education, and changing public policies for equality and equity.  

The results for the participants were: involvement, pleasure and trust with science and research. Some specific learning outcomes developed were: (1) becoming aware of the concept ‘open schooling’ – both meaning and procedures. (2) identifying new collaborative approaches to explore issues supported by education for democracy, for example, inquiry mapping with design thinking, (3) greater awareness of problems and opportunities for change.  

As an example, through the open schooling partnership between the school, university and community, it was identified how and who to contact; for example, the policymakers and procedures to make the request of secondary school in the community of Tupé. ​​Another example of increasing awareness of the issues and communication skills to explore the problems and opportunities was children who voluntarily made illustrations of the problems faced and described by the adults. Using their drawings they prioritised the transportation for everyone to get to school and also the need for greater opportunities to learn outside of school, for example, with family members at home and during the transportation to the school because the boat trip from home to school is a long journey for students who live further away. 

The transport from Manaus to the Community takes about 45 minutes by speedboat but a couple of hours by normal boat.  

Because of the drought it is necessary to walk a long distance under the hot weather to get to the school. 

The school has a computer room and a library in the same space., only 1 room with air conditioner and unstable electricity  

It is the only room with air conditioning but with limited use because of the power outage. The internet “low” connection is also limited. To ventilate, the door is then kept open. 

 One of the  open schooling teams including participants of all ages. 

The result was very positive with involvement, significance and engagement. 

 Photographs taken by the community and CONNECT representative Tayanne Grazielle S. Rodrigues 

CARE: The Bird Refaunation Project of the Northeastern Semiarid of Brazil consisted of the analysis of the Phyto physiognomy of the caatinga in urban spaces, a practical study; Identification of caged birds in the city of Irecê; Exhibition of the study carried out at the event open to the community, entitled Knowledge Fair; Awareness campaign on the theme addressed in a public square in the neighborhood where the school is located. The focus of the research is to answer the following question: how can the collaborative scientific partnership be co-evaluated by those involved in open schooling for the conception and implementation of curriculum plans in public schools of basic education? 

KNOW: The study identified relevant scenarios and collaborative scientific actions to prepare young students to understand the problems of the natural environment caused by man and their consequences for the balance of the planet. The trafficking of wild animals, capture, marketing, and captivity of songbirds was chosen, because it has a strong impact on the environmental balance. The illegal transport, death and mistreatment of the birds that are the majority, many extinct and or threatened with extinction. Aim to show people how understanding the bird’s habit, the contributions given by them to the wild life. This project will help all the members of the group and thus they will all acquire more knowledge in the area. 

DO:  Activities were developed that were very significant, I can mention: 

• analysis of the Phyto physiognomy of the caatinga in the urban environment of the city of Irecê so that we could study the issue of the bird fauna existing in the environment;
• analysis and study, carried out by the students of the ACM school on the birds, of the bird type, found in the caatinga biome and subsequent diagnosis of their existence in the urban environment in the city of Irecê, Bahia.
• identification of bird-type birds used in cages in domestic environments in the city of Irecê, Bahia.
• Decision making on the importance of raising awareness in the school community through an information campaign in the neighborhood where the school is located.
• Conducting an awareness campaign for the school community in a public square. saw. Presentation of the project at the Knowledge Fair explaining the stages of the research to the entire school community

FINDINGS: The open scenario methodology used was project-based collaborative learning. The students brought their own questions, discussed with the scientists and their families, and it was remarkable how much they didn’t know the subject, at the same time they wanted to learn. Teachers found the open teaching activity useful in this controversial topic during the pandemic, and as the school offers teaching by areas of knowledge, it facilitated the planning of actions, the applicability of learning activities targeting technological resources and curricular interaction through of projects. 

OUTCOMES: In general, students participated and interacted in learning activities with an interest in learning and discovering curiosities about science. Several students did not know the main scientists and their contributions to planetary life, the great scientific innovations. And all the knowledge built can be evidenced in the written and visual productions distributed on the murals, contemplating all the spaces of the school and the relevance of the study. However, the very social distancing generated by the pandemic period caused many disruptions in the school routine, among which contacted scientists impossible.  

Find out more here: our report.

CARE: The students were involved in the discussion about the COVID-19 contingency plan. Participants were 180 students, aged between 14 and 17, from the 1st, 2nd, and 3rd grades of high school, 160 of whom completed the scientific action, along with their families, a teacher, a researcher, and a scientist who shared their concerns about COVID-19, especially the functioning of the human immune system and the role of vaccines, a controversial topic from different world and life views.

KNOW: The school curriculum was worked, in an interdisciplinary and transdisciplinary way, integrating the areas of biology and chemistry in the analysis of historical and scientific data. Clarification was sought about the COVID-19 vaccine in the immunization of the human organism. Cause and effect, prevention and risks are discussed in the context of scientific and popular knowledge, mainly in the ideas arising from family members and the surrounding community. This provided the students’ interaction in the learning process, giving voice to the opinions built in the school, family, and society, analyzing the scientific in collective conversations. The process of teaching and learning by areas of knowledge enabled innovations in learning practices. The interaction of students in the process of unraveling the essence of the object of study motivates the interest in learning the unknown. This learning develops skills because he/she feels subject to this discovery of scientific knowledge. This helps in the perception of problems, as well as in identifying the causes and possible solutions. It was unique to develop the ability to argue in discussions about the vaccine as a reinforcement of the body’s immunity in times of COVID-19. As attitudes, we sought to value scientific knowledge, lead students to analyze and distinguish information about vaccines, scientific from fake news, as well as to enable scientific knowledge built in the school environment for life in society and to understand the function of the vaccine, as a human creation, as a reinforcement of the immunity of the human organism.

DO: Students were involved in the following activities, to develop scientific studies that raise awareness of the quality of life in times of COVID-19.

• Analyze the historical context of science, scientists and scientific method and their functions and risk in planetary life, through research and presentation to the class.
• Identify the pathogens (viruses, fungi, protozoa, or bacteria) that cause communicable diseases in epidemics and pandemics with laboratory practices.
• Understand the function of the vaccine as a reinforcement of the immunity of the human organism.
• Analyze information and discussions on social networks about the COVID-19 vaccine, differentiating scientific from opinions and fake news.
• Clarify doubts about the production of vaccines to prevent viral or bacterial diseases.
• Exhibition of murals at school with flyers about the vaccine and prevention habits against COVID-19.

FINDINGS: The open scenario methodology used was project-based collaborative learning. The students brought their own questions, discussed with the scientists and their families, and it was remarkable how much they didn’t know the subject, at the same time they wanted to learn. Teachers found the open teaching activity useful in this controversial topic during the pandemic, and as the school offers teaching by areas of knowledge, it facilitated the planning of actions, the applicability of learning activities targeting technological resources and curricular interaction through of projects.

OUTCOMES: In general, students participated and interacted in learning activities with an interest in learning and discovering curiosities about science. Several students did not know the main scientists and their contributions to planetary life, the great scientific innovations, vaccine advances, especially COVID-19, the functions of science as disease prevention. And all the knowledge built can be evidenced in the written and visual productions distributed on the murals, contemplating all the spaces of the school and the relevance of the study. However, the very social distancing generated by the pandemic period caused many disruptions in the school routine, among which contacted scientists impossible. The return of face-to-face classes with 50% of the students, in the form of a rotation, reduced the time for carrying out the learning activities. On the other hand, some students were not included in the study for reasons. But, in general, the students exceeded expectations in the development of scientific actions. The relevance of this study can be seen in the arguments of the discussions; respect for group opinions; the valorization of scientific knowledge in the solution of problems; to know the origins of science for the understanding of the pandemic, COVID-19 and responsible decision making.

Find out more here: Our report.

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 180 students, between 14 and 17 years old, from the 1st, 2nd, and 3rd grades of high school, with 162 of them having completed the scientific actions, with their families, a teacher, a researcher, and a scientist shared their concerns about the issues of cleaning and contamination, where the power of alcohol can make a difference. Questions about why alcohol, why 70% alcohol, why in the hands, how and why the contagion of COVID-19 occurs, how to prevent it, among others, were questions raised and discussed. The main purpose was to train multipliers students to disseminate the scientific knowledge studied at school to families and the surrounding community.

KNOW: Different activities were developed, in an interdisciplinary and transdisciplinary way, in ​​Natural Sciences, and with an emphasis on the scientific content of Chemistry, particularly the analysis of data about alcohol in the prevention of COVID-19. In this way, the students became interested in the study, understanding the organic functions of 70% alcohol and its interactions in hygiene and contamination prevention measures. The students participated in carrying out the learning activities, expanding their repertoire of knowledge, based on science. The skills developed address the student’s ability to be a protagonist, acting as multipliers of scientific knowledge in COVID-19 prevention measures, especially speaking with property of how the destruction of the coronavirus happens with the use of alcohol. As attitudes, it was sought to develop the prevention of health and human life; to value the knowledge acquired in the school environment in the practice of the context in which one lives and to argue, with scientific property, in the discussions and practices of the use of alcohol in the prevention of COVID-19.

DO: Students were involved in the following activities:

• Analyze hygiene issues in the school, family, and society context as fundamental measures to prevent COVID-19.
• Contextualize the scientific content with the current situation of COVID-19, in school environments and the safety measures to be taken to preserve everyone’s health and life.
• Provide experiences on hand hygiene with soap and alcohol to prevent the spread of the coronavirus in the light of laboratory experimentation.
• Develop in school spaces the skills of being a protagonist in making responsible decisions in the face of COVID-19.
• Prepare students to be multipliers of correct information about COVID-19 hygiene measures, covering family, school, leisure, social and cultural environments.

FINDINGS: The open scenario methodology used was project-based collaborative learning. Students brought their own questions, discussed with the scientists and their families. The laboratory experiences made it possible to verify scientific knowledge in practice. The integration of the school curriculum with scientific action enabled new teaching and learning practices. It is observed that both complement each other in the teaching and learning processes.

OUTCOMES: In general, the students actively participated in the proposed activities on the study of alcohol in times of COVID-19. Always interacting with significant questions to expand knowledge through the scientific content of chemistry that guide the benefits and risk of using soap and alcohol in hygiene in the pandemic. It was surprising how the students began to act during and after the study was carried out. The dominance of scientific argumentation among peers was evident. The ability to make responsible decisions in the use of alcohol in hand hygiene in different spaces and places was really developed. It was gratifying to see the change in students’ habits in terms of caring, knowing and doing. However, the very social distancing in the pandemic caused a lot of disruption in the school routine and the return of face-to-face classes with 50% of students reduced the time for carrying out learning activities. Thus, the action did not have direct contact with the scientist as expected.

Find out more here: Our report. 

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 47 students, in three classes of 1st year of high school. As a guiding question, the importance of vaccination was worked on to overcome the pandemic of the new coronavirus, together with their families, a teacher, a researcher. Due to the pandemic scenario, it was not possible to have the synchronous participation of experts during the science-action, but activities were developed that sought to involve the family in the debate on scientific issues. To build knowledge and facilitate discussions in the hybrid format, debates were encouraged through virtual learning environments.

KNOW: Interdisciplinary activities were developed, even without the involvement of a biology teacher, for example, when dealing with the importance of vaccination against pandemic diseases, health issues and social well-being. In addition, we worked with the abstract textual genre, its structure and organization. The proposed activities aimed to improve the skills of asking questions, analyzing data, verifying information and sources, weighing arguments, drawing conclusions and sharing ideas. As for the attitudes to be developed, we sought to value public health and social well-being, science and scientific investigation and collaborative work; the notion of collectivity and the consideration of data and information, seeking to verify its reliability, as well as the importance of debate and respect for the collective construction of knowledge.

DO: For the development of this science-action activity, the following activities were carried out:

• Previous conversation (with slideshow support) about the importance of vaccination, vaccines approved in Brazil and their risks and benefits;
• Installation of a virtual wall – the Padlet platform was used for this activity;
• Reading of the selected article, which will be summarized later;
• Verification and verification of the information presented in the article read;
• Sharing of sources consulted on the virtual wall;
• Discussion of researched information and expansion of the repertoire on the topic;
• Work with the characteristics of the summary genre, with the support of slides;
• Presentation of the abstract production proposal.
• Production and sharing of abstracts on the virtual wall.

FINDINGS: The open scenario methodology used was project-based collaborative learning, even in a virtual environment. Students brought their own questions, discussed with the scientists and their families. The fact that the students had devices that allowed the research and assembly of the virtual wall (smartphones, computers, internet, etc.) was fundamental for the development of the activity. In addition, teamwork also contributed to making the activity more interesting for students. It is essential for the teacher to have more ready-made (or easily adaptable) materials, such as videos, podcasts, slides, graphics, etc., to use as support during classes. The discussions carried out through participatory science contributed to a greater awareness of students about vaccination against the coronavirus, and these were shared with the community through the production of a school summary, which was posted on a virtual wall to facilitate access for students. all.

OUTCOMES: The students really enjoyed the activities, as they stimulate debate on topics that are relevant to them. In any case, the proposed activities were carried out in a collaborative way, which contributed to their engagement. It was interesting to see how the students gradually engaged during the activities, especially the debates. At first, there was some reluctance to participate in the discussions, perhaps for fear of not having their position respected or valued. When they realized that their contributions were accepted and taken into account, more and more students decided to present their positions. The students were very interested in the topics under discussion. In addition, they were critical of the researched data, verifying sources and prioritizing information from scientific studies. It was very gratifying to see how much they liked the activity, requesting that other actions be carried out with the same format. Being a content school, it was not possible to dedicate more classes to the activity, which made some steps to be carried out in a reduced way. For this reason, it was also not possible to involve any professor of Natural Sciences – leaving this question to be adapted in future studies and applications. Due to the pandemic, it was not possible to bring outside experts to the school, so we seek texts with scientific credibility and involve the family in the proposed discussions.

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 95 students, between 14 and 16 years old, from the 1st grade of high school, of which 76 completed the scientific actions, along with their families, a teacher, a researcher and a scientist who shared their concerns about COVID-19 and ideas about as the artistic making, especially the construction of obelisks, has its historical and cultural role, in this case, as pictograms representing the care against the contamination of COVID-19, they could compose an obelisk emphasizing the historical and artistic context of the pandemic.

KNOW: Curricular knowledge was worked, in an interdisciplinary and transdisciplinary way, emphasizing the analysis of historical and scientific data in the disciplines of Art and Science. This made it possible, in a practical way, for students to interact and play a leading role in the learning process: the analysis of cultural heritage in the historical context of humanity; the identification of pictograms in visual communication contextualized with the colors of the traffic light and with Covid-19; exhibition of the study carried out in open spaces at the school and presentation of the artistic productions of the obelisks emphasizing the awareness of the theme addressed were the learning opportunities offered to the students. Quality of life, health, prevention, language and communication, artistic creation, pictograms, colors, cultural heritage of humanity in relation to COVID-29 were the bases of learning.

The ability to relate knowledge with pictograms, to establish relationships between communication, art, and knowledge, were developed through individual and collective practices contemplating the analysis and experiences that addressed the artistic and cultural heritage monuments contextualized with COVID-19. The skills to make responsible decisions to ensure the quality of life in times of a pandemic, as well as the value of human life in/in the world, were also development focuses. As attitudes, it was sought to protect human life; to identify measures to prevent and control the contamination of the coronavirus, to redefine the school curriculum with theories and practices in times of COVID-19, to value the knowledge built in the school environment for life in society and to promote reflections with research at school, family and community about the pandemic in real time.

DO: Students were involved in the following activities:

• Analyze Obelisks from Egypt and Brazil, regarding their contributions to the history of humanity and the meaning of the images in the historical, political, social, and cultural context.
• Contextualize the importance of the “Obelisk” monument in the record of historical facts on the timeline in different spaces.
• Searching bibliographic sources in real time about COVID-19.
• Reading of the material available on the prevention and vulnerability of the cities of Santa Catarina, in the pandemic, including the city where the school is located.
• Understand and interpret the language and communication of pictograms in the context of society as language and communication contextualized with COVID-19.
• Elaboration and exhibition of the “Obelisk of COVID-19” with pictograms of prevention against coronavirus.

FINDINGS: The open scenario methodology used was project-based collaborative learning. Students brought their own questions, discussed with the scientists and their families. They learned the artistic language in a contextualized and meaningful way. Teachers found the open teaching activity useful for contextualizing COVID-19 from the perspective of its artistic-cultural and historical representation. The adaptations took place in accordance with the theories and learning practices of the New High School. In general, it fits perfectly into the school curriculum by exploring and complementing actions already developed and based on competences and skills in teaching by areas of knowledge. This facilitated the planning of actions and the applicability of learning activities. Teachers meet weekly and seek theories and practices compatible with the subject addressed, technological resources that expand the possibilities of access to science.

OUTCOMES: The participation of students was significant in carrying out the activities. It was evident that the dialogue between the areas of knowledge was relevant for the engagement, interaction, and production of scientific knowledge. Students felt protagonists in the learning processes. There have been changes in attitudes and habits in relation to care in the prevention of COVID-19 in school, family, and society spaces. It is not always possible to achieve the participation of all, however, it is observed that the number of students who were not included in the learning process is minimal.

The expectations of the students surprised each class, as they eagerly awaited something different to learn about the historical and cultural monuments; the pictograms; the colors most present in the daily lives of people in/of society which are: green, yellow, and red that indicate responsible actions to be taken in traffic and prevention against COVID-19. It was wonderful, the moment that the students were able to make the relationship between Art and Science in real time. The loom in the learning process made it possible to reframe the school curriculum in dialogue with everyday knowledge of students and family members to adapt to the new social and cultural context in times of COVID-19. There was the scientific perception that we are united and interconnected with the universe we live in and subject to changes for the quality of life.

Find out more here: Our report.

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 120 students, aged between 14 and 16, from the 1st grade of high school, 78 of whom completed the scientific action, with their families, a teacher, a researcher, and a scientist who shared their concerns about COVID-19 and ideas for creating memes and cartoons, to contextualize the Brazilian Federal Declaration with the pandemic, highlighting human and citizen rights and duties.

KNOW: They were developed, in an interdisciplinary and transdisciplinary way, with the school curriculum integrating the disciplines of Sociology and Philosophy in the analysis of historical and scientific data. Thus, it was possible to understand the laws that ensure the right of citizens in times of COVID-19, permeated by the concepts of Citizenship, Citizen, Cultural Identity and Declaration of the Rights of Man and Citizen, in view of the contingency plan proposed for the pandemic.

In the teaching and learning processes, the skills developed addressed the student’s ability to contextualize the rights of the citizen with the reality found in urban spaces with COVID-19, as well as the ability to interpret the laws and make them accessible to everyone who wants to know to improve their quality of life.

As for the attitudes to be developed, we sought to promote empathy to overcome the “chaos” caused by epidemics and pandemics; the appreciation of reflections on the Brazilian Federal Constitution for new approaches to knowledge, in addition to enabling new forms of learning emphasizing social relationships, ethics and respect for life.

DO: Students were involved in the following activities:

• Bibliographic research on the subject.
• Research in documentary sources and images.
• Analysis of scientific articles on the relationship between the declaration of human and citizen’s rights with the actions and attitudes of the population in the pandemic.
• Classroom debate on the Brazilian Federal Constitution.
• Preparation of pamphlets such as memes and cartoons about “how do people act today in the pandemic?” and “How should people act on COVID-19?”
• Socialization of visual production and reflections punctuated with an emphasis on the pandemic.

FINDINGS: The open scenario methodology used was project-based collaborative learning. Students brought their own questions, discussed with the scientists and their families. Teachers found the open teaching activity useful for the Contextualization of the Brazilian Federal Declaration with the pandemic highlighting human and citizen rights and duties. Teaching by area of knowledge facilitated the planning of actions, the applicability of learning activities, the use of technological resources and curricular interaction based on integrated projects.

OUTCOMES: The participation, engagement, and interest of students in the development of activities related to citizen rights in the COVID-19 pandemic. It was significant and surprising in the way they adhered to the proposal to know the Brazilian Federal Constitution. Most students did not know the rights of citizens. The relationship between legal laws and the pandemic was discussed with the students, arousing interest in knowing more and engaging in the activities of memes and cartoons presenting the Brazilian way in the pandemic. In a fun way, students were able to express their criticisms they felt about COVID-19.

During the learning activities, the students felt confident about their opinion on the rights of the citizen contextualized with the pandemic. Discussions about the Brazilian Federal Constitution aroused curiosity about the rights and duties of citizens defined by law. It is observed that the students were more confident in their speeches about Politics, Science and COVID-19.

However, the very social distancing generated by the pandemic period caused many disruptions in the school routine, among which they made it impossible to contact scientists or, in this case, jurists or political analysts. The return of face-to-face classes with 50% of the students, in the form of a rotation, reduced the time for carrying out the learning activities. On the other hand, some students were not included in the study for reasons.

Find out more here: Our report.