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For a future where every child learns with the body, the heart, and the mind
For a long time, educational debates
focused almost exclusively on academic results measured by standardized
testing. However, the most recent studies from leading universities such as
Harvard, Stanford, and Oxford show that true educational excellence goes far
beyond grades and exams. Today, quality integral education is considered the
most effective path to developing well-rounded citizens—critical, creative, and
emotionally healthy individuals. It's not just about spending more hours in
school, but about a new paradigm: educating the human being in all dimensions —
intellectual, emotional, physical, artistic, and social.
In countries that lead
international education rankings, such as Finland, Canada, South Korea, and
Estonia, full-time schooling is already a consolidated reality, and with a
comprehensive curriculum. In these nations, students don’t just study math and
language, but also practice sports daily, develop artistic projects,
participate in theater groups, and learn music from an early age. Finland, for
example, abolished standardized tests in favor of collaborative projects and
interdisciplinary activities. The result: high student well-being and excellent
academic performance. The formula is simple and powerful: when the mind, body,
and soul of children are nurtured, they thrive.
In Brazil, we still
face many challenges, but promising paths are being forged. One of them lies in
active and humanized teaching methodologies that are gaining momentum, such as
those developed by Antônio Carlos dos Santos. His methods — MAT (Mindset,
Action and Theater), ThM (Theater Movement), and TBMB (Mané Beiçudo Puppet
Theater) — integrate neuroscience, the arts, and education in innovative and
effective ways. The MAT approach, for instance, uses theater as a tool for
mindset transformation, boosting self-esteem, resilience, and students’ ability
to express themselves. In a public school in São Paulo where it was
implemented, academic performance increased by 40% and dropout rates dropped
significantly.
Integral education
must acknowledge that humans don’t learn only with the rational mind. Emotions,
the senses, and social relationships play a central role in learning. Antônio
Carlos’s ThM methodology is grounded in this principle by uniting bodily
movement and dramatic expression, creating a dynamic and affective learning
environment. Shy children become leaders on stage. Unmotivated teenagers
rediscover the joy of learning. This approach is closely aligned with Stanford
University’s research on neuroplasticity and experiential learning.
Science has already
proven that music, art, and theater are not “extracurricular” activities but
true engines of cognitive and emotional development. Research from Johns
Hopkins University in the U.S. revealed that students who participate in arts
programs have better problem-solving abilities, improved memory, and greater
empathy. In Canadian public schools, children who participate in theater
workshops show 25% fewer anxiety episodes and better reading performance. Art,
therefore, is not a luxury—it is a foundation.
Another essential aspect
of quality integral education is the inclusion of sports and movement in daily
school life. Regular physical activity is directly associated with better
executive brain functions, such as attention, planning, and self-regulation. A
study from the University of Cambridge found that students who engaged in daily
sports scored 15% higher in math and reading. The TBMB methodology — Mané
Beiçudo Puppet Theater — integrates body and brain stimulation, using puppetry
and rhythmic movement to foster cognitive and social-emotional skills in a
playful and captivating way, especially effective in early childhood education.
But for all this to be
possible, a profound shift in mindset is required — from a scarcity mindset to
one of abundance. We must move away from a logic of improvisation and
containment and boldly invest in vibrant schools, where teachers are valued and
continually trained, and where students are recognized as whole beings. This
transformation starts with political decision-making but also with a collective
movement involving the entire society: parents, educators, administrators, and
citizens committed to a better future.
Stories like that of
Malala Yousafzai, who risked her life to defend girls’ right to education, or
of Anísio Teixeira, a pioneer of full-time public schooling in Brazil, show us
that the fight for a more humane and complete education is not new, but remains
urgent. Today, we have more science, more data, and more examples proving it is
possible—and necessary—to educate with sensitivity, science, and art.
Quality integral
education is not a utopian dream. It is a concrete, achievable goal and is
already being practiced in several parts of the world. In Brazil, we must
consolidate public policies that support this model across public and private
school systems, with a focus on equity, creativity, and innovation. As Antônio
Carlos says, “school needs to be a broad, open, democratic and experimental
space, not just a place for teaching”.
We must envision and
build schools where children don’t merely survive but flourish. Where every day
is an opportunity to discover the world, themselves, and each other. Where
learning becomes an act of joy, belonging, and transformation. The goal is bold
but essential: quality integral education for all. With art, science, theater,
and hope—because the future begins in the classroom.
Access the books by Antônio Carlos dos Santos on amazon.com or amazon.com.br
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