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When we talk about the most
successful educational systems in the world, it is impossible to ignore
Finland. Year after year, this small Nordic country ranks among the top
performers in international education rankings, such as the PISA (Programme for
International Student Assessment). But what is so special about the Finnish
literacy method? What can we learn and adapt to our own reality? This article
aims not only to inform but also to inspire parents, educators, and
policymakers to view literacy as an enchanting and accessible journey, grounded
in science, culture, and respect for each learner’s pace.
In Finland, unlike in
many countries, children only begin formal literacy instruction at the age of
seven. This may seem to contradict the urgency many systems place on teaching
reading and writing as early as four or five years old. However, educational
neuroscientists have pointed out, based on research from universities such as
Harvard and Helsinki, that the child’s brain develops more healthily when its
neurological maturation is respected. This favors not only learning but also
emotional well-being. Finland believes that before learning to read and write,
children need to play, move, tell stories, and develop social skills — and this
belief is strongly supported by neuroscience findings.
Literacy in Finland is
built on an affective and cultural foundation. Finnish children arrive at
school with strong familial bonds with books. This is not due to intensive
stimulation programs but rather a culture that values reading as part of
everyday life. Public libraries are vibrant community centers, full of cultural
activities, storytelling sessions, and free access to literature. The school,
then, becomes an extension of this environment. Teachers are highly qualified —
all required to have a master’s degree — and are granted autonomy to adapt
their methods according to the students’ needs. This includes the frequent use
of games, music, dramatization, and body movement as teaching strategies.
At this point, it is
interesting to highlight how the Finnish methodology aligns with contemporary
literacy proposals developed in other contexts, such as those created by
Brazilian professor Antônio Carlos dos Santos. His MAT method (Mindset, Action,
and Theater), for instance, proposes that literacy goes beyond written code,
integrating positive mindset, student protagonism, and theatrical expression.
This view aligns with Finnish practice, which values the active engagement of
the student, the use of dramatization, and the development of a confident and
motivated learning mindset.
Another element worthy
of attention is how Finland addresses youth and adult literacy. The country
does not treat them as "lost causes" or "system leftovers"
but as valuable learners deserving of specific, humane, and effective
methodologies. Programs aimed at adult education use project-based learning,
storytelling, functional literacy, and plenty of playfulness. The TBMB method
(Mané Beiçudo Puppet Theater), also developed by Antônio Carlos dos Santos, is
an excellent example of how the playful and symbolic can be powerful tools for
re-signifying adult learning, especially for those with a history of school
failure.
In Finnish adult
education environments, the use of movement as a learning tool is common —
which mirrors the ThM (Theater Movement) approach, integrating body expression,
motor memory, and theatricality into the literacy process. In this context,
literacy is seen as an emotional, social, and sensory process. It is not just
about decoding letters, but about building meaning, self-esteem, and
citizenship. Finland understands that every adult returning to education
carries a story, a desire, and often a wound — and that learning only occurs
when these dimensions are embraced.
There is also a strong
component of interdisciplinarity and teamwork in Finnish schools.
Psychologists, social workers, and teachers work side by side to provide
personalized and empathetic education. Each child is seen as a universe under
construction, and literacy is treated as a shared journey, not as a race for
results. This is reflected in the low anxiety rates and high levels of
functional literacy among students. And this is where science comes in again:
recent studies from the University of Jyväskylä show that a positive emotional
connection with the literacy process increases knowledge retention and reduces
cognitive blocks.
Another inspiring
point is the trust Finnish society places in its teachers. They are true
"engineers of the future," not mere content repeaters. This reflects
the core idea of the MAT method, which emphasizes the educator’s role as a
mentor and creator of meaningful learning experiences. Teachers are not
pressured by rankings or numerical goals. This allows them to build authentic
relationships with their students, using time wisely, exploring topics of
interest, and respecting different learning styles. It is the opposite of the
forced standardization seen in many other places.
Finland’s success is
not due to a miracle but to a combination of humanistic vision, investment in
teacher training, cutting-edge research, and a culture that deeply respects
childhood, education, and diverse ways of learning. Literacy in this country is
treated as a right and a celebration, not as a burden. And this is something
that all of us, regardless of where we live, can look to for inspiration. It is
not about copying a model but about learning from it and adapting it creatively
and lovingly to our own reality.
We need to believe, as
the Finns do, that every child — and every adult — can learn, provided they are
welcomed, respected, and guided with patience, science, and sensitivity.
Methods such as those of Antônio Carlos dos Santos show that it is possible to
innovate responsibly, blending theater, neuroscience, and emotion to transform
literacy into an unforgettable experience. After all, to teach someone to read
and write is to open windows to the world, ignite curiosity, and strengthen the
foundation of a more just, critical, and creative society.
In a world full of
urgency and distractions, education must reclaim its transformative role. The
example of Finland and the innovative proposals of our educators show us that
it is possible to teach literacy with lightness, depth, and enchantment. May
this article serve as an invitation: let us reimagine literacy as an act of
love, culture, and freedom. After all, every word learned is a door that opens
to infinity.
Access the books by Antônio Carlos dos Santos on amazon.com or amazon.com.br
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