An advocate for a new approach to literacy in learning, Professor Edu Valladares believes that the concept of “learnability” can transform the way we teach and learn. In an interview with Conexão Bett, he pointed out that traditional education often focuses on what should be learned, but does not teach how to actually learn.

"I spent 16 years as a high school teacher and realized that we don't know how to guide a student in the process of learning. We repeat the same approach to studying, but not necessarily to learning," he explained. According to Valladares, the educational system still prioritizes preparation for tests and exams, neglecting skills that are fundamental to effective learning.

As the founder of Edu VLLD—Education & Vulnerability, a laboratory for creating learning projects—Valladares developed the concept of “learnability,” which stems from the combination of three elements: skill, learning, and vulnerability. “Vulnerability is essential. Learning requires courage and a willingness to take risks. Often, the fear of making a mistake prevents us from raising our hands in class or asking questions during a work meeting,” he noted.

Inspired by the English term “learnability,” Valladares incorporated the idea of vulnerability to emphasize the importance of a welcoming environment and psychological safety in the learning process. “We don’t learn just through repetition, but also through connection. We need to build bonds and bring more sensitivity and affection into the learning environment,” he argued.

To structure this approach to learnability, he created a methodology based on a three-pronged framework: connection, skill, and strategy. “First, we need to establish a genuine connection—a safe environment where learning can take place. Next comes the development of skills, and finally, strategy, which allows us to effectively apply what we’ve learned,” he said.

The Role of Mistakes in Learning

One of the key shifts in mindset that Valladares advocates is reframing mistakes. In his view, school should be a place that encourages experimentation without fear of failure. “Our society needs to learn to deal better with frustration. It seems that making mistakes, stumbling, and failing are not allowed. Furthermore, the rise of social media has further reinforced this idea of unattainable perfection,” he observed.

He questions the maxim that leadership should be by example, as this can create the false impression that leaders—whether teachers or school administrators—cannot make mistakes. “We have this notion that leadership must be flawless, and that puts unnecessary pressure on us. A teacher, for example, can and should share with students when something didn’t go as expected. This shows that he or she is human too and that learning involves trial and error,” he suggested.

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Valladares argues that common classroom practices need to be rethought to prevent students from being put in a negative light. “How often does a teacher ask a question of an inattentive student and, upon realizing that the student doesn’t know the answer, ask the same question of another student and, when that student gets it right, draw a comparison between them? What the teacher is doing, without realizing it, is creating an atmosphere of shame and frustration,” he commented.

He emphasized that there are more effective approaches, without neglecting the need to maintain discipline in the classroom. “The teacher can reintegrate that student into the lesson in another way, without embarrassing him or her. When someone gets the answer right, the ideal approach is to use it as a way to include the student, not to discourage him or her. The teacher has a huge responsibility in this process,” Valladares pointed out.

Vulnerability as a Strength

Another essential aspect of learnability, according to Valladares, is understanding that vulnerability is a source of strength. “When vulnerability is fully understood, given meaning, and valued, it becomes a great opportunity for learning,” he emphasized.

He recalls a memorable example from his career as a teacher. “I had a former student, Alana, who was studying through a distance learning platform. She was very good at biology and dreamed of passing the medical school entrance exam. As her teacher, I recognized her talent and invited her to join a student community we had created on a social media platform. In that space, students shared their challenges and fears regarding learning different subjects,” he said.

At first, Alana was embarrassed to put herself out there and share her knowledge with her colleagues. “So I suggested we do a live stream together. At first, she was shy. Then she was still hesitant, but little by little we put together a script, and she began to realize that this was a talent she had,” recalled Valladares.

The result was surprising. “Over time, Alana became a major educational influencer. She began sharing her study tips, empowering other students, and creating a support network for learning. All of this stemmed from a moment of vulnerability. What she initially saw as a weakness—her shyness—turned into a strength. She just needed someone to encourage her, to give her that initial push,” she reflected.

For Valladares, this story underscores a crucial point: “Often, what prevents us from moving forward is the lack of a safe and encouraging environment. When we have that support, vulnerability turns into strength, and learning becomes more meaningful,” he concludes.

See also:

• Teacher training needs to be more closely connected to real-world practice
• Schools need to adapt to the new climate reality
• The discussion on inclusive education needs to enter a new phase

At Bett Brasil 2025, the teacher is one of the guest speakers invited to participate in two panels at the Basic Education Conference. He will also be present at the Bett Brasil book-signing area with his book , *Criaway: The Paths That Led Me to Learnability*.

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