Here’s how the conversation went with the educator who inspires the entire network of transformative teachers:

 

 

Certainly, many of the challenges you’ve overcome throughout your career are common to many educators. What were the biggest ones, and how did you overcome them?

 

Prof. Jayse: In my view, the biggest challenge is the school system—that is, the fact that we have schools and communities with very different realities. My biggest challenge was figuring out how to apply, in such diverse communities, the material I had learned in college, which might not make sense in certain places. So, the biggest challenge was figuring out where I would apply that knowledge, where I would work, and—together with the students—create something that made sense to them. The biggest challenge, therefore, is knowing where you’ll work and how you’ll work with the limited resources that public schools have. And to overcome these challenges, it took a lot of creativity. When I wanted to teach art, for example: how could I do that if I didn’t have an art room, and if materials were so scarce?... How could I overcome this difficulty? By listening to my students, seeing what worked, and figuring out what materials the community had available. And for the things we didn’t have at school, we’d borrow them or organize fundraisers so the school could produce them. This was a challenge, but at the same time, it greatly encouraged creativity, since we had to come up with new ideas using the materials available to us. The students brought materials from home to the classroom, created their own study materials, and all of this helped us a great deal in overcoming the challenges of the Brazilian public school system.

   

 

The pandemic has posed no small number of challenges for education. Much has been accomplished with the help of technology, but… what about the role of the teacher? How do you assess and define the role of the transformative teacher in this new educational context?

 

Prof. Jayse: Indeed, there were many challenges. First, because teachers had to reinvent themselves: no one in the world had the answers, so everyone was searching for strategies that would work in their own context. And this is extremely important: we have to “tip our hats” to the teachers who reinvented themselves, since official bodies, such as the Ministry of Education (MEC), didn’t offer any solutions—partly because no one had the right answer to this challenge. Teachers didn’t let the ball drop, and that was truly incredible! As for the role of teachers in this new context, I’d say it was fundamental. I know of schools that were very technologically advanced but didn’t know how to handle the pandemic. So, technology was a huge help, but what made the difference was what teachers created with that technology. Take the example of Teacher Alberto Rodrigues, from rural São Paulo, who created holograms using his cell phone by cutting up CD cases to build the necessary structure so his students could see him. Literally right on top of the cell phone—a clear hologram. Just look at how many creative ideas can be brought to life with simple materials! Therefore, it wasn’t the technology that literally made the difference, but rather what the teacher did with the limited resources at their disposal. After all, it’s worth remembering that many students don’t have internet access. So, it was necessary to come up with strategies so that students could continue to receive the content. Ultimately, it was the educator who made the difference, and in this context, technology was the means, the tool to make that happen.

 

 

"Transformation" is perhaps one of the most relevant words in the current context of our country. In your view, what are some possible and desirable transformations that teachers can help promote through their practices?

 

Prof. Jayse: The key word right now, really, is “transform.” Teachers had to understand the context we were in and then rethink their practices—which, incidentally, is always a worthwhile exercise. It was necessary to find methodologies that worked and, especially during this pandemic, to also take into account the realities around them. Students and parents who lost their jobs, for example: what can I do to try to ease this situation? It often seems as though school is a world apart, but that’s not true. Everything is interconnected. So, the curriculum also needs to take this into account—the socio-emotional context—to ensure that students feel comfortable at school. These shifts in perspective shouldn’t focus solely on content, but also on methodology—without losing sight of reality: how can I present this content in an engaging way to help students overcome the challenges of this moment? I’ve been trying to incorporate these reflections into my teaching practice, and it’s worked very well because they also take students’ interests into account. In other words, these practices were already part of pedagogy—in line with the school’s educational approach—but connected to what students enjoy: movies, TV shows, videos… So, always keep this in mind: what do students bring to the table? Paulo Freire spoke extensively about this: the background that students bring to school—how can I leverage it to enhance their learning? Therefore, this is an innovative and transformative practice: using the skills that students bring to school and “weaving them” into the pedagogical approach.

 

 

Who is the “Transformative Teacher” who makes it possible to link education to a desirable present and future? 

 

Prof. Jayse: The Transformative Teacher is one who possesses an essential skill for the 21st century: fostering creativity, transforming their students into creative individuals. I always think about this: I can’t have creative students if I’m not creative myself. And that’s where this teacher will take a leap forward in quality, showing that they’re someone who’s fully willing to listen, learn, and even make mistakes. For a long time, it was thought that the teacher was the sole holder of all knowledge, and that’s where we became most stuck in our ways. When I say that I don’t know, but that I’m open to learning from my students and the skills they bring, it makes a huge difference. That’s when students feel secure enough for us not only to focus on the present but also to take that step toward the future: preparing them not only for the job market but to be creative individuals—which is one of the skills most in demand in the 21st century. 

 

 

And what about school? What kind of school can make it possible to link education to a desirable present and future?

 

Prof. Jayse: We need to rethink the school system, keeping in mind that it has remained virtually unchanged for many centuries. There’s even talk of a “19th-century school, with 20th-century teachers and 21st-century students.” So, this balance needs to be restored, and that’s where schools play a fundamental role. However, schools don’t change on their own: we need public policies. It’s very important to enshrine this in law—that is, to ensure schools have a minimum level of technological infrastructure and that teacher training is truly ongoing, not limited to just the initial training upon completing a teaching degree. Ultimately, schools must evolve alongside teachers and, above all, stay attuned to students. I know this change will happen gradually, but this debate is absolutely essential so that school can literally become a second home. And to be a second home, it has to be appealing.

 

 

What message would you like to share with the teachers who overcome daily challenges to provide a transformative education?

 

Prof. Jayse: Above all, we need to empower teachers! So, the message I leave you with is: Teacher, have you made a difference today? And how do we make a difference? By believing it’s possible. So, teacher, believe this: your role is essential! Don’t wait for a magic answer to fall from the sky. In education, there’s no “silver bullet,” and we’re not going to “reinvent the wheel” either. So, the best approach is to look at your school, at your classroom, and ask: what’s been working? And if things aren’t going so well, ask your students: how would you like these classes to be? That’s what it means to be an entrepreneur—to work with our “client,” who, of course, is our student! So, you need to connect with them, understand their concerns and desires, and, from there, plan your lessons. A good Political-Pedagogical Project (PPP) also helps a lot, ensuring that your classroom is in tune with your students, the school, and the reality around you. So, teacher, go out there and make a difference! You’re the one who keeps Brazil moving forward!

 

In closing, we would like you to invite educators from all over Brazil to participate in the 2021 Transformative Teacher Award:

 

Prof. Jayse: Hello, educators from all over Brazil. I’m Professor Jayse Ferreira, and I’m here to extend an invitation you won’t want to miss. How about having your teaching practices featured on a platform for the whole country to see—and, as a bonus, winning R$7,000 for it? That’s the 2021 Transformative Teacher Award! Go ahead and submit your application—registration is now open and runs through December 1. Don’t waste any time! There are four award categories, and—most importantly—this is an opportunity to showcase the exceptional work of teachers like you who are listening to me, so we can inspire more people across this “big, beautiful Brazil.” I’m looking forward to seeing all of you—don’t miss this opportunity! I’m sure you’ll make a huge difference in education across the country. Go ahead and sign up now!

 

Let’s work together to transform Brazilian education by giving a voice and a platform to transformative teachers. Sign up for the 2nd edition of the Transformative Teacher Award athttps://significare.org.br/premio/

Getting to Know Professor Jayse Better:

Jayse Ferreira always attended public schools and was the first in his family to earn a college degree. He earned a degree in Fine Arts from the Federal University of Paraíba (UFPB) and, for over 12 years, has worked as a teacher at the upper elementary, high school, and Youth and Adult Education (EJA) levels, teaching at public schools in the municipal system of Pedras de Fogo (PB), where he lives, and in Itambé (PE), in the state school system. 

 

Prof. Jayse is dedicated to the more dynamic application of various artistic media, particularly photography and film. He developed a project called “I Am a Work of Art: Ethnic Groups of the World,” which aims to restore students’ self-esteem and sense of ethnic and racial self-worth. He has twice won the Professores do Brasil Award: in 2014, in the High School category, and in 2017, in the Pedagogical Innovation category. In 2019, he was named one of the 50 best teachers in the world by the Global Teacher Prize, considered the Nobel Prize of Education. 

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