With the central theme “Individual, Collective, and Artificial Intelligences: All Within Us, Right Now! When They Engage in Dialogue, Education Is Transformed,” Bett Brasil—Latin America’s largest event for innovation and technology in education—reaches its 31st edition, May 5–8, 2026, at Expo Center Norte in São Paulo. To explore this overarching theme in greater depth, the Bett Blog is launching a series of four articles dedicated to the subtopics— —that form the framework for the event’s program.

This text will discuss the “HumaNÓS Axis – Collective Intelligences, ” which highlights the power of collective intelligence as it applies to school administration, environmental, social, and governance sustainability, and collaborative networks.

It also highlights the central role of education and the renewal of teachers’ passion for their work, through practices that revitalize the meaning of the profession. In addition, it integrates the role of social media and digital platforms as spaces for belonging, learning, and social interaction—while at the same time challenging schools to mediate conflicts and combat cyberbullying.

Collective intelligence has taken center stage in educational discussions because it addresses a contemporary need: learning and work are no longer individual processes but have become networked experiences.

For Felipe Morgado, a board member of Bett Brasil and superintendent of Vocational and Higher Education at SENAI, this change must be at the heart of schools’ efforts. “The world of work, for which we prepare our students, is fundamentally collaborative,” he says.

According to him, the most valued skills—such as problem-solving and critical thinking—depend on exchange, active listening, and collaborative action. Schools, therefore, should serve as laboratories for this culture, preparing students for the dynamics they will encounter outside of school.

A sense of belonging among faculty and students is an essential part of this process. Morgado points out that, by breaking down the historical isolation of the faculty, collaboration strengthens trust and the ability to innovate.

Among students, a sense of belonging serves as the foundation for the psychological safety necessary for learning, especially in the face of challenges such as cyberbullying and symbolic disputes on social media. “The school as a ‘safe community’ is the primary protective factor,” he emphasizes.

Felipe Morgado explains the main topics of discussion under the “HumaNÓS” subtheme at Bett Brasil 2026. Photo: Courtesy

The positive impacts of collective intelligence are also evident in school administration. “We’ve moved from problem management to managing collective projects, such as initiatives to foster a sense of community and ESG actions. Schools become more resilient because they draw on solutions from their networks and specialize in what is irreplaceable in the age of AI: empathy, ethics, and consensus-building,” says the Bett advisor.

This perspective is also reflected in the in-depth reflections of educator Sandra Scapin in her article “Schools: Safe Environments for Students and Teachers, ” published on the Bett Blog. In her view, a sense of belonging arises when the school becomes an environment in which children and adolescents feel recognized, valued, and understood in all their diverse aspects.

“Embracing diversity and working toward equity,” says the educator, “is essential for learning to take place to its fullest potential.” Sandra also emphasizes that a sense of security is built on clear rules and the presence of adults recognized as conflict mediators—individuals who, through active listening and dialogue, transform tensions into opportunities for growth.

Sandra also notes that the connection between families, students, and educators strengthens shared responsibility and fosters a common understanding of the importance of getting along in the school environment. According to her, by encouraging cooperative practices and transparent channels of communication, the school enhances its capacity for prevention, intervenes earlier in conflicts, and becomes a space where everyone recognizes their role in maintaining a safe environment.

Continuing Education for Teachers

Continuing education emerges as another pillar of this collective intelligence. Morgado argues that it is strategic for “re-enchanting” teachers, provided it moves away from the transmissive model and returns to the real issues of school practice. “Teachers take center stage when they are invited to become researchers of their own practice,” he says.

In his view, the most effective professional development is that which takes place among peers. “When teachers share and develop solutions in communities of practice, they renew their sense of belonging,” he says.

See also:

• Bett Brasil 2026 invites reflection on the dialogue between individual, collective, and artificial intelligence

The Bett advisor also points out that, by mastering new contemporary challenges, teachers experience a sense of competence, and that competence fosters a sense of agency.

This perspective aligns with the article by Ronnei Prado Lima, a professor at the Center for Advanced Studies (CEA) of the Federal University of Pernambuco (UFPE), titled “Continuing Education: The Leading Role of Teachers as a Foundation for Change,” published in *Folha de Pernambuco*, in which he emphasizes the importance of placing teachers at the center of their own professional development.

Drawing on the reflections of educator Magda Soares, Ronnei argues that teacher training must recognize teachers as creators of knowledge, not merely as recipients of content. Study groups, communities of practice, action research, and spaces for debate broaden professional identity, strengthen collaboration, and create environments for exchange capable of transforming everyday school life. “This continuous cycle promotes a more meaningful training process, as it organically connects theory and practice,” he says.

By bringing together the voices of administrators, teachers, students, and families, the HumaNÓS subtopic highlights that education is transformed when the community recognizes itself as jointly responsible.

In times of complex challenges, collective intelligence proves to be not only a pedagogical strategy but also a prerequisite for building safer, more humane schools capable of educating citizens who act with empathy, ethics, and collaboration.

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