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Maria Regina   Martins Cabral

Maria Regina Martins Cabral

, Brazil

I was born in Pinheiro, on the border of the Northeast with the North of Brazil, a city surrounded by natural fields, which during the rainy season is flooded. My childhood was populated by this scenario in which to the same place at one time of the year I would go by canoe and at the other time I would go by horseback. The same path is dry for six months and flooded for the other part of the year. This awakened me to the countless possibilities of the same territory. Reality and literature were my inspirations. Thousands of people are my interlocutors. Every day I learn. When I was still a child, looking at the places I was going through, I realized that scarcity and abundance can coexist everywhere. As I deepened my knowledge, I realized and experienced many times that what reveals abundance is three things: education, investment and networks. No development is sustainable on its own without these three conditions, in a continuous process. My greatest interest is in the development of territories where scarcity is still what it reveals. What attracts me is the continuous search for solutions, is to draw proposals by stepping on the place where it is needed, helping native people to find other paths that add to their own, from the philosophical perspective of what is in their surroundings. The reason for my life is to materialize shared dreams.

About me

PhD in Education, by USP, 2013 Thesis: Education and Work beyond the Horizon of the Market and Oligarchies (http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18122014-104549/pt-br.php) Doctorate Sandwich by USP / University of Sevilla, 2012. Graduated from the Federal University of Maranhão (1988); Course in Popular Education and Adult Literacy, by CEAAL, Crefal, Pátzcuaro, Mexico (1989); Specialization in Literacy, by the Federal University of Maranhão (1994); Master in Education, by the Federal University of Maranhão (1999); Training Course in Leadership and Social Development for Latin America and the Caribbean, by the Federal University of Pernambuco (2003); Course on Social Leadership by the Academic and Professional Programs for the Americas - LASPAU, Boston, USA (2006); Post-graduation in Social Economy and Local Development, by the General Sarmiento University - AR (2007). He has taught disciplines (Sociology, Philosophy, History and Structure of Education, Methodologies, Scientific Research) in undergraduate courses at UFPI, UEMA and CEFET/IFMA. Articulated and coordinated the RAAAB - Literacy Action Support Network in Brazil and the State Forum on Defense of Public Education in Maranhão (1989-1994). She worked at the São Luis Secretariat of Education as a teaching coordinator and assistant secretary of education (1996-1997). She was a consultant to the Ministry of Education/PNUD, for the articulation of education secretariats of Brazilian municipalities and states to guarantee the continued training of teachers (1999-2001). She is co-founder and director of the Instituto Formação (Training Institute) (since 1999). Research themes: history of the struggle for public education in Brazil (HISTEDBR - UFMA/ UNICAMP), management of educational projects in municipal education systems; literacy of youth and adults, youth and public policies, professional education in the perspective of sustainable local development (Instituto Fomação ) Literacy and Literacy (FFI). Conceived and coordinated the Integrated Set of Projects (CIP Young Citizen) integrating cultural, social and economic development (from 2003 to 2008). Conceived and guided the implementation of the educational project of High School and Vocational Education Centers (CEMP) - considered points of territory development (since 2004) and the EJA Professionalizing Project (2004-2008). It advised on the implementation of professional training experiences for young people, articulating this training process with social practice in the communities where they live. Coordinated the systematization team of the Education Plan of the City of São Paulo (2010). Prepared a report on the process of building the Education Plan of the City of São Paulo (2011). Coordinated the final preparation of the Sustainable Territorial Development Plan for the Campos and Lagos Rural Territory (2012). Prepared didactic materials for continuing education of young people and adults considering the dimensions of political, cultural and professional education (From 1990 to 2003). Postgraduate Professor at Laboro from 2014 to 2015. Professor at FAP and FFI in 2016-2017 Coordinator of the Postgraduate Course in Literacy and Literacy (FFI / FAP) Director of FFI, she is an Ashoka Fellow (since 2010) and member of the Kelloggs Fellows Leadership Alliance (since 2012).


Translated with www.DeepL.com/Translator

Why do you want to be a part of the HundrED Community?

Because everything we do is free access. It is to be irradiated. A platform like the HundrED organisation has credibility and that is why it is as important to irradiate these ideas and projects as it is to the ICMP. For the opportunity to share our project with so many others who are also important for the transformation of reality in the world in which we live, full of so many challenges. Because HundrED connects, is a bridge, makes opportunities.

How can education support students to flourish?

I work with the concept of integral education integrated with the organic development of people and their places of life. A concept of education that includes knowledge of humanities, scientific, technological, vocational. These contents are a fertilizer for the flowering of life.


CEMP's educational project articulates this diversity of knowledge. It helps young people to think, participate, discover, and act.


What role does innovation play in education change?

CEMP's curricular structure is focused on the development of territories where scarcity is still present. As a point of territorial development, the CEMP provides an opportunity for young people to learn theoretical knowledge, research the local reality and immediately apply knowledge aimed at changing that reality. For example, from the Agroecology course, the laboratory is the farmer's backyard. The farmer has traditional knowledge about food production and the students have new knowledge that, added to those, potentiate this productive chain. In the exchange, new syntheses are built, in a continuous way.


There are three existing Nuclei at CEMP. They are designed to bring about changes in the surroundings of the place where it is located:


Nucleus of General / Academic Education - building the basis of knowledge;


Nucleus of Professional Education - building the basis of doing;


Incubators - providing the basis for action.

Three HundrED innovations you love. (and Why?)


Seppo 

Education cities 

Trix and trax 


For us, education is the engine of change. Using creative forms to empower education is what moves us. These innovations represent a lot of that. There are many of them, but they have called our attention for their boldness in doing something different and that contributes to people's development.