Promote collaborative work between schools and the cultural community, in order to foster initiatives of non-formal education, generating well-being, will for learning and improvements in school success;

Promote a greater articulation of artistic, playful and creative education initiatives in schools through the creation of artistic projects developed by children;

To think the school as a space and context of learning, leisure and enjoyment of children, through intervention in outdoor spaces/playgrounds;

Develop continuing training actions aimed at local stakeholders on the importance of artistic education, ludicity and creativity in learning and development of personal skills;

Implement a program of intervention of peer tutoring, focused on the academic and socio-emotional needs of children attending basic education, in schools in the Pevidém Learning Field.

Reflect on different ways of thinking about the school with teachers and operational assistants.

Promote skills and knowledge of teachers and operational assistants on the promotion of well-being and personal and emotional skills of children, from the value of non-formal education, play and the relationship and interaction between peers.

Support teachers and operational assistants in the development of initiatives that promote the well-being and personal and emotional skills of children.

Promote interventions at school (recess), through the modification/creation of routines and structures for playing, which enhance the child’s space and allow positive interactions between adults and children;

Promote the active and active voice of the child in the school environment, valuing their perspective and ability to decide on relevant and significant themes for them.

Promote a participatory environment at school, involving children, professionals, families, among others.

Implement models of non-formal education in promoting children’s social and personal skills, through plastic expression and the relationship with space.

Reflect on different ways of designing and organizing the school.

Promote personal and emotional skills in children.

Promote the active and active voice of the child in the school environment, valuing their perspective and ability to decide on relevant and significant themes for them.

Promote a participatory environment at school, involving children, professionals, families, among others.

Recognizing the school as a physical and relational space

Designing the school space from the perspective of the child’s well-being.

Preparation, implementation and validation of a peer tutoring program for children in the 1st cycle (mixed classes).

Promote the well-being of children and support the overcoming of difficulties generated by the pandemic context, through a set of educational tools for teachers, structured by themes and subdivided into activities, which aim to contribute to specific objectives:

• Create/work/realize opportunities for the development of multiple competences in children.
• Identify, support and refer children who experience emotional and behavioural difficulties, providing knowledge and useful strategies to act in these situations.
• Create training opportunities for extracurricular activities teachers on socio-emotional skills and monitoring of children in a pandemic situation.