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Learning recovery without visibility does not deliver results
In 2025, about half of Brazil’s public school systems did not improve foundational learning indicators related to reducing educational inequalities. As a result, municipal school systems in the state of São Paulo alone missed out on approximately R$1.4 billion from performance-based bonuses, resources that could have been reinvested in learning recovery efforts. Guiding pedagogical interventions through learning indicators tied to performance-based funding remains a significant challenge, because:
Limited visibility over the VAAR
The complexity of the indicators makes it difficult to incorporate VAAR into daily pedagogical management, limiting its use as a reference for decisions throughout the cycle.
Without detailed, data-driven pedagogical diagnoses, networks struggle to identify key learning challenges and which stages, skills, or groups require more attention.
Difficulty in making accurate diagnoses
Actions with low adherence to the evaluated indicators.
Even when well-structured, recovery strategies do not always address the aspects observed by the VAAR indicators, which makes it difficult for their effects to appear in the final result.
Integrated solutions for a complex educational landscape.
Entendemos que gerar mudanças na Educação Pública exige uma atuação integrada, que considere os desafios de ponta a ponta. Por isso, a abordagem da ALBA para recomposição das aprendizagens une:
Diagnóstico, com base em indicadores conectados ao VAAR e em dados educacionais como SAEB, SARESP e Censo Escolar;
Training to improve the interpretation of indicators, strengthen pedagogical management, and support the understanding of bonus mechanisms linked to results;
Classroom intervention and ongoing pedagogical support , planned in conjunction with the Network and tailored to the needs of each context.
What drives us: foundational learning for everyone.
We believe that when a school system focuses on ensuring foundational learning for every student, it creates the conditions to advance with greater quality and pedagogical intentionality, opening space for more meaningful practices in everyday school life.
ALBA’s goal is precisely this: to support public school systems in closing learning gaps, with a focus on equity, so that every student’s right to learn is ensured.
Our work is grounded in evidence-based practices, in-depth diagnostics, and continuous monitoring: from system leadership to the classroom.
This way, no one is left behind, and we shine a light on what matters most.