“Vaivém is a process of give and take, in which students, teachers, and mediators learn together”

For the 2026 edition, Vaivém collaborated with the Sobreposta Elementary School (Mariana), the Fradelos Elementary School (Marta), and Ruílhe Elementary School (Carlo). When asked what this project is about, everyone referred to the idea of “sharing”—an exchange of knowledge between facilitators and participants—as Marta Pombeiro explains: “The intention is to foster a very relaxed artistic dialogue and exchange between students and artists, where the most important aspects are the sharing of experiences, discovery, and the desire to create together.”

One of the cornerstones of Vaivém is bringing art and culture to communities that do not typically have access to this type of cultural initiative in their daily lives. In this regard, Mariana points out that these activities complement “more formal education,” to which Carlo adds that “participation in artistic practices, when guided in an intentional, well-structured, and critical manner, can contribute to the development of cognitive and symbolic skills, including interpretation, expression, and divergent thinking.”

The mediators acknowledge their intention to leave “a legacy in the school’s daily life” (Mariana), adding an “outside and more disruptive perspective (…) allowing them to more easily recognize and discover art in their routine” (Marta). In an increasingly digital world overwhelmed by artificial intelligence, Carlo notes that Vaivém is a “space where the mediator or teacher may eventually admit that, after all, they don’t have an answer to a problem (even if they do), drawing on the knowledge concentrated in a single person and sharing it with others through joint research in search of answers and solutions. Think about how far removed and opposite these ideas are from the world of social media, where there is neither time nor space for reflection, or from the AI environment, where a correct answer is obtained in seconds.”

One of Vaivém’s major challenges is balancing the artistic component with the pace and abilities of elementary school students, and Carlo seems to have found the solution by shifting from the role of mediator “to that of ‘experimenter,’ alongside the kids.” Marta speaks of a learning process, admitting that it is necessary to “develop our flexibility and ability to work with the unexpected.”

From a more personal perspective, everyone speaks very highly of the project. Mariana reveals that “direct contact with the children revealed their enormous capacity to imagine, ask questions, and form their own opinions about the space they inhabit.” Marta emphasizes that the city’s outskirts “allow us to slow down, better appreciate our surroundings, value nature, and stimulate imagination and creativity, without so many distractions.” Carlo admits that, at times, “we underestimate or stifle children’s abilities, often because we don’t know how to handle or channel their energy, their curiosity, and the natural scattered nature of their thoughts and actions.”

Both Carlo and Marta give the project a positive assessment, as does newcomer Mariana, who admits that the “project helps broaden the children’s educational experiences and reinforce the role of creativity, imagination, and experimentation.” For her part, Marta notes a thematic continuity over the years, stating that “it’s clear that the themes explored the previous year planted seeds for the future, as children often revisit these topics with curiosity and their own reflections.”