Already past ninety, Cora Coralina said in an interview that she had freed herself from many fears, and one of them was the fear of living "with my door open". It is somehow symbolic that I remembered the poet precisely in Goiás. I like to read her words beyond their literal meaning. To keep the door open is to have no fear of whoever arrives, to be available, to welcome others without having to get the house ready first. That was the image I carried with me after a full day at the two Innovation Hubs for Hybrid Education housed in the Goiás State Department of Education.
It is not always like this. Throughout the cartography of the Innovation Network for Hybrid Education (RIEH), I have been received in many different ways. In some places the visit is seen as an evaluation, and the answers come out measured, almost rehearsed. In others the door opens and the conversation flows. Goiânia was one of the latter. The team saw the research as a dialogue and the questions as a contribution to their own work, even when they touched on sensitive issues. That alone says a lot about how a Hub positions itself toward the network it serves.
I spoke with the management, with the technical staff and with a teacher who produces materials at the Hub. What I found was a committed, welcoming and well-prepared team. It brings together experience from education and from communication, and it does not hide its own doubts. There is a certain boldness in the history of the Hub in Goiás. It was built with whatever was at hand. It reorganized people and spaces that already existed, and it turned limitations into arrangements for collaboration. I was also struck by the clarity with which they recognize that the implementation phase, the phase of space and equipment, is behind them, and that now it is the turn of the pedagogical work.
But what helped me most to understand this Hub's potential was realizing that it does not work as an island. Some hubs exist only as studios: well-equipped spaces waiting for someone to come and record. In Goiânia, the Hub is woven into the high school ecosystem. It is connected to the curriculum, to learning recovery, to preparation for Enem (the national high school exam), to the formative pathways, to teacher education and to the network's own platforms. It also reaches beyond basic education. Other areas of the state government seek it out, because they find there a facility and a team willing to help.
If I had to say what makes this Hub a Hub with open doors, I would say it is a combination of a few things:
- a team that welcomes whoever arrives with a proposal, whether a teacher, a student or another government department;
- production tied to the curriculum, which keeps innovation from becoming a stand-alone activity;
- accessibility and inclusion treated as part of the way things are produced, not as an add-on;
- the willingness to leave the studio and go wherever teacher education takes place; and
- the honesty to acknowledge what does not work yet.
The conversation with the teacher brought out the most human side of this work. I listened to a teacher who sees the camera as a way to reach further, both to students and to fellow teachers, and who understands hybrid education as something that is only just beginning. This is what CNE/CEB Resolution No. 2/2024 points to when it defines hybrid education as mediated by teachers' planning and action, not by technology itself. The message she left for her colleagues was the same one I felt throughout the day, in other words: be open to learning all the time.
Like every cartography, this one also records the rigid lines that still block the way (Passos; Kastrup; Escóssia, 2009). They came up without defensiveness. The Network is still stronger within each state than across states. Platforms coexist and sometimes overlap. There is no specific way yet to evaluate the Hub's own impact. The territory is vast. And the upcoming change of governments brings uncertainty about whether the teams will continue. These are the same forces I have been finding in territories very far apart from one another. The difference is that in Goiânia they were spoken about with the door open. And acknowledging a problem is already a way of starting to face it.
I leave with the impression that the potential of each Hub can only be read from within its own reality. In Goiás, that potential lies in integration: the Hub works as a gear in a larger system, not as an appendix to it. The challenge that remains, for the Network's management and for us as researchers, is to help open this door beyond each state. That way, what is produced in Goiás can reach Alagoas, Acre and so many other places, and the reverse can happen too. A network only exists when its doors open to one another.
The interviews from the day have already been transcribed and added to the research archive. Today the group holds more than 390 pages of transcripts, which are currently being analyzed. The next stop is Rio de Janeiro.
We keep mapping, with open doors...
Open to what each territory has to teach us about hybrid education...
P.S.: in the photo of the Hub's open door you will find spiderwebs, but they are not real – they are Halloween decorations.
References
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