From Barriers to Bright Futures: Minervina's Story

The voices of children rise clearly in the afternoon sun in Mozambique: “This body is mine. Don’t touch me here, don’t touch me here, especially not here”. Led by teacher Minervina, they sing a song that is more than just a melody. It is an important reminder of their rights, especially for girls, whose rights are often overlooked in this country. Minervina proudly leads this game, bringing her dream to make a difference as a teacher to life.

Minervina has been a teacher at a small primary school in Chókwè District for many years. Nowadays she is a role model and mentor at her school, sought out by other teachers for guidance. But her journey to this point was not always easy.

In the beginning, like many teachers across Mozambique, she used to rely on traditional teaching-methods, transferring knowledge from the front of the classroom. She struggled to connect with her students and motivate them to engage in her lessons. It created a barrier between her and her students through which she could not bring about the change that motivated her to become a teacher.

Using corporal punishment when students made mistakes was also common practice in her school. This made a lot of children too scared to attend school. Many children, in particular girls, would drop out early.

Everything changed when Minervina joined a training led by Right To Play in 2018 as part of the Gender Responsive Education and Transformation (GREAT) program.

PLAYING FOR A POSITIVE CHANGE

Minervina always knew she wanted to be a teacher, to make a difference in the lives of the children around her. But she had no time, support, or role models who could help her imagine a different way of teaching and change her approach.

Until she got the opportunity to join a training led by Right To Play. She learned how to use play-based approaches in the classroom to build trust with students, encourage participation, and transform the classroom into a space where every child feels seen and heard. Classes became more fun, and Minervina’s relationships with the students improved.

The training she received allowed Minervina to make the changes she’d been hoping to make and to transform her classroom into a place where students thrive.

Seven years after her training, the change in Minervina’s classroom and school is significant. Minervina learned how to create a positive learning environment in class, and in the entire school. She stopped using corporal punishment and encouraged her fellow teachers to do the same. Children became more eager to come to school because they knew that they wouldn’t be punished if they made mistakes. Minervina also began mentoring fellow teachers in her school. “One time a fellow teacher had trouble teaching children how to read. I showed her how to encourage students with applause and celebration,” she says. “We encouraged the children to read a word and when they did, the whole class would applaud. This made the other students also want to try and read.”

The Right To Play training also taught Minervina how to ensure girls are equally included, as part of the Gender-Responsive training. In a culture where boys are often prioritized and girls are seen as less important, this was transformative. Minervina explains: “When we tell a girl she has the right to participate equally, it makes her realize that she can go far, she can study and become whatever she wants.” In Minervina’s classroom, girls no longer sit silently in the back. They lead activities and ask questions as much as the boys do.

School director Adriano is proud to have Minervina on his team. “Minervina plays an extremely important role at my school. From the moment she began participating in the Right To Play training, she brought a new mindset to the school. She is seen as a role model at the school and is always willing to help anyone who approaches her.”

LEADING TRANSFORMATION THROUGH PLAY

Minervina’s dedication and efforts do not go unnoticed. Today, the school has fewer dropouts and a high level of achievement thanks to Minervina’s influence. In 2021, a study by the Province of Gaza, Mozambique, ranked Minervina’s school first in the entire district. A direct result of the engaging, inclusive learning environment she helped build. Because of Minervina’s dedication to mentor other teachers, more and more students can be reached each day, each year. Thanks to her mentorship there is more interaction between teachers and students, and there is a positive learning environment in the classroom. The focus of learning has shifted from the teacher to the student.

The training Minervina received does not stop with her. Even years after her training Minervina continues to innovate and inspire. Her dream? That all teachers in Mozambique receive the same support she did.