How Afesu Structures Technical and Human Development
Sonia de Almeida details the nonprofit's 63-year evolution and its method uniting technical skills, social-emotional support, and family engagement.
In an interview on Marketing - The Podcast, Sonia de Almeida details Afesu's educational methodology. The nonprofit combines professional training with social-emotional support and family integration to empower girls and young women in São Paulo.
Sonia de Almeida, executive director of Afesu, explained in a conversation with Bruno Gimenes on Marketing - The Podcast how the 63-year-old nonprofit's teaching methodology works. The full episode also explores other aspects of Almeida's career and the management challenges facing the third sector.
In the video above, Almeida shares details of the work done with vulnerable girls and young women in São Paulo. The organization began its activities in Jardim Taboão, focusing on generating income for women through handicrafts and the production of Arraiolos tapestries. To ensure mothers could participate, the project provided childcare support with dentists, psychologists, and recreational activities for their children.
As the initiative evolved, the organization recognized the need to intervene earlier in students' lives, expanding its reach to girls as young as 8 years old. Almeida notes that the decision considered the vital role women play in household support: "There are studies showing that 90% of women are the ones who effectively work and bring all their income into the family."
From Craft Training to a Focus on Technology and Technical Courses
The service structure was expanded across three units: Morro Velho, in Taboão, which welcomes around 200 students; Velheiros, in Vila Missionária, with approximately 450 girls; and a campus in Cotia, with roughly 180 young women. In total, the organization supports around 900 girls each year through modular formats.
The curriculum evolved from basic tutoring to training geared toward workforce entry. The institution offers educational support for ages 7 to 13, alongside technical programs in nursing and gastronomy, as well as technology-focused courses. For students aged 16 to 20, a one-year program covers marketing principles, economics, statistics, professional etiquette, and resume writing.
Almeida emphasizes that the focus on technology addresses a hiring gap: "Why technology? Because it provides employment. Even today, there is still a significant shortage of women in tech in the job market."
The Triad of Training and the Role of Preceptorships
Afesu's methodology is built on three pillars: technical training, personal development, and family engagement. The social-emotional pillar addresses ethics, responsibility, teamwork, and resilience when facing daily setbacks, using sports as a complementary learning tool.
According to Almeida, the mission goes beyond the standard curriculum: "Our purpose goes far beyond technical skills. What do we want? We want to develop women who are better human beings."
A core element of this education takes place through preceptorships—regular, 15-minute one-on-one sessions with mentors in the school's garden. These meetings cover academic performance, social relationships, and students' future goals. For Almeida, the vulnerability faced by students extends beyond financial hardship, often manifesting as low self-esteem and a lack of direction in the post-pandemic period.
Family Involvement and Formal School Retention
The third pillar of the method involves direct engagement with families. Because students spend two and a half hours a day at the institution, Almeida emphasizes the need for continuous collaboration with their households, regardless of family structure.
"I cannot transform anyone in two and a half hours a day. I can't reach that deeply. I need the family's help," Almeida explains when discussing the bimonthly meetings held with guardians.
These meetings address topics identified during student preceptorships, such as the impact of social media and the rise of online gambling among youth. Another critical requirement is school retention: enrollment and regular attendance in formal school are mandatory for students to remain in the institution's programs.