Early Childhood
Education
Research Fund –
Strengthening
Preschool
The São Paulo Research Foundation (FAPESP), Bracell Foundation, and Fundação Itaú have launched the Early Childhood Education Research Fund – Strengthening Preschool, an initiative aimed at expanding the production of scientific knowledge in early childhood education in Brazil. The call will allocate R$ 6.4 million to support high-quality research projects with the potential to generate real impact on public education systems.
Why is this call important?
Although Early Childhood Education is widely recognized as essential for child development and for reducing inequalities, Brazil still faces a significant lack of data on the quality of what happens in preschools. Available data focuses mainly on inputs, such as enrollment and infrastructure, and provides limited information on key aspects of the educational process, such as interactions and pedagogical practices, key elements for child development.
This lack of evidence limits the planning, monitoring, and improvement of public policies. Expanding and sustaining scientific production is therefore essential to guide more effective decision-making, promote equity, and enhance the quality of Early Childhood Education in the country.
What will
the fund
support?
The Early Childhood Education Research Fund – Strengthening Preschool was created to support rigorous, applied research connected to the realities of public education systems.
+ R$ 6.4 million allocated to high-quality research
+ Projects developed in partnership
+ Multidisciplinary teams
+ Evidence with real potential to transform public policies and educational practices
Subject
Areas
Projects may focus on the following areas:
Preschool management
Research on management practices and structures within Departments of Education and Early Childhood Education institutions. This includes studies on institutional capacity, human resource management, funding, use of technology, and partnerships aimed at the design and implementation of public policies. It also covers the role of school principals, instructional coordinators, and educational leaders in promoting quality.
Curriculum and pedagogical practices
Analysis of curriculum and pedagogical practices in preschool, considering their implementation and their relationship to the quality of Early Childhood Education. This includes studies on alignment with the National Curriculum Guidelines, Quality Standards, and the National Common Core Curriculum (BNCC), as well as investigations into the use of pedagogical materials and strategies that support children’s development and learning.
Neuroscience and learning
Studies on child development from the perspective of the learning sciences, exploring implications for pedagogical practices in preschool. This includes research on foundational skills, executive functions, self-regulation, creativity, and socioemotional development, contributing to a deeper understanding of how children learn and develop at this stage.
Early mathematical literacy
Research on the development of mathematical thinking in early childhood, considering the role of play, playful learning, and exploratory experiences. Studies may examine pedagogical practices that expand learning opportunities and support the development of mathematical skills in preschool.
Assessment in early childhood education
Development and analysis of assessment tools for Early Childhood Education, including the evaluation of school management and children’s development. This includes cognitive and non-cognitive skills, implementation strategies, and pedagogical feedback, as well as the implications of these assessments for improving practices and public policies.
Professional development of educators
Research on initial and ongoing training of Early Childhood Education teachers, including mentoring practices and instructional support. Studies may address the educator–child relationship and the role of school leadership in promoting professional development and the quality of interactions within educational settings.
Inclusion and equity
Studies on policies and practices that promote inclusion and equity in Early Childhood Education, considering the diversity of children and their social and cultural contexts. This includes research on inclusive education, accessibility, addressing racial and socioeconomic inequalities, differentiated pedagogical strategies, and intersectoral coordination to ensure holistic child development.
Technology in early childhood education
Analysis of the use of technology in the management and pedagogical processes of Early Childhood Education, including the use of artificial intelligence. Research may examine the potential, limitations, and evidence of impact of these tools, as well as associated risks and issues related to inclusion and accessibility.
Best practices and education policy design
Identification, systematization, and evaluation of educational practices with potential for scaling and replication. This includes studies on mechanisms for institutionalization, collaboration across levels of government, implementation challenges, and the impact of these initiatives on the effectiveness of Early Childhood Education public policies.
School–family–community relationships
Studies on strategies and institutional arrangements that strengthen the connection between schools, families, and communities. This includes research on family engagement in school life, school–family communication, the impact of family involvement on children’s development, and intersectoral partnerships within local communities.
Who
can
apply?
The call is open to researchers at different career stages, affiliated with institutions in the State of São Paulo, who are interested in leading high-impact projects, advancing their academic careers, and contributing to the strengthening of Early Childhood Education in Brazil. The initiative also encourages collaboration with scholars from other countries, fostering dialogue and expanding knowledge production.
Projects will be funded under FAPESP’s Regular Research Grant or Thematic Project Grant modalities, focusing on concrete challenges in Early Childhood Education within public schools, particularly in preschool. This includes the development of methodologies, pedagogical practices, and solutions with direct application in educational settings.
Funding
modalities
Regular Research Grant
For those who wish to lead their own research project. Intended for researchers holding a PhD and affiliated with an institution in the State of São Paulo. Budget of up to R$ 600,000.
Thematic Project Grant
For large-scale projects with high scientific impact. Designed for experienced teams with broader-scope proposals. Collaborative research with strong potential to significantly advance knowledge.
Your research can help transform Early Childhood Education in Brazil.
Access the call, review eligibility criteria and deadlines, and submit your proposal.
FAQ
Below you will find answers to frequently asked questions.
Who can submit a research proposal?
Proposals may be submitted by researchers who hold a Ph.D. and are employed by a public or private research institution based in the State of São Paulo. The affiliation does not necessarily have to be with a university: other research institutions are also accepted, provided they are properly registered in FAPESP’s SAGe system. Researchers who currently hold other concurrent grants from FAPESP must indicate this in the “Comments” field at the time of submission.
Can researchers from outside the state of São Paulo participate?
Yes. Researchers from outside the State of São Paulo may participate as collaborators or Associate Researchers. However, the proposal must be led by a researcher affiliated with an institution based in the State of São Paulo.
Associate researchers from outside the state cannot receive direct funding. Students of these researchers are also ineligible for project-related grants. The same applies to grants under the Public Education category: only teachers from public schools in the state of São Paulo are eligible for funding.
May projects that already receive funding from other institutions be submitted?
Researchers who currently have projects funded by other funding agencies may submit a proposal in response to this call, provided that this information is clearly stated in the proposal and correctly recorded in the “Funding from Other Sources” field in the SAGe system. Cases of overlapping funding from FAPESP, the Bracell Foundation, or Fundação Itaú will be reviewed on a case-by-case basis.
May projects already in progress be submitted?
Yes, provided that only future, unfunded activities are considered. It is essential to clearly state in the project what actions will be developed after the grant is granted. Funding for activities already completed or/and funded by other sources is not permitted.
Is it possible to conduct activities outside the state of São Paulo?
Yes. Activities outside the State of São Paulo may be conducted provided they are directly related to the research objectives and are properly justified in the proposal. However, the Principal Investigator must be affiliated with an institution based in the State of São Paulo.
How many proposals can each Principal Investigator submit?
Each Principal Investigator may submit only one proposal in response to this call. However, a single researcher may be a member of the team for more than one proposal, provided that they do not serve as the Principal Investigator in more than one.
What is the duration of projects?
Projects under the Regular Research Grant category may last from 24 to 36 months. Thematic projects, exceptionally in the context of this call for proposals, may last up to 36 months.
What is the funding available?
Under the Regular Research Grant program, the maximum amount eligible for funding is up to R$ 600,000.00. For Thematic Projects, there is no predefined funding cap.
What items are not eligible for funding?
Salaries of any kind, non-technical services, civil construction projects that increase the built area, as well as materials and administrative services are not eligible for funding. The complete list of ineligible items can be found in FAPESP’s guidelines: fapesp.br/normaspc.
Is it possible to request fellowships?
Yes. Applications may be submitted for scholarships in the following categories: Undergraduate Research, Master’s, Doctorate, Postdoctoral, Science Journalism, Public School Teaching (Grades 1–6), Technical Training, and Course Participation. A specific activity plan must be submitted for each scholarship applied for.
What documents are mandatory for submission?
Applications must include a research proposal of up to 25 pages; Curriculum Vitae of the principal investigators; a report on the results of previous grants, if applicable; activity plans for the requested grants; budgets for permanent materials; a data management plan; as well as a statement from the host institution and information on the available infrastructure.
How are proposals submitted in the SAGe system?
Submissions are made entirely through FAPESP’s SAGe system. The Principal Investigator must be registered in the system, access the “Proposals” tab, and select the “New Initial Proposal” option. Next, they must choose the corresponding call—Regular or Thematic—fill out all required fields and attach the required documentation. The system provides support manuals to guide users through the process.
How are proposals evaluated?
The evaluation process consists of five stages: proposal screening, review by ad hoc evaluators, evaluation by FAPESP’s Scientific Advisory Board, recommendation by the Management Committee, and final approval by FAPESP’s Scientific Board and Councils.
When will selected proposals be announced?
The selected proposals will be announced starting on October 16, 2026, with projects scheduled to begin on November 1, 2026.
Is it mandatory to provide a theoretical framework?
There is no requirement to provide a formal theoretical framework. However, the proposal must demonstrate methodological consistency and present a solid rationale that is clearly linked to the field of early childhood education.
Is it possible to use mixed methods?
Yes. The use of mixed methods is permitted, provided that it is appropriate for the research objectives and the context under study.
Can the research involve children directly?
Yes. Research that directly involves children is permitted, provided that it strictly adheres to current ethical standards, including consent and assent procedures, as well as appropriate data protection measures.
Is it possible to use secondary databases?
Yes. The use of secondary databases is permitted, provided that proper authorization for their use has been obtained and that the processing of this information is detailed in the data management plan.