Aprendizado
Education in Brazil
It is expected that education in Brazil solve alone , the country's social problems . However , we must first improve the training of teachers , as teacher development implies the development of students and the school.
By proposing a reflection on the Brazilian education , it is worth remembering that only in the mid-twentieth century the process of expanding basic education in the country began , and that its growth in terms of public schools , took place in the late 1970s and early 1980s .
With this post, we can turn to national data :
Brazil ranks 53rd in education, among 65 surveyed countries ( PISA ) . Even with the social program that encouraged enrollment of 98 % of children between 6 and 12 years , 731,000 children are still out of school ( IBGE ) . Functional illiteracy of people between 15 and 64 was recorded at 28% in 2009 ( IBOPE ) , 34% of students coming to 5th year of schooling can not yet read ( Education for All ), 20 % of young people completing elementary school, and who live in big cities , have not mastered the use of reading and writing ( Education for All ) . Teachers are paid less than the minimum wage ( ET. al . , In the media ) .
Based on the data , many may become critical and even to ask questions about the advances , concluding that "if society changes , the school could only evolve with it " . Perhaps the good sense to suggest we think this way . However , we note that the evolution of society , in a way, makes the school adapts to modern life, but defensively , late , without ensuring the elevation of the level of education .
So, now no more by common sense but by custom, "guilt " would tend to fall on the teaching profession . Thus , teachers become targets or are in the crossfire of many social and political hopes in crisis today. The educational system outside the critical charge of teachers increasingly work as education , alone , had to solve all social problems .
We already know that is not enough , as it was thought in the 1950s and 1960s , providing teachers with books and new teaching materials . The fact is that the quality of education is strongly connected to the quality of teacher education . Another fact is that what the teacher thinks about teaching determines what the teacher does when teaching .
Teacher development is a precondition for the development of the school and, in general , experience shows that teachers are bad performers of the ideas of others. No reform , innovation or transformation - whatever you want to call it - will last without the teacher .
We must abandon the belief that teachers' attitudes are modified only to the extent that teachers perceive positive results in student learning . For a real change of belief and attitude , it would consider teachers as subjects . Subjects in professional activity, are driven to engage in formal learning situations .
Profound changes only happen when the training of teachers fail to be an update process , taken from the top down , and turn into a real learning process , as an individual and collective gain rather than as an assault .
Certainly , teachers can not be taken as only actors in this scenario . Can we agree that this situation is also the result of bit engagement and pressure from the population as a whole , contributing to the slowness . Still not quote the corporatism of the bodies responsible for the management - not only the education system but also of school units - and also many of our contemporaries who think , without daring to say aloud , " that if everyone was educated , who would sweep the streets ? "or who see no problem " to dismiss all of training high level when the available jobs do not require them . "
Meanwhile , we're still far from achieving the goal of literacy to all children up to 8 years of age and carrying the burden of a poor performance in IDEB . With the approval rate on average 0-10 , Brazilian students had a score of 4.6 in 2009 . The goal is to get the country to 6 in 2022 .
Eliane Costa Bruini
Collaborative Brazil School
Graduated in Pedagogy
By Salesian University Center of São Paulo - UNISAL
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Aprendizado
Education in Brazil
Education in Brazil
It is expected that education in Brazil solve alone , the country's social problems . However , we must first improve the training of teachers , as teacher development implies the development of students and the school.
By proposing a reflection on the Brazilian education , it is worth remembering that only in the mid-twentieth century the process of expanding basic education in the country began , and that its growth in terms of public schools , took place in the late 1970s and early 1980s .
With this post, we can turn to national data :
Brazil ranks 53rd in education, among 65 surveyed countries ( PISA ) . Even with the social program that encouraged enrollment of 98 % of children between 6 and 12 years , 731,000 children are still out of school ( IBGE ) . Functional illiteracy of people between 15 and 64 was recorded at 28% in 2009 ( IBOPE ) , 34% of students coming to 5th year of schooling can not yet read ( Education for All ), 20 % of young people completing elementary school, and who live in big cities , have not mastered the use of reading and writing ( Education for All ) . Teachers are paid less than the minimum wage ( ET. al . , In the media ) .
Based on the data , many may become critical and even to ask questions about the advances , concluding that "if society changes , the school could only evolve with it " . Perhaps the good sense to suggest we think this way . However , we note that the evolution of society , in a way, makes the school adapts to modern life, but defensively , late , without ensuring the elevation of the level of education .
So, now no more by common sense but by custom, "guilt " would tend to fall on the teaching profession . Thus , teachers become targets or are in the crossfire of many social and political hopes in crisis today. The educational system outside the critical charge of teachers increasingly work as education , alone , had to solve all social problems .
We already know that is not enough , as it was thought in the 1950s and 1960s , providing teachers with books and new teaching materials . The fact is that the quality of education is strongly connected to the quality of teacher education . Another fact is that what the teacher thinks about teaching determines what the teacher does when teaching .
Teacher development is a precondition for the development of the school and, in general , experience shows that teachers are bad performers of the ideas of others. No reform , innovation or transformation - whatever you want to call it - will last without the teacher .
We must abandon the belief that teachers' attitudes are modified only to the extent that teachers perceive positive results in student learning . For a real change of belief and attitude , it would consider teachers as subjects . Subjects in professional activity, are driven to engage in formal learning situations .
Profound changes only happen when the training of teachers fail to be an update process , taken from the top down , and turn into a real learning process , as an individual and collective gain rather than as an assault .
Certainly , teachers can not be taken as only actors in this scenario . Can we agree that this situation is also the result of bit engagement and pressure from the population as a whole , contributing to the slowness . Still not quote the corporatism of the bodies responsible for the management - not only the education system but also of school units - and also many of our contemporaries who think , without daring to say aloud , " that if everyone was educated , who would sweep the streets ? "or who see no problem " to dismiss all of training high level when the available jobs do not require them . "
Meanwhile , we're still far from achieving the goal of literacy to all children up to 8 years of age and carrying the burden of a poor performance in IDEB . With the approval rate on average 0-10 , Brazilian students had a score of 4.6 in 2009 . The goal is to get the country to 6 in 2022 .
Eliane Costa Bruini
Collaborative Brazil School
Graduated in Pedagogy
By Salesian University Center of São Paulo - UNISAL
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- Brazilian Teaching Is One Of The Lowest Paid In The World
Brazilian teaching is one of the lowest paid in the world A curious fact which reveals how the Brazilian government cares little for the lives and work of the education professional: unlike other countries, here there is no official study about the...
- Series Professional Education: Teacher Education Advisor
SERIES PROFESSIONAL EDUCATION: TEACHER EDUCATION ADVISOR The Professional Education, teacher counselor, is responsible for mediating the students with educational supervisors, educational coordinator, teachers, guardians of students...
- The Influence Of Teacher Education Supervisor In Training Faculty. Professional Education Series
The Influence of Teacher Education Supervisor in Training Faculty. Professional Education Series Professional Teacher Supervisor is one who observes the process and progress of the teaching and learning of the school. It evaluates the performance of...
- Series Professional Education: Teacher Education Advisor
SERIES PROFESSIONAL EDUCATION: TEACHER EDUCATION ADVISOR The Professional Education, teacher counselor, is responsible for mediating the students with the educational supervisors, pedagogical coordinator, teachers, guardians of...
- The Influence Of The Supervisory Teacher Training In Educational Faculty . Series Original Education Professionals
The influence of the Supervisory Teacher Training in Educational Faculty . Series Original Education Professionals The Influence of Teacher Education Supervisor in Training Faculty . Professional Teacher Supervisor is one who observes the process and...