Aprendizado
Social inclusion policies that pass for education have more possibilities to rescue the huge social debt of the country with creativity and willpower
By Nicholas Smith
In a country like Brazil, plan educational policies is quite complicated. Do not just design the best school in the fundamental level, we need to think about who has gone and is going through the poor school and will have problems for life by this fact. Moreover, building a quality higher education does not solve if you do not think about the people who can not access it for historical injustices. More than anything, we need to think about who, as an adult, do not you even read and write. Correct the enormous social debt of the country with its citizens is a priority of any policy, overcoming system weaknesses and rescuing all a huge portion of the population, the victim's precarious structure.
This applies to measures in a particular area of education, because of its importance to society. Or, to quote Paulo Freire: "If education alone does not transform society, without it either society changes." In this sense, both within the state and civil society, there are ingenious and interesting initiatives to use education as a way to reduce the huge gap between the majority of the population of decent living.
"What we see here, we want to see in all the poor communities of the world, access to all that such a center provides." The phrase is UN Secretary-General Kofi Annan, visiting Unified Educational Center (CEU) of Campo Limpo in São Paulo, during the XI United Nations Conference on Trade and Development (UNCTAD). Reasons for the fine print of Annan abound, as the CEUs, main banner area of educational administration Marta Suplicy in the City of São Paulo, offers the community an interesting integration between education, culture, sport and leisure.
All the units have sports courts, swimming pool, theater, library, skate park, telecentre (computer room) and several other untraditional equipment on the outskirts, in a mixed school and cultural and sports center. More importantly, all open to the public. "In the central areas of the city, we had theaters, libraries and other equipment that could be used for social programs. In the periphery, we need to create this infrastructure, and CEUs are an efficient way to meet it, "said the municipal secretary of Education, Cida Perez. The construction was planned to optimize the resources involved in the construction, because spending on procurement, expropriation of land, the cost of the work and the logistics are optimized.
Interestingly, this feature of the project brought much criticism. Many compare the CEUs to Cieps, created by Brizola government of Rio and Ciacs, the Collor government. "The CEU is not just a 'escolão'; call it that is up to an offense ", says Perez. No full-time for students and teachers belong to the same network of other municipal schools. In addition, students from nearby schools can use all the sports training structure, workshops etc. "The idea of the project is that the community should participate, use of equipment and activities that take place there, because it benefits not only the children who study there, but also those of other schools in the region," he adds.
If the root ensure an adequate standard of integrated education to culture and sports for children and young people is important, there is another group that can not be forgotten: literacy. In Brazil, according to the Map of Illiteracy, publication of the National Institute of Educational Studies and Research (INEP) in 2000, more than 16 million Brazilians could not read or write and, reaching 13.6% of the population. Since then, the projections indicate that there was already 20 million illiterates.
One of the most successful initiatives is the Partnership for Literacy, an NGO established in 1997 and has served more than 4 million people. It operates in more than two thousand Brazilian municipalities, most of them concentrated in the North and Northeast, the metropolitan regions of São Paulo, Rio de Janeiro, the Federal District, Fortaleza, Belo Horizonte, Sao Luis and Goiania. The organization is funded with donations from companies that adopt entire cities in the North and Northeast regions, and individuals, who take students to the cost of 21 dollars per month during the term of literacy.
However, the Literate Brazil program, launched in 2003 by the federal government deserves more prominence. The goal is to eradicate illiteracy in Brazil in a period of six to eight years, and only in the first year there were 3 million people served. The program works from the federal government partnerships with local governments, state governments, NGOs and universities. The MEC does not interfere with teaching methods adopted, provided they are guaranteed the capabilities of reading, writing and use of basic mathematical operations. The minimum time required by the Ministry is eight months into the course, and the literacy must go through a process of continuing education.
Of the secretariat responsibility for Continuing Education, Literacy and Diversity, the program will receive 180 million dollars this year. The goal for 2004 is to include 6 million people in Brazil Literate, doubling the number of annual visits of 2003 and reach almost half of the 20 million illiterates over 15 years that the government considers to target the program. If the pace is maintained, it is possible that the government fulfills its claim, externalized by the Minister Tarso Genro, of "true utopia to give an end to illiteracy."
Behind the university Another initiative well commented to social inclusion through education is the popular cramming. In them, the target is the busiest places in public universities. "Our goal is the defense of public education, quality and free, in addition to universal access to public university," explains Gilberto Giusepone, Poli cram teacher, one of the oldest popular cramming Brazil.
The project was born in 1987 in the Bosom of the Polytechnic School of the University of São Paulo (USP). In 1996, he had to leave the USP and rent their own space, which greatly raised the costs. In addition, the organization chose to keep hired and paid teachers, to ensure the continuity of the project - that volunteer work does not ensure. No external funding, costs had to be reversed in more expensive tuition for students. Today, students pay R $ 180 to R $ 265 to study at Cram.
Nevertheless, 1100 of about 7500 students cram receive scholarships from 20% to 100%. In the latter case, a number of partnerships with associations and entities associated with excluded groups such as the Pankararu Indians, Quilombo communities, the MST and Febem guarantee free places.
Finally, the project goes beyond the vestibular content because the entity has always included in the training of their students up with various ways to enjoy and create culture. Visits to cultural centers, museums and even a critical look at the Sao Paulo architecture, and theater workshops, music, choral, among other complementary activities.
Numerous smaller popular cramming maintained by NGOs or community associations have performances on the same line. Even the government of the State of São Paulo created a preparatory course at popular prices in the East of the capital, along with the launch of the new campus of USP. The adoption of a policy as openly as the palliative cramming for an entity, the government, because estrangement.
"Of course, within the context of a universal and quality education, there should be no cramming," says Giusepone. This is because, first of all, there would be enough places in public universities for all, eliminating the narrow entrance examination port. "But given the educational problems of the country, the cram schools are a necessity and should be banked and universalized by the State for all low-income students have better chances for college," maintains.
Collaborated Maria Carolina Abe
http://www.revistaforum.com.br/blog/2011/10/para-mudar-a-sociedade/
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Aprendizado
Social inclusion policies that pass for education have more possibilities to rescue the huge social debt of the country with creativity and willpower
Social inclusion policies that pass for education have more possibilities to rescue the huge social debt of the country with creativity and willpower
By Nicholas Smith
In a country like Brazil, plan educational policies is quite complicated. Do not just design the best school in the fundamental level, we need to think about who has gone and is going through the poor school and will have problems for life by this fact. Moreover, building a quality higher education does not solve if you do not think about the people who can not access it for historical injustices. More than anything, we need to think about who, as an adult, do not you even read and write. Correct the enormous social debt of the country with its citizens is a priority of any policy, overcoming system weaknesses and rescuing all a huge portion of the population, the victim's precarious structure.
This applies to measures in a particular area of education, because of its importance to society. Or, to quote Paulo Freire: "If education alone does not transform society, without it either society changes." In this sense, both within the state and civil society, there are ingenious and interesting initiatives to use education as a way to reduce the huge gap between the majority of the population of decent living.
"What we see here, we want to see in all the poor communities of the world, access to all that such a center provides." The phrase is UN Secretary-General Kofi Annan, visiting Unified Educational Center (CEU) of Campo Limpo in São Paulo, during the XI United Nations Conference on Trade and Development (UNCTAD). Reasons for the fine print of Annan abound, as the CEUs, main banner area of educational administration Marta Suplicy in the City of São Paulo, offers the community an interesting integration between education, culture, sport and leisure.
All the units have sports courts, swimming pool, theater, library, skate park, telecentre (computer room) and several other untraditional equipment on the outskirts, in a mixed school and cultural and sports center. More importantly, all open to the public. "In the central areas of the city, we had theaters, libraries and other equipment that could be used for social programs. In the periphery, we need to create this infrastructure, and CEUs are an efficient way to meet it, "said the municipal secretary of Education, Cida Perez. The construction was planned to optimize the resources involved in the construction, because spending on procurement, expropriation of land, the cost of the work and the logistics are optimized.
Interestingly, this feature of the project brought much criticism. Many compare the CEUs to Cieps, created by Brizola government of Rio and Ciacs, the Collor government. "The CEU is not just a 'escolão'; call it that is up to an offense ", says Perez. No full-time for students and teachers belong to the same network of other municipal schools. In addition, students from nearby schools can use all the sports training structure, workshops etc. "The idea of the project is that the community should participate, use of equipment and activities that take place there, because it benefits not only the children who study there, but also those of other schools in the region," he adds.
If the root ensure an adequate standard of integrated education to culture and sports for children and young people is important, there is another group that can not be forgotten: literacy. In Brazil, according to the Map of Illiteracy, publication of the National Institute of Educational Studies and Research (INEP) in 2000, more than 16 million Brazilians could not read or write and, reaching 13.6% of the population. Since then, the projections indicate that there was already 20 million illiterates.
One of the most successful initiatives is the Partnership for Literacy, an NGO established in 1997 and has served more than 4 million people. It operates in more than two thousand Brazilian municipalities, most of them concentrated in the North and Northeast, the metropolitan regions of São Paulo, Rio de Janeiro, the Federal District, Fortaleza, Belo Horizonte, Sao Luis and Goiania. The organization is funded with donations from companies that adopt entire cities in the North and Northeast regions, and individuals, who take students to the cost of 21 dollars per month during the term of literacy.
However, the Literate Brazil program, launched in 2003 by the federal government deserves more prominence. The goal is to eradicate illiteracy in Brazil in a period of six to eight years, and only in the first year there were 3 million people served. The program works from the federal government partnerships with local governments, state governments, NGOs and universities. The MEC does not interfere with teaching methods adopted, provided they are guaranteed the capabilities of reading, writing and use of basic mathematical operations. The minimum time required by the Ministry is eight months into the course, and the literacy must go through a process of continuing education.
Of the secretariat responsibility for Continuing Education, Literacy and Diversity, the program will receive 180 million dollars this year. The goal for 2004 is to include 6 million people in Brazil Literate, doubling the number of annual visits of 2003 and reach almost half of the 20 million illiterates over 15 years that the government considers to target the program. If the pace is maintained, it is possible that the government fulfills its claim, externalized by the Minister Tarso Genro, of "true utopia to give an end to illiteracy."
Behind the university Another initiative well commented to social inclusion through education is the popular cramming. In them, the target is the busiest places in public universities. "Our goal is the defense of public education, quality and free, in addition to universal access to public university," explains Gilberto Giusepone, Poli cram teacher, one of the oldest popular cramming Brazil.
The project was born in 1987 in the Bosom of the Polytechnic School of the University of São Paulo (USP). In 1996, he had to leave the USP and rent their own space, which greatly raised the costs. In addition, the organization chose to keep hired and paid teachers, to ensure the continuity of the project - that volunteer work does not ensure. No external funding, costs had to be reversed in more expensive tuition for students. Today, students pay R $ 180 to R $ 265 to study at Cram.
Nevertheless, 1100 of about 7500 students cram receive scholarships from 20% to 100%. In the latter case, a number of partnerships with associations and entities associated with excluded groups such as the Pankararu Indians, Quilombo communities, the MST and Febem guarantee free places.
Finally, the project goes beyond the vestibular content because the entity has always included in the training of their students up with various ways to enjoy and create culture. Visits to cultural centers, museums and even a critical look at the Sao Paulo architecture, and theater workshops, music, choral, among other complementary activities.
Numerous smaller popular cramming maintained by NGOs or community associations have performances on the same line. Even the government of the State of São Paulo created a preparatory course at popular prices in the East of the capital, along with the launch of the new campus of USP. The adoption of a policy as openly as the palliative cramming for an entity, the government, because estrangement.
"Of course, within the context of a universal and quality education, there should be no cramming," says Giusepone. This is because, first of all, there would be enough places in public universities for all, eliminating the narrow entrance examination port. "But given the educational problems of the country, the cram schools are a necessity and should be banked and universalized by the State for all low-income students have better chances for college," maintains.
Collaborated Maria Carolina Abe
http://www.revistaforum.com.br/blog/2011/10/para-mudar-a-sociedade/
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- Pnad 2013 Confirms Slow In Improving Education
PNAD 2013 confirms slow in improving education Problems like illiteracy and low education decreases very little. Data show migration of students from public to private adult literacy Adult literacy (Adailson CALHEIROS / TRIBUNE ALAGOAS / SEE) The IBGE...
- Education In Brazil Should Be The Solution, Not Tragedy
Education in Brazil should be the solution, not tragedy Fábio Pereira Ribeiro I've got tired of so much tragic news about Brazilian education. Obviously improve access to education, but not insist on improving quality. Again Brazil...
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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...
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