THE TEACHING ISSUE IN BRAZIL

An innovative pathway in recruitment and in

teacher training program

International Conference on Teacher Education -`International Alliance of Leading Education InstitutesThe Danish School of Education, University of Aarhus. Copenhagen, Denmark, August 2008

Sonia Penin - School of Education – University of Sao Paulo (USP) - Brazil

BRAZIL (Population 190 million)young population 0–39 years= 68%

AGE GROUP MILLION

0-14 YEARS 48.6

15-24 YEARS 34.7

25 – 39 YEARS 43.4

40 – 59 YEARS 41.4

ABOVE 59 YEARS 19.1

HUMAN DEVELOPMENT INDEX (HDI)

• In accordance with the classification of the United Nations Program (UNP):a) Until 2006 Brazil was considered a country of average human development with, in that year, an index of 0.792.b) In 2007 it moved up into the high development category with an index of 0.800.

• Gross Domestic Product (GDP), in accordance with the World Bank: US$ 1.068 trillion - which means US$ 5,600 per capita

NEVERTHELESS there are:a) still problems related to income distribution b) and regional and other inequalities (as follows)

BRAZILIAN BUDGET

(Federal Government, States and Municipalities) % Gov Budget % GDP

Education 11.5% 5 % (too low for national needs)

Health 18.3% 7.5%Social Security Funds (retirement and pension funds)

31.7% 13% (World average:6%)

Interest costs of the Government

18.3% 7.5%

Superavit 10% 4.25%All other expenses 11.5% 4.75%

TOTAL 100% 41%(countries with similardevelop level: 25%)

DEMANDS FOR THE TEACHING PROFESSION (3 million)

Early Childhood Education and Preschool

Initial Grades (1st to 5th years) of Elementary School

Final Elementary Grades

(4 years)

High

School

(3 years)

Graduate Education

The intermediate (high school) level training course is acceptable.

The aim is to have 70% of graduate level professionals by 2011 (National Education Plan - NEP)

Compulsory graduate formation and a minimum period of three hundred hours of teaching practice

Compulsory graduate formation, post-graduation desirable

Special Teachers’ Training Program at College Level/S. Paulo

• Requirements for teachers to attend the course: at least 3 years’ experience in early childhood education and initial grades (1st to 5th years) of elementary public schooling;

• Structure - 3,210 h over 25 months. • Partners – a consortium of 3 universities, S. Paulo

Secretary of Education and Vanzoline Foundation (technological logistic support)

Innovative Program for 3 main reasons

1. Organized in thematic blocks, with interdisciplinary approach.

2. A collective project (3 universities and the S Paulo State Secretary of Education);

3. High technology media used: videoconferences, web, e.learning program. 27 sites distributed throughout the State. Each batch was supervised by a tutor and assistant-teacher.

– 11 thousand teachers trained in 3 programs – External assessment undertaken by the Carlos Chagas

Foundation (positive evaluation).

Present Situation and Perspectives• There are similar Programs all over the country, given by both

public and private institutions, with different quality level.• In USP we are working in 2 directions:1. A New Program for different initial education teachers courses

no more as special, but as regular, looking for the same quality of the presential ones.

2. New Programs of ongoing education teachers courses

• The main stakeholder is the State Secretary of High Education and other partners as a public TV broadcast

• Assessment is essential to guarantee quality!

THANK YOUfor your attention

Sonia Teresinha de Sousa Penin School of EducationUniversity of Sao Paulo (USP) BRAZILsapenin@usp.br fe@usp.brwww.fe.usp.br