THE TEACHING ISSUE IN BRAZIL An innovative pathway in recruitment and in teacher training program

1
THE TEACHING ISSUE IN BRAZILAn innovative
pathway in recruitment and in teacher training
program
Sonia Penin - School of Education University
of Sao Paulo (USP) - Brazil
International Conference on Teacher Education
-International Alliance of Leading Education
Institutes The Danish School of Education,
University of Aarhus. Copenhagen, Denmark,
August 2008
2
BRAZIL (Population 190 million)young population
039 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
3
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
• still problems related to income distribution
• and regional and other inequalities (as follows)

4
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 average6)
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)
5
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) 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 and a minimum period of three hundred hours of teaching practice Compulsory graduate formation, post-graduation desirable
6
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)

7
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).

8
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
• 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.
• 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!

9
THANK YOUfor your attention

• Sonia Teresinha de Sousa Penin
• School of Education
• University of Sao Paulo (USP)
• BRAZIL
• sapenin_at_usp.br
• fe_at_usp.br
• www.fe.usp.br