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Brazilian Education and Culture : Historic Development. Mathilde B University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1993 Brazilian education and culture : historic development. Mathilde B. Jorge University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Jorge, Mathilde B., "Brazilian education and culture : historic development." (1993). Doctoral Dissertations 1896 - February 2014. 4992. https://scholarworks.umass.edu/dissertations_1/4992 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. BRAZILIAN EDUCATION AND CULTURE: HISTORIC DEVELOPMENT A Dissertation Presented by MATHILDE B. JORGE Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 1993 School of Education © Copyright by Mathilde B. Jorge 1993 All Rights Reserved BRAZILIAN EDUCATION AND CULTURE: HISTORIC DEVELOPMENT A Dissertation Presented by MATHILDE B. JORGE Approved as to style and content by /Jose N. Ornelas, Member To My parents, Benedicto and Maria Lourdes da Silva, who I have admired and loved and who have been a source of inspiration; My children, Marina and Fernando Barbosa Jorge, whose unconditional love, support, and encouragement have contributed to my being able to complete this work; My husband, Fernando A. A. Jorge, who has provided limitless patience, love, support, and devotion throughout the pursuit of my educational endeavors; My dearest friend, Helen Trotman, who helped me step-by-step in my educational career, who would not allow me to give up this effort, and who provided constant support and advice (always with a smile); My sister-in-law, Marina Serra B. da Silva, who provided direction as to where and how to pursue Brazilian resource materials for this project; My niece, Patricia L. da Silva, who provided assistance and support throughout the long and complex data collection process; and The Brazilian people (administrators of Brazilian schools, teachers, parents, and students), who provided assistance and cooperation in helping make this research study a reality. ACKNOWLEDGMENTS I wish to express sincere gratitude to the members of my Dissertation Committee, Drs. Benjamin Rodriguez and Jose Ornelas, who devoted time, energy, and valued assistance in guiding me in the completion of this research study. Special appreciation is extended to the Chairperson of my Dissertation Committee, Dr. Luis Fuentes, for his dedi¬ cation, gentle spirit, guidance, and patience throughout this endeavor. This research study could not have been achieved without his invaluable ideas, generous time, constructive suggestions and feedback, and steadfast support. His knowledge and philosophy culminated in a very humanistic approach to the basic concepts herein; and he has been an ever-constant source of encouragement, inspiration, and learning over the years. I am deeply indebted to my friend, Professor Helen Trotman, who devoted hours of time in reading, critiquing, and, most of all, providing encouragement when giving up would have been an easier route. Thank you, dear Helen, for your fifteen years of devotion to me and to my desire to achieve this personal milestone. And last, but surely not least, my heartfelt thanks is extended to Nancy Kaminski, for providing technical assistance and performing numerous tasks to help v facilitate my completion of the doctoral process. Your support, professionalism, and caring were a source of encouragement, Nancy. vi ABSTRACT BRAZILIAN EDUCATION AND CULTURE: HISTORIC DEVELOPMENT FEBRUARY 1993 MATHILDE B. JORGE, B.A., CURRY COLLEGE M.A., SUFFOLK UNIVERSITY Ed.D., UNIVERSITY OF MASSACHUSETTS Directed by: Professor Luis Fuentes This historical overview reflects on the various aspects of social development in Brazil. Literature, language, and education are traced and analyzed. It also encompasses other basic elements of the Brazilian nature: (a) Language which evolved from one people to another, and although they do not cross the frontiers of a state or the limits of language in which they were formed, they pass from one class or social group to another. It takes "distinct tonalities which fasten upon them and end by adhering to them, and which come either from the particu¬ lar mentality of groups existing side-by-side within a given society, or from the genius of the people to whose language they have been transferred" (Azevedo, 1950, p. 3) . (b) Civilization and culture, both introduced by scientists into a special vocabulary trying to give them Vll a precise meaning, resist that effort with the wealth of ideas which they evoke and the variety of meanings which cling to them in common speech. Any process of abstraction which would separate the social and that human being would be dangerous. We cannot conceive man without culture (Azevedo, 1950) . (c) The movement of educational reform and its effect in Brazil. (d) An analysis of Brazil's public school system. Teachers in public schools are confronted with many more students than can easily be handled, and with a lower level of education plus teacher training. Teaching features rote memorization, whatever the subject matter. Science and mathematics programs are poor, except for private facilities. There are inadequate laboratories and a shortage of laboratory equipment. There is a strong need for reforms in curriculum and instructional methods, according to administrators, teachers, and parents in interviews conducted by the researcher seeking solutions for a bankrupt public school system. A careful analysis is followed by specific recommendations. • ■ • vm TABLE OF CONTENTS Page ACKNOWLEDGMENTS . V ABSTRACT. vii Chapter I. INTRODUCTION . 1 Background of the Problem . 1 Statement of the Problem . 5 Purpose of the Study. 10 Significance of the Study. 15 Methodology of the Study. 2 0 Instrumentation. 22 Data Collection. 22 Organization of the Dissertation . 23 II. REVIEW OF THE LITERATURE. 25 An Overview. 25 Brazil Today . 38 III. AN OVERVIEW OF BRAZIL'S DEVELOPMENT . 51 Introduction . 51 Literature. 59 Brazilian Art. 62 Painting. 62 Brazilian Sculpture . 63 Brazilian Modern Architecture . 64 Brazilian Music and Dance . 66 Brazilian Carnival . 68 Heritage of Mankind. 72 Social and Linguistic Differentiation: Brazilian Language Diversity Plus Influences. 73 Linguistics. 94 IX IV. THE REFORM AND UNIFICATION OF THE EDUCATIONAL SYSTEM . 100 Introduction . 100 Ministry of Education and Culture . 102 The Ministry. 104 Ministry Organization . 105 National Council of Education . 106 Educational Reform . 108 Aspects and Laws of the Brazilian School System . 110 Instruction Modalities . 113 Characteristics of Families in Sao Paulo, Parana, Santa Catarina, Rio de Janeiro. 128 Reactions of the Parents About the School System in Brazil. 129 Analysis of Administrators of Schools . 142 Analysis of Teachers in Brazilian Schools. 146 Problems Encountered in the School System. 150 V. GENERAL EDUCATION . 156 Introduction . 156 Economic Status . 165 Financing Education . 166 Financing at Instructional Levels .... 167 Distribution of Expenditures . 168 National Fund for Secondary Education . 169 School Conditions . 170 School Buildings . 170 Curriculum. 17 3 School Dropouts . 174 The School Day and Year. 176 Medical and Dental Services . 177 School Meals . 178 Teaching Materials . 179 School and Community. 179 School Libraries . 179 Elementary School Education . 180 Primary School Teaching . 182 x Secondary Education . 184 Physical Education . 187 Private and Experimental Schools . 188 Private Schools . 188 Experimental Schools . 188 Vocational, Agricultural, Commercial, and Industrial Schools . 192 Industrial Education . 195 Commercial Education . 207 Agricultural Education . 209 The Teaching Profession . 214 Evaluation and Certification . 219 Brazilian Education Association . 220 School for Public Servants . 221 VI. CONCLUSIONS AND RECOMMENDATIONS . 224 Conclusions. 224 Recommendations . 233 APPENDICES. 238 A. QUESTIONNAIRE FOR TEACHERS . 239 B. QUESTIONNAIRE FOR PARENTS. 244 C. QUESTIONNAIRE FOR ADMINISTRATORS . 249 D. PARTICIPANT CONSENT FORM. 255 BIBLIOGRAPHY . 257 xi CHAPTER I INTRODUCTION Background of the Problem The problems of education in Brazil, especially since 1930, are of major concern to all Brazilians. The reforms and currents of thought in education since 1920 have been colored by new social and political ideas representing a variety of points of view, diversity, and conflicts of doctrines. But, of all the problems which emerged, the one which yielded the most importance was that of indus¬ trial and technical training by professional schools in the primary, middle, and higher grades. It was at this time that institutions of technical preparation (chemical and electrical teachings), i.e., MacKenzie College, were founded. Vocational education took on a life of its own, especially in the Federal District and in Sao Paulo. In the five-year period from 1932-1936, it reached various optional forms (commercial, technical, industrial, domes¬ tic, and artistic), presenting training opportunities for youth to seek studies that prepare them for job-related positions (Azevedo, 1950, p. 505). In 1910, the Brazilian Government gave a substantial subsidy to
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