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OVERVIEW OF THE BRAZILIAN
EDUCATION SYSTEM

MINISTRY OF

EDUCATION

FEDERATIVE REPUBLIC OF BRAZIL

Michel Temer

MINISTRY OF EDUCATION | MEC

José Mendonça Bezerra Filho

VICE MINISTER OF EDUCATION

Maria Helena Guimarães de Castro

ANISIO TEIXEIRA NATIONAL INSTITUTE FOR EDUCATIONAL RESEARCH AND STUDIES | INEP

Maria Inês Fini

OVERVIEW OF
THE BRAZILIAN
EDUCATION SYSTEM

BRASILIA-DF
OCTOBER / 2016

Anisio Teixeira Naꢀonal Insꢀtute For Educaꢀonal Researsh and Studies (Inep) It allowed the total or parꢀal reproducꢀon of this publicaꢀon, provided the source is cited.

EquipE Técnica

Diretoria de Estaꢀsꢁcas Educacionais Coordenação-Geral de Controle de Qualidade e Tratamento da Informação Coordenação de Estaꢀsꢁcas Internacionais Comparadas

REvisão

Assessoria Internacional da Presidência do INEP Diretoria de Avaliação da Educação Básica

cooRDEnaÇão DE EDiToRaÇão E puBLicaÇÕEs

Clara Eꢁene Lima de Souza Roshni Mariana de Mateus

DiaGRaMaÇão

Lucas Ribeiro França

pRojETo GRáfico

Marcos Hartwich Raphael Caron Freitas

EDiToRia

INEP/MEC – Insꢁtuto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira

Setor de Indústrias Gráficas – Quadra 4 – Lote 327, Ed. Villa Lobos, Térreo CEP 70610-440 –Brasília-DF – Brasil Fone: (61) 2022-3070 [email protected]

Brazil is a Federal Republic occupying an area of 8.5 million km², half the

land mass of South America. More than 200 million inhabitants are distributed

very unequally throughout the naꢀonal territory, most of them along the coast.

The Brazilian populaꢀon is very heterogeneous thanks to successive waves of

immigraꢀon throughout the centuries which has resulted in a mixed populaꢀon

of naꢀve inhabitants, Europeans, Africans and Asians, amongst others. Even

so, the country enjoys a remarkable linguisꢀc unity. With the excepꢀon of the

approximately 360,000 indigenous people belonging to 219 ethnic groups that

speak more than 180 languages, Portuguese is the Brazilian mother tongue.

This linguisꢀc homogeneity is overlaid by a striking cultural variety and

profound economic inequality among the country’s various regions, a situaꢀon

that has had a marked effect on the Brazilian educaꢀon system. In 2010, Brasilia,

the capital city of Brazil, had the highest human development index (HDI) in

the country (0.824) while the state of Maranhão had the lowest HDI (0.612).

By means of comparison, the Brazilian average is 0.699.

48% white 44% brown

200 million inhabitants

7% black
0.5% yellow

15.6% living in rural areas

42% younger than 24 years old

0.2% indigenous

3

The normaꢀve benchmarks of formal educaꢀon in Brazil

There are three main normaꢀve references for formal educaꢀon in Brazil:

the 1988 Naꢀonal Consꢀtuꢀon, the 1996 Naꢀonal Law of Educaꢀon and the

Naꢀonal Plan of Educaꢀon, decreed by the Naꢀonal Congress and approved

under Law 13005 of June, 2014.

Ministry of Educaꢁon (MEC)

Holds overall responsibility for the organizaꢀon of educaꢀon in Brazil and direct responsibility for funding Federal Universiꢀes and Schools.

Naꢁonal Council for Educaꢁon (CNE)

Establishes norms and core

  • Public Sector
  • Private Sector

  • Federal Schools
  • Higher Educaꢀon

curriculum for all levels of educaꢀon

  • Federal Universiꢀes
  • Insꢀtuions – subject to

recogniꢀon/approval

State Department of Educaꢁon

Establishes detailed norms for educaꢀon in the state oſten through an opꢀonal State Council for Educaꢀon, especially Secondary Educaꢀon.

ISCED 2 and 3 Schools must be licensed by State Secretariet
ISCED 2 ISCED 3 State Universiꢀes

Municipal Department of Educaꢁon

Works closely with the State Department, responsible for Elementary Educaꢀon

ISCED 0 ISCED 1 ISCED 2
ISCED 0 ISCED 1 ISCED 2

(compulsory educaꢀon – 6-14 years old/ 1st-9th year)

4

According to the current educaꢀonal legislaꢀon, it is the responsibility of

the Federal Union to co-ordinate the naꢁonal educaꢁonal policies linked to

the different levels and systems, to provide technical and financial assistance to

the states, the Federal District of Brasilia and the municipaliꢀes for the develop-

ment of their educaꢀonal systems. That is, to perform a normaꢀve (basis and set

of guidelines), redistribuꢀve and supplementary funcꢀons beyond the resource

allocaꢀon funcꢀon aiming at reducing regional and social inequaliꢀes. Within

this scenario, the federal government is primarily responsible for the provision

of higher and professional educaꢀon in the form of federal schools, including

universiꢀes, insꢀtuꢀons of higher educaꢀon, technical schools and technological

educaꢀon centers. It also supervises the private higher educaꢀon network. It is

the responsibility of individual state governments to also provide elementary

educaꢀon and, as a priority, upper secondary educaꢀon.

According to the Brazilian Federal Consꢀtuꢀon, the Union must invest

annually at least 18% of its net revenue from taxes towards the maintenance

and development of educaꢀon, while the states, Federal District of Brasilia and

municipaliꢀes at least 25% of their net revenue from taxes, including those result-

ing from transfers by the Federal government. In addiꢀon to public funds, a 2.5%

payroll tax contributes to public educaꢀon financing. The public resources allo-

cated to educaꢁon, in 2013, were equivalent to 6% of the naꢁonal GDP. The

proporꢀons of educaꢀonal finance are: federal 20%, state 41% and municipal 39%.

The organizaꢀon of the Brazilian educaꢀon system

In terms of organizaꢀon, the Brazilian educaꢀon system is structured on two

levels: basic educaꢀon and higher educaꢀon. Basic educaꢀon consists of three

stages: 1) early childhood educaꢀon, which includes provision for children from

0 to 3 years of age (nursery schools) and from 4 to 5 (pre-school); 2) elementary

educaꢀon from 6 to 14 years of age and 3) upper secondary educaꢀon, the final

stage of basic educaꢀon, with a minimum of three years’ aꢁendance, from 15

to 17 years of age. The educaꢁon is compulsory from pre-school to upper

secondary (4 to 17 years old) and free in public schools.

5

ISCED 2011 Mapping of the Brazilian Basic Levels of Educaꢁon

Professional upper secondary diploma – Subsequent

18

Upper secondary diploma
Professional upper secondary diploma
Upper secondary diploma

Year 1
12th 11th 10th

  • 12th
  • 12th

11th 10th

17 15

11th 10th

Professional Educaꢀon

at the upper secondary level

Teacher Educaꢀon

at the upper secondary level
Upper secondary

educaꢀon

9th 8th 7th 6th 5th 4th 3rd 2nd
1st

11 64
Elementary school

ENEM
Pre-school
ENEM

Nursery school
0-3

Pre-primary educaꢀon

Source: EducaꢀonGPS

6

Monitoring and Evaluaꢀng Brazilian Educaꢀon

The Insꢀtuto Nacional de Estudos e Pesquisas Educacionais Anisio Teixeira

– INEP (Anisio Teixeira Naꢀonal Insꢀtute for Educaꢀonal Research and Studies)

is responsible for collecꢀng data and evaluaꢀng the Brazilian educaꢀonal systems

at naꢀonal level. The main acꢀviꢀes of INEP are:
(i) development of indicators to measure the capacity of educaꢀonal services, their efficiency, quality and expenditure;

(ii) disseminaꢀon of the data to the general public, media and policy-

makers; and

(iii) development and implementaꢀon of an integrated educaꢀon infor-

maꢀon system.

Educaꢀon Census

Once a year, INEP carries out two censuses: The School Census on Basic

Educaꢀon and the Higher Educaꢀon Census. They collect data for planning and implemenꢀng educaꢀonal policies at every level of government.

School Census on Basic Educaꢀon

The School Census on Basic Educaꢀon is carried out annually at federal level.

It collects informaꢀon about all modaliꢀes of basic educaꢀon: early childhood

educaꢀon, elementary educaꢀon, secondary educaꢀon, professional educaꢀon

and educaꢀon for the young and adults.

Since 2007, teacher and student related data has been collected individu-

ally. Through the teacher’s quesꢀonnaire, it’s possible to idenꢀfy the adequacy

of their level of training and teaching acꢀviꢀes, individualized teaching data,

amongst other informaꢀon. The student’s quesꢀonnaire provides informa-

ꢀon from the school populaꢀon; idenꢀfy personal data, locaꢀon, the need for specialized educaꢀonal services and/or different locaꢀons of the school, and

7

other support services for school development such as provision of school

meals and transportaꢀon.

The goals of this Census are to provide informaꢀon to analyze, diagnose

and plan the Brazilian educaꢀonal system and guide the definiꢀon of policies in order to promote the improvement of quality in educaꢀon.

It is also used to subsidize federal government programme such as the

School Textbook Distribuꢀon Programme (PNLD), the Naꢀonal School Transport

Programme, the Naꢀonal School Meals Programme (PNAE) etc.

Higher Educaꢀon Census

INEP also carries out the Higher Educaꢀon Census which is the official sta-

ꢀsꢀc data base of higher educaꢀon in the country. It collects informaꢀon on

undergraduate courses in public and private insꢀtuꢀons of higher educaꢀon

on an annual basis. As in the Basic Educaꢀon Census, the unit of data collecꢀon

is the individual (student or teacher) which can be grouped by courses or insꢀtu-

ꢀon. Besides individual data provided by teachers and students, the Census also

collects informaꢀon on the courses, personnel (administraꢀve), financing and

infrastructure of the higher educaꢀon insꢀtutes (library, equipment, and other insꢀtuꢀonal resources).

Big numbers of 2015 School Census on Basic Educaꢁon
Schools Teachers Students

186 thousands 2 millions 49 millions

Source: Censo Escolar INEP/Deed

8

Naꢀonal Assessments and Evaluaꢀons

The Brazilian experience of educaꢀonal evaluaꢀon, taking into account the

fact that it is a large conꢀnental country and its federal structure, is character-

ized by the implementaꢀon of a set of acꢀon and indicators involving the various

parꢀcipants, schools and educaꢀonal systems in the country. INEP is the agency

responsible for major educaꢀonal assessments at the naꢀonal level within the structure of Brazilian government:

Naꢀonal Assessment System for Basic Educaꢀon (SAEB); Naꢀonal Second-

ary Educaꢀon Examinaꢀon (ENEM); Naꢀonal System for Evaluaꢀon of Higher

Educaꢀon (SINAES); Naꢀonal Examinaꢀon for Cerꢀficaꢀon of Adult Competen-

cies (ENCCEJA)

ANA

  • ENEM
  • SINAES

Naꢀonal Literacy Assessment

  • ISCED 1
  • ISCED 2
  • ISCED 3
  • ISCED 6

SAEB
SAEB

(All public schools – “Prova Brasil” and sample of private schools)
(sample of schools)

The Naꢀonal Assessment System for Basic Educaꢀon (local acronym SAEB

– Sistema Nacional de Avaliação da Educação Básica) is the naꢀonal system for

evaluaꢀon of the basic educaꢀon (ISCED 1, 2 and 3) in Brazil based on a rigorous

sample methodology. It has been carried out on a bi-annual basis since 1993

and assesses the quality of teaching in Brazilian schools by measuring the

achievements and performance of students at different stages in their studies

and monitors changes in these achievements overꢀme, considering the exisꢀng

condiꢀons of the Brazilian educaꢀon system.

9

The Naꢀonal Literacy Assessment (local acronym ANA – Avaliação Nacional

da Alfabeꢀzação) is the first component of SAEB. The assessment is carried out every two years of all students enrolled in the third year of the primary level in public schools, covering basic literacy and numeracy.

SAEB has also been regularly conducꢀng assessments of samples of naꢀonal

students from both public and private schools in the last year of primary (ISCED

1), lower secondary (ISCED 2) and upper secondary (ISCED 3) levels. Scienꢀfic

procedures are used to ensure reliable naꢀonal and state level sampling

Prova Brasil is a naꢀonal assessment programme based on student achieve-

ment tests implemented as a component of SAEB. The tests are the same from

SAEB, however the Prova Brasil is given to all public school students aꢂending

the last year of primary (ISCED 1) and lower secondary (ISCED 2) levels, every

two years since 2005.

Both programs are the reference for evaluaꢀon of basic educaꢀon qual-

ity at a naꢀonal level. The results provide the data source for the construcꢀon

of Basic Educaꢁon Development Index (IDEB), the main indicator of quality of

basic educaꢀon in Brazil. The index comprises of the students’ performances

in Mathemaꢀcs and Reading and also the approval rates of schools. The index

uses the school as the lowest level of aggregaꢀon, which allows analysis for

higher levels such as municipaliꢀes, states, regions and the country as a whole. The index scale is from 0 to 10.

Municipal IDEB Averages for primary public schools – Brazil, 2005-2015

  • 2005
  • 2007

10

  • 2009
  • 2011

  • 2013
  • 2015

Up to 3.7

Source: INEP

  • 3.8–4.9
  • 5.0–5.9
  • 6.0 or more
  • No Ideb

The IDEB is used by policy makers and researchers for planning, implementa-

ꢀon and evaluaꢀon of educaꢀonal policies. Every municipality has a target index

to be achieved during each cycle of IDEB, besides a naꢀonal target index for 2021.

The SINAES evaluaꢀon system involves all the insꢀtuꢀons of higher educa-

ꢀon in an on-going process. It comprises of a global and integrated evaluaꢀon

system for academic acꢀviꢀes consisꢀng of three different processes, namely:
(i) Evaluaꢀon of insꢀtuꢀons of higher educaꢀon; (ii) Evaluaꢀon of undergraduate courses of study; and (iii) The Naꢀonal Examinaꢀon of Student Performance (ENADE).

11

As components of one and the same evaluaꢀon system, each of these pro-

cesses is carried out in different situaꢀons and at different points in the process.

They all make use of their own instruments but are coordinated among them-

selves. These processes look at specific dimensions and indicators, with the aim

of idenꢀfying strengths and weaknesses in areas of study and insꢀtuꢀons, as well

as promoꢀng enhanced quality and relevance and, as a result, fostering educa-

ꢀon and providing society with informaꢀon related to higher educaꢀon in Brazil.

Other aspects to be considered as part of the process of evaluaꢀng insꢀtu-

ꢀons include access to addiꢀonal informaꢀon from the Higher Educaꢀon Census,

CAPES (Brazilian Federal Agency for Support and Evaluaꢀon of Graduate Educaꢀon)

reports and appraisals of graduate programmes, as well as documents for (renew-

ing) accreditaꢀon of insꢀtuꢀons of higher educaꢀon and any other data CONAES (Naꢀonal Commission for Higher Educaꢀon Assessment) may consider relevant.

Progress of the Brazilian Educaꢀon System

Undeniably there has been progress in the Brazilian educaꢀonal system.

However, it sꢀll has serious problems, worsened by the strong social inequali-

ꢀes that persist in the country. The following charts present some evidences of these two facts:

Iliteracy rate of 15+ populaꢁon – Brazil – 1940-2010

60%

56.0%

50% 40% 30% 20%

9.6%

10%
0%

  • 1940
  • 1950
  • 1960
  • 1970
  • 1980
  • 1990
  • 2000
  • 2010

Source: IBGE – Censo Demográfico 1940-2010; elaborated by INEP/Deed

12

Out-of-school populaꢁon from 4 to 17 years old – Brazil, 2014

1000000
900000 800000 700000 600000 500000 400000 300000 200000 100000
0

932829
690104
460574

  • 265895
  • 264020

115553
85250
62237
38803

  • 25358
  • 26331
  • 24307

  • 18468
  • 16139

  • 4
  • 5
  • 6
  • 7
  • 8
  • 9
  • 10
  • 11
  • 12
  • 13
  • 14
  • 15
  • 16
  • 17

Age

Source: IBGE – PNAD; elaborated by INEP/Deed

Mean Years of Schooling of the 18 to 29 years old populaꢁon by age, family income, region, locaꢁon, color/race – Brazil, 2014

Income top quarꢀle
Yellow

12.0
11.6

White

10.7
10.5
10.3

Southeast
South Urban

10.3 10.2

Central-West Region
Brazil

10.0
9.5

Black Brown

9.4 9.3

North
Northeast

Rural

9.1
8.2 8.1 8.1

Indigenous
Income boꢁom quarꢀle

  • 0
  • 1
  • 2
  • 3
  • 4
  • 5
  • 6
  • 7
  • 8
  • 9
  • 10 11 12 13

Source: IBGE – PNAD; elaborated by INEP/Deed

13

Primary schools by type of school – Brazil, 2015

Federal: 0.02%
Private: 17.8%
State: 10.5%

Municipal: 71.6%

Source: School Census, INEP/Deed

Basic educaꢁon schools by locaꢁon – Brazil, 2015

Rural:

34.7%

Urban:

65.3%

Source: School Census, INEP/Deed

14

Percentage of schools with internet access by municipality – Brazil, 2015

Above 80% 60 ˫ 80% 40 ˫ 60% 20 ˫ 40% Below 20%

NA

Source: School Census, INEP/Deed

Primary and Secondary Enrolment by disꢁnct school locaꢁon type – Brazil, 2015

Indigenous land

232,108

Land remaining from

seꢀlements founded by fugiꢁves slaves

246,404

(quilombos)

398,698

Land reform seꢀlements
Prison units

219,991

Insꢁtuiꢁon for deprived

97,025

of freedom

  • 0
  • 50,000 100,000 150,000 200,000 250,000 300,000 350,000 400,000

Source: School Census, INEP/Deed

15

Approval rates by level of educaꢁon – Brazil, 2008-2014

100
95 90 85 80 75 70 65 60 55 50

92.7
91.7
92.7 84.8
89.9
87.0
85.1

80.1
84.1 78.7
82.7 77.2
79.9 74.9
80.3

  • 2008
  • 2010
  • 2012
  • 2013
  • 2014

  • ISCED 1
  • ISCED 2
  • ISCED 3

Source: School Census, INEP/Deed

Percentage of over-age students for grade by municipality – Brazil, 2015

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    Legal Education in Brazil: the challenges and opportunities of a changing context Luciana Gross Cunha1 José Garcez Ghirardi2 Globalization and its multiple cross-border exchanges in virtually every area of human life has led, in the legal arena, to a growing demand for global lawyers, that is to say, for legal professionals capable of proficiently thinking and practicing Law from a global, rather than local, perspective (FLOOD and SOSA, 2008). The demand for such professionals is the result of specific tension that has surfaced between the organizational mesh of legal systems, which are founded on the national State and sovereignty within defined geographical borders, and the transnational (borderless) vocation that characterizes the social, political and economic dynamics of globalization (SILVER, 2009). If the economy and trade, over a long period, have already incorporated the international context as an intrinsic element into its thought-process and its practice, the same cannot be said for Law, which continues to operate on the territorial-national basis which characterizes the institutions that materialized during the rise of the Modern State. Law‟s predominantly local approach struggles to meet the demands of a world that some label a „post-State‟ (HORSMAN and MARSHALL, 1994). As it undeniably remains, nonetheless, a vital instrument to design and drive the economic means that characterize a globalized world, Law has come under significant pressure to change its workings, institutions and dynamics. 1 Coordinator of the Center for Judicial Applied Research and Full-Time Professor at DIREITO SP. Bachelor of Law, Pontifícia Universidade de São Paulo PUC/SP. Master and PhD in Political Science, School of Philosophy, Arts and Humanities, Universidade de São Paulo FFLCH/USP.
  • The History of Education in Brazil: the Formation of the Field and Theoretical Influences

    The History of Education in Brazil: the Formation of the Field and Theoretical Influences

    Cómo referenciar este artículo / How to reference this article Bittar, M., & Ferreira Jr., A. (2016). The History of Education in Brazil: The Formation of the Field and Theoretical Influences. Espacio, Tiempo y Educación, 3(1), 61-84. doi: http://dx.doi.org/10.14516/ete.2016.003.001.5 The History of Education in Brazil: The Formation of the Field and Theoretical Influences La Historia de la Educación en Brasil: formación del campo e influencias teóricas Marisa Bittar e-mail: [email protected] Federal University of São Carlos. Brazil Amarilio Ferreira Jr. e-mail: [email protected] Federal University of São Carlos. Brazil Abstract: This article is concerned with the History of Education in Brazil in two key areas: the disciplinary field and the research field. As a discipline, the History of Education has formed a part of the school curriculum since the beginning of the 20th century. As a research field, it gained impetus in the 60s with the setting up of post-graduate courses and became one of the most consolidated areas of Brazilian education. In the light of this, there is a discussion about academic organisation and an attempt is being made to show how the field is characterised by theoretical renewal and is facing two key challenges: cultural exchanges involving the use of English and a recognition of the value of the History of Education as a discipline in the light of the fact that less space is being devoted to it in teacher-training curricula. Keywords: History of Education in Brazil; disciplinary field; field of research; theoretical trends; internationalisation.
  • SALVADOR DA BAHIA, BRAZIL Onboard: 1800 Sunday, November 6

    SALVADOR DA BAHIA, BRAZIL Onboard: 1800 Sunday, November 6

    Arrive: 0800 Tuesday, November 1 SALVADOR DA BAHIA, BRAZIL Onboard: 1800 Sunday, November 6 Brief Overview: Salvador Da Bahia simply called ‘Bahia’ by locals, is an energetic and beautiful city. The bright and gold-laden architecture of this city demonstrates the grandeur of what was once the capital of Portugal’s New World colony. The Afro-Brazilian culture of the city is evident in much of the its traditions, specifically in its religious movements, music, dance, food, and martial arts, which have preserved the heritage of the West African peoples that were enslaved and brought to Brazil. Experience Bahian culture through a performance of the Bahia Folklore Dance Company or take part in a drumming workshop. Participate in the immense restoration projects sweeping the city, or meet with locals who took the revitalization of these communities under their wing. Don’t miss out in viewing Salvador’s vibrant coast. Whether visiting the sea turtle project at Praia do Forte or taking a cruise to Itaparica Island, the magnificent shoreline is something to be seen. Out of town: Rio de Janeiro is not called the Magnificent City for nothing. The juxtaposition of dense city and tropical rainforest leaves the imagination with endless inspirations. You can find yourself in the middle of a bustling city street one minute and the next hiking up to an astounding overlook through the Tijuca Atlantic Forest. If you’re into natural wonders, catch a flight to Iguaçu National Park and marvel at its 240 waterfalls. Visit the Amazon: Travel to Manaus, and embark on a riverboat expedition along the Amazon River.
  • DHEW) , Washington, D.C

    DHEW) , Washington, D.C

    DOCUMENT RESUME ED 054 025 SO 001 549 AUTHOR Harrell, William A. TITLE Educational Reform in Brazil. The Law of 1961. INSTITUTION Office of Education (DHEW) , Washington, D.C. REPORT NO 0E-14135 PUB DATE 68 NOTE 58p.; Studies in Comparative Education Series. EDRS PRICE EDRS Price MF-$0.65 HC-$3.29 DESCRIPTORS Administrative Organization, *Area Studies, *Comparative Education, *Decentralization, Developing Nations, Educational Administration, *Educational Change, *Educational Legislation, Educational Trends, Environmental Influences, General Education, Governing Boards, Government Role, Higher Education, National Programs, National Surveys, Rural Urban Differences, Teachers IDENTIFIERS *Brazil, Educational Systems ABSTRACT On December 21, 1961 the Brazilian Congress passed the Law of Directives and Bases of National Education, implementing the educational provisions of the Constitution of 1946. This Law of 1961 was Brazil's first general education law and was widely publicized as decentralizing the administration of and the responsibility for Brazilian education, and providing for the needed degree of flexibility for the varied regional conditions within the country. It is with such reforms and trends in Brazilian education, following implementation of the Law of 1961, that the present study is principally concerned. Part I describes the background of the national scene in which the Law of 1961 was to function. Part II discusses the system of education as it existed in 1961. Part III presents the provisions of the law, its implementation, beginning in 1962, at all levels of Brazilian education; and the implications for future educational development in Brazil. (Author) 1 U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE,OF EOUCATION THIS DOCUMENT HAS BEEN REPRO.
  • The Privatization of Medical Education in Brazil: Trends and Challenges Mário C

    The Privatization of Medical Education in Brazil: Trends and Challenges Mário C

    Scheffer and Dal Poz Human Resources for Health (2015) 13:96 DOI 10.1186/s12960-015-0095-2 RESEARCH Open Access The privatization of medical education in Brazil: trends and challenges Mário C. Scheffer1* and Mario R. Dal Poz2 Abstract Background: Like other countries, Brazil is struggling with issues related to public policies designed to influence the distribution, establishment, supply and education of doctors. While the number of undergraduate medical schools and places available on medical schools has risen, the increase in the number of doctors in Brazil in recent decades has not benefitted the population homogeneously. The government has expanded the medical schools at the country’s federal universities, while providing incentives for the creation of new undergraduate courses at private establishments. This article examines the trends and challenges of the privatization of medical education in Brazil. Methods: This is a descriptive, cross-sectional study based on secondary data from official government databases on medical schools and courses and institutions offering such courses in Brazil. It takes into account the year when the medical schools received authorization to initiatte the activities, where they are situated, whether they are run by a public or private entity, how many places they offer, how many students they have enrolled, and their performance according to Ministry ofEducation evaluations. Results: Brazil had 241 medical schools in 2014, offering a total of 20,340 places. The private higher education institutions are responsible for most of the enrolment of medical students nationally (54 %), especially in the southeast. However, enrolment in public institutions predominate more in the capitals than in other cities.
  • The Excellence Baldrige Criteria in the Effectiveness of Higher

    The Excellence Baldrige Criteria in the Effectiveness of Higher

    ORIGINAL ARTICLE The Excellence Baldrige Criteria in The Effectiveness of Higher Education Institutions Management Paulo Henrique Barroso Menezes † Universidade FUMEC, Belo Horizonte, MG, Brazil Henrique Cordeiro Martins Ω Universidade FUMEC, Belo Horizonte, MG, Brazil Ronielton Rezende Oliveira ¥ Universidade FUMEC, Belo Horizonte, MG, Brazil ABSTRACT This paper aims to analyze the antecedents of effectiveness of education management in seven units of a Higher Education Institution (IES, in Portuguese) located in the metropolitan region of Belo Horizonte, MG, Brazil. The research is a quantitative study and was applied in the case study format in the largest private Brazilian education organization listed in the stock market. Data sample were collected through a survey and the informants are directors, course coordinators, teachers and administrative staff. The results were obtained through the structural equation modeling in relation to Excellence Baldrige Criteria, and indicate the model proposed by this research, that the Strategic Planning and Operation Focus influence directly on the Effectiveness of Management. We verified the existence of a positive correlation between all the constructs of the Baldrige Excellence Model with the Effectiveness of Management of the HEI. Keywords: Education; Effectiveness of management; Higher education institution; Baldrige excellence model. 1. INTRODUCTION In Brazil, starting from the economic opening of the nineties, a great milestone was discussed on the challenges of Brazilian organizations, mainly due to the lack of qualification of the workforce and the lack of schooling of the population. Thus, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the World Bank Corresponding author: † Universidade FUMEC, Belo Horizonte, have favored the increase in Brazilian higher education, through private MG, Brazil.
  • History of Mathematics Education in Brazil: an Overview of Secondary Education

    History of Mathematics Education in Brazil: an Overview of Secondary Education

    The Mathematics Enthusiast Volume 18 Number 3 Number 3 Article 2 8-2021 History of Mathematics Education in Brazil: an overview of secondary education Maria Laura Magalhães Gomes Antonio Vicente Marafioti Garnica Follow this and additional works at: https://scholarworks.umt.edu/tme Let us know how access to this document benefits ou.y Recommended Citation Magalhães Gomes, Maria Laura and Marafioti Garnica, Antonio Vicente (2021) "History of Mathematics Education in Brazil: an overview of secondary education," The Mathematics Enthusiast: Vol. 18 : No. 3 , Article 2. Available at: https://scholarworks.umt.edu/tme/vol18/iss3/2 This Article is brought to you for free and open access by ScholarWorks at University of Montana. It has been accepted for inclusion in The Mathematics Enthusiast by an authorized editor of ScholarWorks at University of Montana. For more information, please contact [email protected]. TME, vol. 18, no. 3, p. 352 History of Mathematics Education in Brazil: an overview of secondary education Maria Laura Magalhães Gomes1 Universidade Federal de Minas Gerais Antonio Vicente Marafioti Garnica Universidade Estadual Paulista Abstract: The field of the history of mathematics education, inscribed in the field of research on mathematics education in Brazil, has been developed as a result of the work of many groups of researchers, dedicated to varied themes under the light of various theoretical and methodological approaches. While it is impossible to describe in detail such studies in a single article, the objective of this text is to offer an overview of research results on a specific topic – mathematics in secondary education and training of teachers to teach at this level, over the years.
  • Federalism and Education in the Republican Brazil: Dilemmas of the Educational Organization (1889-1930)

    Federalism and Education in the Republican Brazil: Dilemmas of the Educational Organization (1889-1930)

    Acta Scientiarum http://www.uem.br/acta ISSN printed: 2178-5198 ISSN on-line: 2178-5201 Doi: 10.4025/actascieduc.v38i2.26897 Federalism and education in the republican Brazil: dilemmas of the educational organization (1889-1930) Ana Emília Cordeiro Souto Ferreira, Carlos Henrique de Carvalho and Wenceslau Gonçalves Neto* Universidade Federal de Uberlândia, Av. João Naves de Ávila, 2121, 38408-100, Santa Mônica, Uberlândia, Minas Gerais, Brazil.*Author for correspondence. E-mail: [email protected] ABSTRACT. The article deals with the relationship between federalism and education in Brazil during the First Republic period (1889-1930). The objective is to follow the discussion about public school in the country, in an environment influenced by the new system of government. It also tries to understand how education was ‘accommodated’ after the formation of the Brazilian federation, starting with the publication of the Republican Constitution of 1891. The major Law provided continuity to the principles signed by the Additional Act of 1834. Thus, the responsibility for the primary education along the First Republic ‘oscillates’ around the discussions about centralization and decentralization. Therefore, such considerations require reflections about the concepts of federalism and education, in the ambit of relations which the State establishes with the members of the federation (states or municipalities), resembling a kind of Brazil-like federalism. Keywords: federalism, education, centralization, decentralization. Federalismo e educação no Brasil republicano: dilemas da organização educacional (1889- 1930) RESUMO. O artigo analisa a relação entre federalismo e educação no Brasil durante a Primeira República (1889-1930). O objetivo do texto é acompanhar o debate sobre a escola pública no País, em um ambiente marcado pelo novo sistema de governo, buscando compreender como a educação foi ‘acomodada’ após a formação da federação brasileira, a partir da promulgação da Constituição republicana de 1891.