Alternative Education and Social Change in Brazil: a History and Case Study
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Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1992 Alternative Education and Social Change in Brazil: A History and Case Study. Maria De lourdes Nunes Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Nunes, Maria De lourdes, "Alternative Education and Social Change in Brazil: A History and Case Study." (1992). LSU Historical Dissertations and Theses. 5342. https://digitalcommons.lsu.edu/gradschool_disstheses/5342 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. 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Ann Arbor, MI 48106 ALTERNATIVE EDUCATION AND SOCIAL CHANGE IN BRAZIL: A HISTORY AND CASE STUDY A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Curriculum and Instruction b y Maria de Lourdes Nunes B.S., Faculdade de Ciencias e Letras Notre Dame, 1977 M.Ed., Bowling Green State University, 1986 May 1992 This dissertation is dedicated to my children, SSrgio Cristiane Mich&Ue Renn6 who since August 1985 have struggled through the years of hardship without ever doubting their Mom's ability and capacity as to attain the high standard goals to be reached. It was with their support, their trust, and their confidence that I was able to pursue my educational objectives. ACKNOWLEDGMENTS Dr. William F. Pinar, Advisor and Major Professor, Louisiana State University, who has enlightened me, since my very first contact with him, about my personal, academic, and professional ability to explore the almost prohibitive subject in Brazil of speaking in favor of the needed education for the socioeconomically underprivileged populations. My mother, Yvette de Souza Nunes, for whom I became the female dependency break-through element in a society still largely ruled by male decisions, and in which the male character still represents the anchor of the family rules and family ties. Despite of her astonishment regarding my personal, familial, academic, and professional goals and endeavours, she was many times my support to overcome emotional, social, personal, and financial obstacles. My acknowledgements are also extended to my brothers and sisters, as well as to all my relatives in Brazil, who always encouraged me to continue pursuing my M.Ed. and my Doctoral Degree. Dr. Richard Carlson, Bowling Green State University, Ohio, who always gave me moral support and academic advice in the difficult moments I had to overcome in order to reach my objectives. Dr. Sergio Waldeck, University of Brasilia, who, despite the distance, was always strongly supportive of my decision in pursuing first my M.Ed. degree and later my Ph.D. degree, no matter what the obstacles and struggles were that I had to face. My Doctoral Committee members, Dr. Robert Lafayette, Minor Professor, Louisiana State University, Dr. Earl H. Cheek, Louisiana State University, Dr. Lee Webster, Louisiana State University, and Dr. Leigh Chiarelott, Bowling Green State University, for their understanding, approval, and support of the chosen topic and for the freedom they gave me in working with it, respecting at all times my individuality in approaching the subject. Nilza Waldeck for her distant but constant support, for her everlasting encouragement, and for her overwhelming admiration for my determination to pursue my academic, professional, and personal goals despite the odds of being the head of the household with three very young dependents. Wanda Lobao Unkraut, my Brazilian friend, for her encouragement and support throughout the years we have shared togeth er. Fundagao Universidade do Amazonas, Fundagao Universidade de Brasilia, Universidade Federal do Espi'rito Santo, Universidade Federal do Pard, Universidade Federal de Pernambuco, Universidade Federal do Rio Grande do Sul, Universidade Federal de Santa Catarina, and Universidade Federal de Vigosa for their contributions which constituted the main body of this dissertation. Dr. Paulo Renan da Silva, Ph.D., Dra. Miriam Garrett, Ph.D., Dr. Luiz Francelino Silva, Ph.D. - Fundagao Universidade do Amazonas, Professora Edvirges Ruiz, Professor Enio Gomes, Professora Celia Jatoba - Universidade Federal de Pernambuco, Dr. Sergio Waldeck de Carvalho, Ph.D. - Fundagao Universidade de Brasilia, Dra. i v Petronilha B. G. e Silva, Ph.D., Professora Zaida G. Lewin, Professora Neusa M. B. Guidi, Professor Augusto N. S. Trivinos - Universidade Federal do Rio Grande do Sul, Professora D61via Carvalho, Professor Enio Gomes, Professor Jos6 Erno Calieder - Universidade federal de santa Catarina, for contributing to the development of this dissertation by sharing their personal educational experiences during the 1988 interviews. Louisiana State University Department of Curriculum and Instruction, Louisiana State University Graduate School, Organization of the American States, and Conselho Nacional de Desenvolvimento Cientffico e Tecnoldgico (CNPq) for their financial support through different stages of my Doctoral Program. Brazilian university members - faculty, staff, and students - involved in the hard work of searching for alternative forms of education that might fulfill the needs of the immense population left out of the educational system in our country. The great majority is dedicated to this important social cause despite the adversities they face while carrying on their mission. The abandoned, marginalized, socioeconomically underprivileged populations in Brazil, who inspired the topic of this dissertation. v TABLE OF CONTENTS ACKNOWLEDGMENTS............................................................................................... iii LIST OF FIGURES.......................................................................................................... viii ABSTRACT....................................................................................................................... ix INTRODUCTION.............................................................................................................. xi CHAPTER 1 BRAZIL AND THE BRAZILIAN UNIVERSITY.......................... 1 The Country and Its Characteristics............................................ 3 The Educational System....................................................................... 17 The Brazilian University: A Historical Background 23 2 THE EMERGENCE OF NONFORMAL EDUCATION PROGRAMS................................................................................. 59 Distance Learning Programs: The Open University 70 Distance Learning Programs: The Educational TV 84 3 PAULO FREIRE: A RADICAL MODEL OF ALTERNATIVE EDUCATION............................................. 90 Paulo Freire: Making Education Accessible to All 91 Adult Literacy/Adult Education Programs............................. 129 4 COMMUNITY DEVELOPMENT PROGRAMS............................. 152 Projeto Rondon........................................................................................ 153 University Programs.............................................................................. 158 v i 5 AN ANALYSIS OF ALTERNATIVE EDUCATION PROGRAMS DEVELOPED BY BRAZILIAN UNIVERSITIES......................................................................... 192 Formal University Commitment to Social Causes 193 The Importance of Interdisciplinary Work........................... 199 Shared Positive Results among Programs.............................