Abstract
The failure of the formal schooling system in Brazil to meet the educational needs of the nation's population has been well documented (Brand~io et al., I983; Brazil, I985a, I985b; Ribeiro, I984; World Bank, I986). The I98o Census reveals that the mean years of study among those I5 years of age and more is only 3.8, and 26 per cent of this population are unable to even write their names. For those who are still children, the educational situation seems equally dismal. Only about 75 per cent of those aged 7 to 14 are currently in school and, of those enrolled, less than 25 per cent are at the age which officially corresponds to their grade level. The problem, of course, is not merely a lack of schools. Many who matriculate are subsequently ~pushed' or 'pulled' out of school, a fact reflected in high drop-out and repetition rates. It has been estimated that for every I,OOO students who enter the first grade,
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