Brazilian Educational Policy Research Articles

Enhancing South–South Ties: Some Effects of Educational Collaboration between Brazil and PALOP

ABSTRACT This article discusses the dialogue and circulation of scientific knowledge in the South-South context between Brazil and the African Portuguese Speaking Countries (PALOP), focusing on the Political Science and Political Sociology fields. The main questions are: What strategies have been implemented to foster educational cooperation between Brazil and African countries? How much and for whom do these policies provide educational opportunities? Methodologically, the analysis covers historical, political, and diplomatic aspects that have driven collaboration between Brazil and PALOP in education. We based our analysis on a qualitative literature review, triangulated with quantitative data from Brazilian educational policies. The main conclusion is that Brazil has played a relevant role in training PALOP professionals in recent decades through its foreign policy in the educational field, enabling an epistemic dialogue between Africa and Latin America. Therefore, educational cooperation establishes bridges connecting the Brazilian way of thinking and building Social Sciences and the scientific approaches developed in the PALOP, which can serve as an example for other countries that want to strengthen South-South knowledge production.

A IMPORTÂNCIA DA FORMAÇÃO CONTINUADA PARA PROFESSORES NA EDUCAÇÃO BÁSICA

This study addresses continuing education for teachers, which is highlighted as an essential process for improving knowledge. Continuing education for teachers is currently seen as a process for improving knowledge, involving actions directed at professionals who educate, teach, learn, research, and evaluate. This study aimed to discuss continuing education for teachers within educational policies in Brazil, emphasizing its importance and analyzing the current Brazilian educational context. The methodology was based on bibliographic research, using Google Scholar as the main source. The results make it clear that this review article can intensify the reflection on the importance of continuing education in Brazil, exposing its relevance for a deeper understanding of the educational reality and the teaching-learning process. Continuing education appears as a decisive tool, supporting the work of teachers and driving the evolution of teaching and learning. It is known that the teacher is not a finished product, but a subject in constant transformation, requiring continuous improvement to face the challenges of modern education. Therefore, each teacher must be an eternal learner, breaking with stagnant traditions and embracing a journey of continuous innovation, as only in this way will we be able to transform the Brazilian educational scenario, propelling it towards new spheres of excellence and relevance.

Far-right rhetorics and deconstructions in Brazilian educational policies

Brazil's education policy has historically been marked by significant inequalities in access and quality, particularly affecting the most vulnerable populations. Over the past two decades, Brazil has implemented substantial changes aimed at reducing inequality, promoting inclusion, and addressing racial and gender disparities. However, the rise of radical right-wing populism, particularly under President Jair Bolsonaro (2018-2022), resulted in a shift in educational policy. This article examines how radical right groups have influenced education policy in Brazil. Bolsonaro's administration, supported by conservative and religious groups, sought to reverse progressive policies related to gender, sexual orientation, and ethnic diversity and inclusion. These changes reinforced societal norms, traditional values, and nationalism, rejecting multiculturalism and adopting forms of othering. The findings are based on previous research that involded qualitative analysis of documents and interviews.

Phonological Awareness and Its Role in Literacy Development among Elementary School Children in Brazil

Purpose: The aim of the study was to analyze the phonological awareness and its role in literacy development among elementary school children in Brazil. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Phonological awareness plays a crucial role in literacy development among elementary school children in Brazil, as evidenced by several key findings. It significantly correlates with early reading skills, including decoding and word recognition, fostering better comprehension abilities as children progress academically. Effective phonological awareness instruction enhances spelling and writing skills, contributing to overall language proficiency in Portuguese. Unique Contribution to Theory, Practice and Policy: Cognitive-developmental theory (Piaget), connectionist theory (Rumelhart and McClelland) & socio-cultural theory (Vygotsky) may be used to anchor future studies on the phonological awareness and its role in literacy development among elementary school children in Brazil. Educators in Brazil should prioritize early and systematic phonological awareness instruction in literacy programs. Education policies in Brazil should advocate for comprehensive literacy frameworks that recognize phonological awareness as a foundational skill.

Silencing black phenotype and epistemicide in public educational policies in Brazil

Este trabalho discute a relação entre as políticas públicas pós abolicionistas com as políticas públicas da atualidade, por meio de uma revisão bibliográfica, que movimentaram e movimentam forças para o silenciamento do fenótipo negro nos ambientes educacionais, atuando no epistemicídio do grupo étnico racial negro e sua identidade, além da atuação do movimento negro, na escolarização de negros “libertos” em um momento onde as políticas educacionais não permitiam o acesso às letras e à escolarização. Perpassando por ações de fortalecimento com a inserção de temas discutidos na luta por visibilidade e correções históricas com avanços no âmbito inerente às políticas públicas educacionais, culminando com importantes Leis e processos para o fortalecimento identitário negro. Até os últimos acontecimentos políticos e socioeconômicos com a chegada ao governo de grupos de extrema direita que possuem o claro desejo de silenciar o movimento negro e as conquistas conseguidas ao longo do tempo.

Fundação Itaú Social, Renaissance 2010, desigualdades e segregação: análise crítica da aplicação do modelo educacional estadunidense no Brasil

Abstract This article performs a critical analysis of the projects advocated by business organizations that propose public education policies in Brazil (in this case, the Itaú Social Foundation). To this end, the article presents, based on documents signed by the FIS, how this institution defends that measures implemented in the U.S. (such as Chicago’s Renaissance 2010) serve as a model for the country. Then, based on quantitative and qualitative data, derived from bibliographic research in primary and secondary sources in Brazil and the USA, the paper discusses results of these projects in their place of origin (especially Chicago). Thus, it is shown how, contrary to what their proponents indicate, such guidelines can be related to the maintenance and worsening of social issues, such as racial segregation. Finally, the paper demonstrates that, despite these reforms being presented as the expression of a social consensus, in the USA, the school community has led intense mobilizations against them. Therefore, considering this scenario, the article reflects how the insistence on maintaining these guidelines is not justified by data, but by the political and economic interest of capital and its institutions.

BNCC DE GEOGRAFIA DO ENSINO FUNDAMENTAL E AS CONTRADIÇÕES PARA UMA EDUCAÇÃO DECOLONIAL E ANTIRRACISTA

ABSTRACT: This article debates the educational policies in Brazil considering how changes in the education curriculum have direct implications for teaching practices and the social transformations of Brazilian reality. The objective is to analyze the limits of the Common National Curricular Base - BNCC (the new Brazilian education system) for the promotion of a decolonial and anti-racist education. For this, the document was subjected to an analysis of the contents and references associated with the ethnic-racial issues presented in its introductory text and, in particular, in the descriptors of skills and competences oriented to the subject Geography in Elementary School. The analysis made it possible to identify a set of contradictions and a series of structural and conjunctural setbacks that do not guarantee the development of a decolonial and anti-racist education. Some of these results reiterate that the BNCC was produced as part of the actions of conservative social agents in Brazilian society, therefore, it demonstrates low possibilities of promoting an emancipatory education.

Need for national eye health education policies in Brazil

Need for national eye health education policies in Brazil

Trajectory of food and nutritional education policies in Brazil

Resumo A Educação Alimentar e Nutricional é o campo de conhecimento que leva em conta as representações sobre o comer e a comida, os conhecimentos e os valores da alimentação, com vistas à autonomia de escolha dos sujeitos em questões relacionadas à alimentação e à nutrição. Este texto é resultado de uma pesquisa teórica com o objetivo de identificar a trajetória da Educação Alimentar e Nutricional no Brasil, que a delineou como campo de conhecimento. As políticas atuais desse campo de conhecimento são fruto da superação de um passado em que predominavam abordagens educativas voltadas para a alimentação que ocorriam de forma descontextualizada, normativa e estritamente biológica. Essa trajetória envolve disputas em sua teoria e prática que evidenciam que a resolução do problema da alimentação no Brasil é perpassada por uma profunda reestruturação econômica e social. Destacamos a necessidade de que as práticas de Educação Alimentar e Nutricional sejam pautadas pela perspectiva crítica e emancipatória de educação.

A política educacional da nova Base Nacional Comum Curricular (BNCC): um olhar a partir da biopolítica

Abstract This article discusses the educational policy of the new Brazilian National Curricular Common Base (NCCB-BNCC) in the epistemological context of biopolitics. It brings together international authors and works that contribute to elucidate elements of this context, such as the concepts of "life" and "death," "citizenship," and "bare life." The text presents the criticisms of some Brazilian educators on the subject, focusing primarily on Dermeval Saviani's diagnosis, one of the important references in the field of Brazilian educational policy. It concludes that such concepts can shed new light on the subject, demonstrating the fragility of this educational policy that, by being exclusively guided by biopolitical criteria, excludes a broader and civic education.

ACCOUNTABILITY, FLEXIBILIZAÇÃO E QUALIDADE TOTAL:

The text analyzes the influence of the concepts of accountability, flexibility and total quality on Brazilian educational policies and, mainly, on the National Common Curricular Base (BNCC) and the reform of Secondary Education. It is a bibliographical and documentary, qualitative research, whose theoretical-conceptual perspective is Historical-dialectical Materialism. A contextualization is carried out on the rise of neoliberal policies, New Public Management and managerialism and their consequences on educational policies, highlighting the large-scale evaluation policies issued since 1990. The presence of business sectors in the construction and implementation of the BNCC and the reform of Secondary Education, returning education to private corporate interests. Therefore, these educational policies express the hegemonic project of the social form of capital which seeks, once again, to adjust education to the interests of the market, under the logic of flexible pedagogy and the accountability of social beings for the results of their historical existence.

A GEOGRAFIA ESCOLAR E O CONHECIMENTO GEOGRÁFICO NO CONTEXTO DOS PARÂMETROS CURRICULARES NACIONAIS (PCNS)

The object of study is Brazilian school geography and geographical knowledge, analyzing its approach in the National Curriculum Parameters (PCNs). The PCNs emerged at the end of the last century as a response to the need for a single curriculum for the whole country, aiming to promote public educational policies throughout the national territory. The objective of this study is to evaluate the approach to geography in the PCNs, considering advances and setbacks. The concepts of landscape, place, territory and region are resumed, but there is a lack of consistent articulation of these concepts with the general objectives and methodological procedures. In addition, the economic approach receives little emphasis, and geopolitics is practically absent in the PCNs. The methodology used for this analysis consists of examining the PCNs guidelines in relation to school geography, identifying gaps, inconsistencies and progress from the perspective of two authors: Maria Encarnação Beltrão Sposito (1999) and Nídia Nacib Pontuschka (1999). The broader context of Brazilian educational policy is also considered, including the decentralization of guidelines, regional disparities and demands for quality education. The conclusion of this study reveals that the PCNs present advances and setbacks in the approach to geography for elementary school. Although there is a resumption of important concepts, such as landscape and place, the lack of consistent articulation and the absence of relevant themes, such as geopolitics, compromise the effectiveness of the guidelines. In addition, the importance of cross-cutting themes in the PCNs is highlighted, which address social, environmental, ethical and cultural issues in an integrated and cross-curricular manner

Policy articulation in the institutional arrangement for implementing the pibid 2007-2013

This article is part of the debate on public educational policies in Brazil, and presents research results on the institutional arrangement for the implementation of the Institutional Program of Initiation Scholarship to Teaching, Coordination of Improvement of Higher Education, Ministry of Education. This is a program for encouraging and valuing teaching and for improving the process of teaching for Basic Education, in partnership between universities and schools, with the licensees as their target public. The main theoretical-methodological foundation of the research is from the field of Public Policies, especially the studies about the phase of implementation of policies. Based on the theoretical-analytical model of the institutional arrangements for implementation, the guiding issue of this study was: what are the public educational policies linked to the Pibid in its institutional arrangement for implementation. The results pointed to a articulation of recent public educational policies to Pibid established via LDBEN, I and II PNE, PDE and "new" Capes, regarding teacher training for Basic Education. These policies also characterized the context of the creation of the Bibid and a structure of institutional and financial incentives. Consideration of the institutional arrangement for implementing the Pibid at different scales is relevant to understand the collaborative regimes involved in its institutional-legal and institutional-academic arrangement and the respective scales of implementation in the subnational federative entities and implementation in the partnerships between HEIs, public elementary education networks and each school-field.

Towards Digital Transformation of the Validation and Triage Process of Textbooks in the Brazilian Educational Policy

One factor that impacts the quality of Brazilian education is the quality of books and other didactic materials freely distributed throughout the country to public schools, thanks to the Brazilian National Textbook Program. The current evaluation process may take at least two years to complete, involving hundreds of people, and the final result may impact the entire educational system. One of the first activities of the process is to validate and triage the editorial quality attributes of textbooks. However, the validation and triage process needs improvement, considering the gradual expansion of the quantity and variety of materials that currently affect it. This generates risks of reduced quality and timely deliveries. This paper provides a comprehensive critical analysis of the validation and triage process based on the Policy Design Arc framework of Harvard’s Kennedy School of Government. We identified causes that affect the quality of deliveries and the time required to conclude tasks. We also propose a theory of change for digital transformation, defining strategies to address the causes of problems, outputs, outcomes, and impacts. Therefore, we have gradually implemented our theory of change in the validation and triage process.

Impact of public health and higher education policies on the profile of final-year Brazilian dental students: Challenges and future developments.

Brazil has experienced transformations in higher education and health services, including launching more inclusive public policies focused on these two areas. To evaluate the profile of final-year dental students from a Brazilian public university from 2010 to 2019, accompanied by changes in public health and higher education policies. A prospective observacional study was carried out with final-year dental students. A self-applicable semi-structured questionnaire was applied. Six-hundred and seventy-seven students participated, of which 71.5% were women, 72.9% aged between 21 and 25 years, 96.2% single, and 96.4% were without children. Over ten years, it was possible to identify trends in the profile explained by implementing public policies toward more inclusive access to Brazilian higher education by socioeconomically disadvantaged individuals. Students who completed the course between 2018 and 2019 did not have the state capital city (the wealthiest area) as their origin city and had lower parental education and income levels than dental students graduating between 2010 and 2011. Moreover, working as a primary care dentist in the Brazilian National Health System was considered a professional possibility by 61.4% of the students, and has gained prominence significantly over time, ranging from 21.1% in 2010 to 72.9% in 2019 (p < .05). Over the study period, concomitantly to advances in public health and higher education policies in Brazil, more diverse access to public dental education was observed, allowing students from low socioeconomic positions to take the education. Changes have also impacted the students' perspectives regarding the need for postgraduate training and a career in public health dentistry. However, these trends need to be consolidated, and public policies continued and strengthened.

A Comparative Review of Education Policy in Brazil and South Africa: Divergent Trends in Inequality

The literature identifies that education policies in Brazil are the backbone of their success in reducing inequality as measured by the GINI index. Since 1994, Brazil is the only BRICS (Brazil, Russia, India, China, South Africa) nation to achieve this. This article presents a comparative study of South Africa and Brazil, and the policies applied towards achieving the Sustainable Development Goals (SDG) of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Using the analytical framework of the SDG, the strategies of South Africa, and Brazil regarding education are considered in order to identify patterns and themes that can potentially explain the divergence of inequality trends of the two nations. The overarching finding is that subtle differences in education policies perpetuate inequality in South Africa, whereas analogous policies contribute to equality in Brazil. The main contribution of this study is that it locates faults in otherwise well-meaning education policies in South Africa. Keywords: comparative education, policies, Brazil, South Africa, inequality

(Re)Existências do povo Awaete-Parakanã na construção de uma educação escolar específica e diferenciada

Neste trabalho reflete-se sobre a construção da educação escolar Awaete-Parakanã, na Terra Indígena (T.I) Parakanã, no município de Novo Repartimento, no sudeste do Pará. Objetivou-se compreender a relação histórica dos Awaete-Parakanã com a escola e, mais recentemente, o processo de apropriação dessa instituição por eles protagonizado em seu território, tendo em vista a perspectiva teórica de Baniwa (2006). Para isso realizou-se revisão de literatura sobre as políticas do Estado brasileiro que forçaram o contato com os povos indígenas, com foco na história dos Awaete-Parakanã. Também se analisaram estudos já produzidos sobre as políticas de educação escolar indígena no Brasil (Baniwa (2006), Fernandes (2010), Cohn (2016), Alencar (2018), Faustino (2006) e Emídio-Silva (2017). Observou-se que os Awaete-Parakanã têm ressignificado o papel da escola em seu território, uma vez que têm muito claro um projeto de escola que funcione a serviço do seu projeto de futuro como grupo étnico. Palavras-chave: Awaete-Parakanã, educação escolar indígena, política educacional. The Awaete-Parakanã people resistences (to existences) in the construction of a specific and differentiated school education ABSTRACT. In this work we thought over about the school appropriation processes by the Awaete-Parakanã People, in the indigenous land Parakanã, located in the town of Novo Repartimento – PA. It was aimed here to understand the historical relationship of the Awaete-Parakanã with the school and, more recently, developed the main role in the process of school appropriation in their territory, in view of the theoretical perspective of Baniwa (2006). For this work is analyzed a literature was carried out on the policies of the Brazilian state that forced contact with indigenous peoples, focusing on the history of the Awaete-Parakanã. Studies already produced on indigenous school education policies in Brazil were also analyzed (Baniwa (2006), Fernandes (2010), Cohn (2016), Alencar (2018), Faustino (2006), Emídio-Silva (2017)). It was observed the Awaete-Parakanã People has reframed the school role in their territory, since they have a very clear school project and how the school should work towards their future project as ethnic group. Keywords: Awaete-Parakanã, indigenous school education, educational politics. (Re)Existencias del pueblo Awaete-Parakanã en la construcción de una educación escolar específica y diferenciada RESUMEN. En este trabajo reflexionamos sobre los procesos de apropiación de la escuela por los Awaete-Parakanã, de la Tierra Indígena (T.I) Parakanã, en el municipio de Novo Repartimento-PA. Se objetivó, por lo tanto, comprender la relación histórica de los Awaete-Parakanã con la escuela y, más recientemente, el proceso de apropiación de esta institución por parte de ellos en su territorio, a la vista de la perspectiva teórica de Baniwa (2006). La investigación fue realizada a partir de revisión de literatura sobre las políticas del Estado brasileño que forzaron el contacto con los pueblos indígenas, centrándose en la historia de los Awaete-Parakanã. También se analizaron los trabajos de autores que reflexionan acerca de las políticas de Educación Escolar Indígena (EEI) en Brasil. Se observó que los Awaete-Parakanã han resignificado el papel de la escuela en su territorio, una vez que tienen muy claro un proyecto de escuela que funcione al servicio de su proyecto de futuro como grupo étnico. Palabras clave: Awaete-Parakanã, educación indígena escolar, política educacional.

Mapping conservatism in brazilian educational policy

RESUMO Este artigo tem como objetivo contribuir no desenvolvimento do conceito de conservadorismo no contexto da política educacional brasileira a partir de análises construídas em projeto de pesquisa acerca dessa temática. A proposição teórica que aqui apresentamos é decorrente de investigação dedicada a examinar redes políticas no escopo do avanço do conservadorismo na educação, mobilizando as categorias de “aliança conservadora” e “articulação”. A pesquisa que subsidia este trabalho é orientada pela metodologia da etnografia de redes (BALL, 2014). Ao longo deste manuscrito, demonstra-se a importância de operar com o conceito de conservadorismo tendo em vista a atual onda conservadora na educação brasileira. Para tanto, aponta-se contribuições a partir dos estudos de Apple (2003; 2013), Moll (2010) e Lacerda (2019). Na sequência, ilustra-se essas discussões teóricas por meio de uma breve análise do processo de militarização da educação no Brasil. Por fim, apresenta-se o entendimento do que é o conservadorismo na atual política educacional brasileira, sintetizando alguns dos argumentos dos autores e da autora estudados e elenca-se alguns elementos, a partir da análise, deste atual conservadorismo. Conclui-se demonstrando que características trazidas por Apple, Moll e Lacerda podem contribuir para compreender o conservadorismo na política educacional brasileira, mas que ainda persistem desafios em relação ao desenvolvimento desse conceito tendo em vista especificidades do Brasil.

Produção e socialização de conhecimentos sobre Educação do Campo: reflexões sobre o Projeto de Extensão Inforcampo

Produção e socialização de conhecimentos sobre Educação do Campo: reflexões sobre o Projeto de Extensão Inforcampo

How inclusion students learn: a comparative analysis of three concepts as viewed by the sociohistorical and autopoiesis conceptual frameworks

ABSTRACT Drawing on Brazilian educational inclusion policy from the past two decades, the aim of this study is to provide a theoretical and methodological discussion of two conceptual frameworks on disabled students´s learning: Vygotsky´s sociohistorical approach, and Maturana and Varela´s autopoiesis approach, which is based on an analysis of human biology. The focus of our analysis will be how those theories address the learning and development of students with disabilities. Lastly, we will compare and contrast Vygotsky´s and Maturana´s ideas with the purpose of suggesting improvements for teacher education in Brazil.