Key Benefits:
LEI N ° 010172, DE January 9, 2001.
Approves the National Plan of Education and gives others provider.
P R E S I D E N T D A R E P U B L I C A
I make it known that the National Congress decrees and I sanction the following Law:
Art. 1 The National Education Plan, set out in the Annex document, is hereby approved, lasting ten years.
Art. 2 From the duration of this Act, the States, the Federal District and the Municipalities shall, on the basis of the National Education Plan, draw up corresponding decennial plans.
Art. 3 The Union, in articulation with the States, the Federal District, the municipalities and civil society, shall periodic evaluations of the implementation of the National Education Plan.
§ 1 The Legislative Power, through the Commissions of Education, Culture and Sport of the Chamber of Deputies and of the Federal Senate Education Commission, will accompany the implementation of the National Education Plan.
§ 2 The first evaluation will be held in the fourth year of this Act, with the National Congress having to approve the legal measures arising, with views to the correction of deficiencies and distortions.
Art. 4 The Union shall establish the National Assessment System and establish the necessary mechanisms to monitoring of the targets set out in the National Plan of Education.
Art. 5 The multiannual plans of the Union, States, the Federal District and the Municipalities shall be drawn up of mode to support the constant targets of the National Plan of Education and the respective decennial plans.
Art. 6 The Powers of the Union, States, the Federal District and the Municipalities will engage in the dissemination of this Plan and the progressive realization of your goals and goals, so that society knows you widely and follow up your implementation.
Art. 7 ° This Act shall enter into force on the date of its publication.
Brasilia, January 9, 2001 ; 180 ° of Independence and 113 / da Republic
FERNANDO HENRIQUE CARDOSO
Paulo Renato Souza
NATIONAL EDUCATION PLAN
INDEX
I-INTRODUCTION
History ............................................................................................................................................................ 06
Goals and Priorities ............................................................................................................................... 07
II-LEVELS OF TEACHING
A-BASIC EDUCATION
1. CHILDREN EDUCATION .............................................................................................................................. 09
1.1. Diagnosis ...................................................................................................................................... 09
1.2. Guidelines ........................................................................................................................................... 12
1.3. Goals and Metas ............................................................................................................................ 14
2- TEACHOFUNDAMENTAL .................................................................................................................. 17
2.1. Diagnosis ....................................................................................................................................... 17
2.2. Guidelines .......................................................................................................................................... 20
2.3. Goals and Metas ............................................................................................................................ 23
3-TEACHING MEDIUM ................................................................................................................................ 24
3.1. Diagnosis ...................................................................................................................................... 24
3.2. Guidelines ........................................................................................................................................... 27
3.3. Goals and Metas ............................................................................................................................. 29
B-HIGHER EDUCATION
4-EDUCATION SUPERIOR ..................................................................................................... 31
4.1. Diagnosis ....................................................................................................................................... 31
4.2. Guidelines ........................................................................................................................................... 35
4.3. Goals and Metas ............................................................................................................. 37
4.4. Funding and Management of Higher Education .............................................................. 39
III-MODALITIES OF TEACHING
5 -EDUCATION OF YOUNG PEOPLE AND ADULTS ................................................................................ 40
5.1. Diagnosis ....................................................................................................................................... 40
5.2. Guidelines ........................................................................................................................................... 43
5.3. Goals and Metas ............................................................................................................. 44
6-DISTANCE EDUCATION AND EDUCATIONAL TECHNOLOGIES .......................................... 46
6.1. Diagnosis ....................................................................................................................................... 46
6.2. Guidelines ........................................................................................................................................... 47
6.3. Goals and Metas ............................................................................................................... 47
7-TECHNOLOGICAL EDUCATION AND PROFESSIONAL TRAINING ............................................. 49
7.1. Diagnosis ....................................................................................................................... 49
7.2. Guidelines .......................................................................................................................................... 51
7.3. Goals and Metas ............................................................................................................. 51
8-EDUCATION SPECIAL ...................................................................................................... 53
8.1. Diagnosis ...................................................................................................................................... 53
8.2. Guidelines ........................................................................................................................................... 55
8.3. Goals and Metas .............................................................................................................. 56
9-EDUCATION INDIGENOUS ........................................................................................................ 59
9.1.Diagnóstico ................................................................................................................................. 59
9.2 Guidelines ............................................................................................................................. 60
9.3. Goals and Metas ............................................................................................................. 61
IV-MAGISTER OF BASIC EDUCATION
10-FORMAÇÃODOSPROFESSORES AND VALUATION OF THE MAGISTERIUM ....................................... 63
10.1 Diagnosis ...................................................................................................................................... 63
10.2 Guidelines .......................................................................................................................................... 65
10.3 Goals and Targets ............................................................................................................ 67
V-FUNDING AND MANAGEMENT ............................................................................................ 70
11.1. Diagnosis ..................................................................................................................... 70
11.2. Guidelines ......................................................................................................................... 76
11.3. Goals and Metas ........................................................................................................... 78
11.3.1. Funding ............................................................................................................ 78
11.3.2. Management ........................................................................................................................ 80
VI-MONITORING AND EVALUATION OF THE PLAN ........................................................... 81
INDEX OF TABLES
Table 1 (Registration, 3/25/2098, in elementary education, by age and locational track) ........................................ 18
Table 2 (Gross and liquid schooling rate -7 a 14 years Brazil and Regions -1991 and 1996) ......................... 19
Table 3 (High-tuition education-Brazil-1991 and 1998) ................................................................................ 25
Table 4 (Average education-dropout rate and reprobation-1995 and 1997) ........................................................ 26
Table 5 (Average education-age-distortion rate-series-1996-1998) ............................................................. 26
Table 6 (Basic Education-Brazilian enrollment: 1995-2010) ............................................................................. 27
Table 7 (Table of higher education in Brazil -1998) ....................................................................................... 31
Table 8 (Evolution of tuition by dependence administrativa-Brasil-1980-1998) ........................................ 32
Table 9 (Registration by administration dependency-Brazil and region-higher level / 98) ................................... 33
Table 10 (Growth Index for registration by administrative dependency Brazil 1988-1998) .................. 34
Table 11 (IFES-Participation of expenses with pensions and pensions in total expenses with personnel and charges social) ............................................................................................................................... 34
Table 12 (IFES-Relation between expenses with pensions and pensions and with other custios of capital) ................................................................................................................................................................ 35
Table 13 (IFES-Expense with investments and financial inversion) ........................................................... 35
Table 14 (Rates of illiteracy of people aged 15 or older-Brazil and regions -1996) ....................... 41
Table 15 (School population school -1996) .................................................................................................. 41
Table 16 (Population of 15 years or older per literacy situation -1997) ............................... 42
Table 17 (Average of years of study of people aged 10 or older by sex and color-1996) ........................ 43
Table 18 (Medium-level Habilitations with higher number of finals-1988 and 1996) ............................... 50
Table 19 (Lectural functions-national distribution by level of training and school levels in which they act- 1998) ................................................................................................................................................................... 64
Table 20 (Ministry of Education-Expense by Source) .................................................................................. 71
Table 21 (direct Gastos with education of public administrations-1997) ................................................ 71
Table 22 (Gastos with education-federative spheres-1997) ........................................................................ 72
Table 23 (Source of revenue of Fundef -1998) ............................................................................................. 72
Table 24 (Fundef financial effects in municipalities with spend below the minimum value (R$ 315.00)? 1998 .................................................................................................................................................................... 73
Table 25 (Public expenditure on education, in relation to GDP -1995) .......................................................... 75
Table 26 (Program money in school 1995 a 1998-atendimento) ............................................................... 76
I-INTRODUCTION
1. HISTORY
The installation of the Republic in Brazil and the emergence of the first ideas of a plan that would address education for all national territory happened simultaneously. As the social, political and economic framework of the beginning of this century drew on, education began to impose itself as a fundamental condition for the development of the Country. There was great concern over the instruction, in its various levels and modalities. In the first two decades, the various educational reforms, helped in the ripening of collective perception of education as a national problem.
In 1932, a group of educators, 25 men and women of the Brazilian intellectual elite, launched a manifesto to the people and to the government that has become known as "Manifesto of the Pioneers of Education". They propose the educational reconstruction, " of great reach and of vast proportions ... a plan with a unitary sense and scientific bases ... " The document had major repercussions and motivated a campaign that resulted in the inclusion of a specific article in the Brazilian Constitution of July 16, 1934. The art. 150 stated that it was the Union's competence to "fix the national education plan, understanding the teaching of all grades and branches, common and specialized ; and to coordinate and scrutinize its execution, throughout the territory of the Country". It awarded, in its art.152, poor competence to the National Board of Education, organized in the form of the law, to draw up the plan to be approved by the Legislative Power, suggesting to the Government the measures it judged necessary for the best solution of the educational problems as well as adequate distribution of special funds ".
All later constitutions, with the exception of the Charter of 37, have either incorporated, implicitly or explicitly, the idea of a National Education Plan. There was, underlying, the consensus that the plan should be fixed by law. The idea prospered and never again was entirely abandoned.
The first National Plan of Education emerged in 1962, drawn up already in the duration of the first Law of Guidelines and Bases of the National Education, Law No. 4,024, from 1961. It has not been proposed in the form of a bill, but only as an initiative of the Ministry of Education and Culture, initiative that was approved by the then Federal Board of Education. It was basically a set of quantitative and qualitative targets to be achieved within an eight-year term. In 1965, it underwent a review, when decentralizing and stimulating standards were introduced in the elaboration of state plans. In 1966, a new review, which called itself a Supplementary Education Plan, introduced important changes in the distribution of federal resources, benefiting the deployment of work-oriented gyms and the care of illiterates with more of ten years.
The idea of a law resurfaced in 1967, again proposed by the Ministry of Education and Culture and discussed in four National Planning meetings, without the initiative coming to frution.
With the Federal Constitution of 1988, fifty years after the first official attempt, the idea of a plan resurfaced long-term national law, with law enforcement, able to confer stability to government initiatives in the area of education. The art. 214 contemplates this obligation.
On the other hand, Law No. 9,394 of 1996, which "lays down the Guidelines and Bases of National Education", determines in the articles 9º and 87, respectively, that it is up to the Union, the drafting of the Plan, in collaboration with the States, the Federal District and the Municipalities, and establishes the Decade of Education. It further establishes, that the Union forward the Plan to the National Congress, one year after the publication of the cited law, with guidelines and targets for the ten later years, in line with the World Declaration on Education for All.
On February 10, 1998, Assemblyman Ivan Valente presented in the Plenary of the Chamber of Deputies the Bill of Law No. 4,155, of 1998 that "approves the National Plan of Education". The construction of this plan met the commitments made by the National Forum in Defense of the Public School, from its participation in the proceedings of the National Constituent Assembly, consolidated the work of the I and the II National Congress of Education -CONED and systematized advinde contributions from different segments of civil society. In the justification, it highlights the Author the importance of this document-reference that " contemplates dimensions and social, cultural, political, and educational problems Brazilian, emboded in the struggles and propositions of those who advocate for a equal ".
On February 11, 1998, the Executive Power sent the National Congress the Message 180/98, concerning the draft law that "Institut the National Plan of Education". He began his plotting in the House of Representatives as Law Project No. 4,173, from 1998, joined to PL No. 4.155/98, on March 13, 1998. In The Exhibition of Reasons Highlights the Minister of Education the design of the Plan, which had as norteen axes, from the legal point of view, the 1988 Federal Constitution, the Law of Guidelines and Bases of National Education, 1996, and the Constitutional Amendment paragraph 14, 1995, which instituted the Maintenance and Development Fund of the Fundamental Education and Valorization of the Magistrate. He further considered earlier achievements, mainly the Decennial Education Plan for All, prepared in accordance with the recommendations of the meeting organized by UNESCO and held in Jomtien, Thailand, in 1993. In addition to this, the documents resulting from extensive regional and national mobilization that were presented by Brazil at the UNESCO conferences constituted equally important grants for the preparation of the document. Several entities have been consulted by the MEC, highlighting the National Board of Secretaries of Education-CONSED and the National Union of Municipal Leaders of Education-UNDIME.
Projects have been distributed to the Commissions of Education, Culture and Sport ; of Finance and Taxation ; and of Constitution, Justice and Redação. In the first, it is Relator, Assemblyman Nelson Marchezan.
2. GOALS AND PRIORITIES
In synthesis, the Plan has as goals:
. the global elevation of the level of education of the population ;
. the improvement of the quality of teaching at all levels ;
. the reduction of social and regional inequalities in regard to access and permanence, successfully, in public education and
. democratization of the management of public education, in official establishments, obeying the principles of education professionals in the drafting of the school's pedagogical project and the participation of school and local communities on school boards or equestrivalents.
Considering that financial resources are limited and that the ability to respond to the challenge of offering a compatible education, in the extension and in quality, that of the developed countries needs to be built constant and progressively, priorities are set in this plan, according to constitutional duty and social needs.
1. compulsory elementary education guarantee of eight years to all children aged 7 a to 14 years, ensuring their admission and stay in school and the completion of such teaching. This priority includes the necessary effort of the education systems to that all obtain the minimum training for the exercise of citizenship and for the enjoyment of the cultural heritage of modern society. 0 The pedagogical process should be appropriate to the needs of the students and correspond to a socially significant education. Full time priority for children from the most needy social layers.
2. fundamental education assuranceto all those who have not had access at their own age or who have not completed it. The eradication of illiteracy is part of that priority, considering the literacy of young people and adults as a point of departure and intrinsic part of that level of teaching. The literacy of that population is understood in the broad sense of mastery of the basic instruments of the lethal culture, the elementary mathematical operations, the historical evolution of human society, the diversity of the world's physical and political space of the constitution of Brazilia It also involves the formation of the responsible citizen and aware of his rights and duties.
3. Magnification of care in the other levels of education -child education, high school and higher education. It is planned to extend compulsory education for children of six years of age, whether in child education or in elementary education, and the gradual extension of access to high school for all young people who complete the previous level, as also for young people and adults who did not curate educational levels at their own ages. For the other series and for the other levels, goals of extension of the respective age bracket are defined. The extension of the service, in this plan, means greater access, that is, the increasing guarantee of vacancies and, simultaneously, the opportunity for training that matches the needs of the different age ranges, as well as, at the highest levels, the needs of society, with regard to scientific and technological, artistic and cultural, political and intellectual, business and union leadership, in addition to the demands of the labour market. It is part of that priority to guarantee professional education opportunities complementary to basic education, which will lead to the permanent development of productive life skills, integrated into the different forms of education, to work, to science and technology.
4. Enhancement of education professionals. Particular attention should be given to the initial and continued training, in particular of the teachers. It is part of that valorisation the guarantee of the proper working conditions, among them the time for study and preparation of classes, decent pay, with salary floor and magisterion career.
5. Development of information and evaluation systemsat all levels and modalities of teaching, including professional education, also contemplating the improvement of data collection and diffusion processes, such as instruments indispensable for the management of the educational system and improvement of teaching.
This National Plan of Education defines therefore:
. the guidelines for the management and funding of education ;
. the guidelines and targets for each level and modality of teaching and
. the guidelines and targets for the formation and enhancement of the magister and other education professionals, in the next ten years.
Addressing general goals for the Nation set, it will take, as unfolding, tailor to specifics location and definition of appropriate strategies, at each circumstance, drafting of state and municipal plans.
II-LEVELS OF TEACHING
A- BASIC EDUCATION
1. CHILD EDUCATION
1.1 Diagnostic
Education of children from zero to six years in specific child education establishments has been growing i whole and in a rather accelerated manner, whether due to the need of the family to rely on an institution that takes care of the care and education of their small children, mainly when parents work outside the home, be it by the arguments advinde of the sciences that investigated the child's development process. If intelligence forms from birth and whether there are "windows of opportunity" in childhood when a particular stimulus or experience exerts greater influence on intelligence than at any other time of life, caregiver of that period means squander an immense human potential. On the contrary, meeting her with specialized professionals able to do mediation between what the child already knows and what it may know means investing in human development inusely. Today it is known that there are crucial periods in development, during which the environment can influence the way the brain is activated to exercise functions in areas such as mathematics, language, music. If these opportunities are lost, it will be much harder to obtain the same results later.
As this science of the child democratizes, child education gains prestige and interested in investing in it.
It's not just economic arguments that have led governments, society and families to invest in attention to children small. On the basis of that question is the right to care and education from birth. Education is a constitutive element of the person and should therefore be present from the moment she is born, as a medium and condition of training, development, social integration and personal fulfilment. In addition to the child's right, the Federal Constitution establishes the right of workers, parents and those responsible, to the education of their children and dependents from zero to six years. But the social argument is what else has weighed in on the expression of demand and its service on the part of the Public Power. It stems from the limiting conditions of working families, single-parent, nuclear, from those of insufficient family income to provide the proper means for the care and education of their small children and the impossibility of most parents acquire the knowledge on the development process of the child that pedagogy offers. Considering that these factors remain present, and even more acute in these recent years, it is to be alleged that child education will continue to conquer space in the Brazilian educational landscape as a social necessity. This in part, will determine the priority that children from low-income families will have in the policy of expanding child education. However, one needs to avoid poor education for poor children and the reduction of quality as they democratize access.
In Brazil, the education of children under 7 years old has a history of one hundred and fifty years. Its growth, however, was mainly due to the 70 of this century and was further accelerated by 1993. In 1998, it was present in 5,320 Municipalities, which correspond to 96.6% of the total. The mobilization of civil society organizations, political decisions and government programs have been effective means of expanding enrollment and increasing social awareness on the right, importance and need for education children.
You need to separately analyze the age ranges from 0 a to 3 and 4 a to 6 years, because they were treated groups differently, whether in the goals, or by institutions that have acted in that field, whether public or private. The first track was predominantly under the aegis of social assistance and had a more assistive feature, such as physical care, health, food. It mainly served the children whose mothers worked outside the home. Much of it was serviced by philanthropic institutions and community associations, which received financial support and, some cases, pedagogical guidance from some public body, such as the former LBA. The statistics reported on the convenienced attention, not having a complete survey of how many children were attending some sort of institution in that age range. Precarious estimates indicated, until a few years ago, a number of 1,400,000 children serviced in the range of 0 a to 3 years. The Statistical Synopsis of Education Basic gathered data from 1998 on daycare, indicating a care of 381,804 children, in ages ranging from less than 4 a more than 9 years. They are incomplete data, even because only now crèches begin to register in the educational cadaster organs. Any number, however, will be a very small amount in the face of the magnitude of the population segment of 0 a to 3 years, made up of 12 million children.
Most environments do not account for qualified professionals, does not develop educational program, does not have furniture, toys and other suitable pedagogical materials. But you should register, too, that there are good quality creches, with professionals with training and experience in the care and education of children, who develop high educational pedagogical proposal. Good pedagogical materials and a respectable literature on the organization and operation of institutions for that age segment have been produced in the last few years in the country.
By determination of LDB, creches will meet children from zero to three years, staying the range from 4 a to 6 for preschooling, and should adopt educational goals, transforming themselves into education institutions, according to the national curriculum guidelines emanating from the National Board of Education. That determination follows the best pedagogy, because it is at that age, precisely, that educational stimuli have greater power of influence over the formation of the personality and the development of the child. It is a time that cannot be discurated or misguided. That is one of the important themes for the PNE.
For the range of 4 a to 6 years, we have more consistent data, collected by the national statistics system educational. Out of a population of approximately 9.2 million children, 4.3 million were enrolled in preschools in the year 1997, amounting to 46.7% million. Already in 1998, it fell to 44%. Greater care is given in the ages closer to compulsory schooling, of luck that most 6-year-olds are already in preschool.
As of 1993, enrollments almost parked at the 4.2 million, certainly not to have reached the satisfaction of demand, as the fulfillment deficit is quite large. Considering the increase in the number of households below the poverty level in Brazil, which has been checking in over the past few years, it is concluded that there is a repressed demand or a non-service of the needs of their small children. The Public Power will be increasingly urged to act in that area, which, incidentally, is constitutional duty, determined by art. 208, IV of the Federal Constitution.
Observing the distribution of enrollees between public spheres and private initiative, a reduction is found accentuated in the care by states, a small reduction in the particular area and a large increase in the municipal sphere. In 1987, states met 850 thousand percent and, in 1997, only 600 thousand percent, lower their share in total enrollment from 25.9% percent to 9.6% percent and those of the private initiative, from 34 percent to 24% percent. In 1998, the retraction was even higher: for 396 thousand enrollments. Already the Municipalities passed, in that period, from 1.3 thousandhão million enrolment to 2.7 million, increasing their share, in the set, from 39.2% to 66.3%. This phenomenon stems from the expression and pressure of demand on the sphere of government (municipal) that is closest to families and corresponds to the constitutional priority of acting of Municipalities at that level, simultaneously to teaching fundamental.
The distribution of enrollment, as for the genre, is balanced: female, 49.5% and male, 50.5%. That balance is uniform in every region of the Country. Unlike other countries and even international concerns, in our Country that question does not require corrections.
Existed, in 1998, 78,106 preschools, of which the Northeast holds almost half (47.5% percent) and the Southeast, ¼ of them. In relation to 1987, the same phenomenon was observed that occurred with enrollments: the states retracted, and more markedly from 1994, as in 1993 they held 31% of the establishments and currently only 8.8%. The Municipalities have passed from 47.4% to 65.7% and the private initiative, from 22.7% to 25.4%. In relation to the number of students per establishment, it is interesting to note that almost half (45%) serves up to 25 students, which characterizes small pre-school units in a room. With 51 and more students we have only 29.4% of the establishments.
Of the 219 thousand faculty functions, 129 thousand are municipal ; 17 thousand, state and 72.8 thousand, private. Around 13% of teachers have only elementary, complete or incomplete education ; 66% are formed on an average level and 20% already have the upper course. From 1987 to 1998 there was an increase in the number of graduates at university level working in child education (from 20 to 44 thousand), bringing the percentage in that category relative to the total teachers, which reveals a progressive improvement of the teaching qualification. Those with full high school were 95 thousand in 1987 and in 1998 they already reached 146 thousand. Such data are alvissary, considering that in the early years of life, given the malleability of the child to the interferences of the social medium, especially the quality of educational experiences, it is critical that professionals are highly qualified. Level of academic training, however, does not necessarily mean ability to educate young children. Hence because the education training courses for children's education should take special attention to human training, the question of values and the specific skills to treat with beings so open to the world and so eager to explore and know, how are the children.
Another important issue to be analyzed is the number of children per teacher as, in this age group, children need of enough individualized attention in many circumstances and require more adult care than at the subsequent levels of schooling. In the public sector, the ratio is 21.0 per 1 in the municipal and 23.4 sphere, in the state, which is a good number for the 4 a-to 6-year-old range. The private sector lowers the national average for 18.7, as it is with 14 children per teacher. These values are similar in all regions.
In relation to the infrastructure of the establishments, for 1998, it is to be pointed out that 4,153 preschools, which meet 69,714 children, do not have water supply, 84% of which are located in the Northeast. This deficiency occurs for less than 0.5% percent of the children served in the Southeast, South and Midwest region. In addition, 70% of establishments do not have children's park, being deprived of the rich activity in these environments no less than 54% of children. It is possible that many of the establishments will be annexes to urban elementary schools, where the outer space is restricted and has to be divided with many other pupils. Given the importance of the free, creative and grupal toy in that age range, this problem should merit special attention in the decade of education, under penalty of terms of uncharacteristic children's education, by the predominance of cognoscitive activity in classroom.
There is also to register, too, the lack of electrical power in 20% of the establishments, staying 167 thousand children enrolled without possibility of access to the most modern means of informatics as lucid tools of learning. These will certainly be preschools from the rural area. More serious is that 58% percent of children attend adequate sanitary establishment, with 127 thousand being in establishment without sanitary sewage, more than half of which, in the Northeast.
Finally, a diagnosis of the needs of child education needs to signal the living conditions and development of children Brazilian. Poverty, which affects most of them, which withdraws from their families the most primary possibilities of feeding them and assists them, has to be faced with comprehensive policies that involve health, nutrition, education, housing, work and the employment, income and social spaces of convival, culture and leisure. For all these are constitutive elements of the life and development of the child. The synergistic effect of actions in the area of health, nutrition and education is being demonstrated by assessments of policies and programs. Hence because intervention in childhood, through children's development programs, which encompasses integrated actions of education, health, nutrition and family support are seen as an important tool of economic and social development.
The Statistical Synopsis of Basic Education /1999 records a decrease of about 200 thousand enrollees in preschover, in 1998, persisting, albeit in smaller number (159 thousand), in 1999. This reduction has been attributed to the deployment of FUNDEF, which has separately contemplated the fundamental education of the previous and posterior steps of basic education. Resources before applied in child education were carried, by Municipalities and states, to fundamental education, having been closed many children's education institutions. In the decade of education, a solution will have to be found for the various demands, without prejudice to the constitutional priority of fundamental education.
1.2 Guidelines
Child education is the first step of Basic Education. It lays the foundations of human personality, of intelligence, of emotional life, of socialization. The first experiences of life are the ones that mark the most deeply the person. When positive, they tend to strengthen, throughout life, the attitudes of self-confidence, of cooperation, solidarity, responsibility. The sciences that have addressed the child in the last fifty years, investigating how to process their development, coincide in asserting the importance of the early years of life for later development and learning. And they have been offering great support for education to formulate their purposes and acting from birth. The pedagogy same has been accumulating considerable experience and reflection on its practice in that field and defining the most suitable procedures to offer the interesting, challenging and enriching children opportunities for development and learning. Child education inaugurates person education.
This education is given in the family, the community and the institutions. Children's education institutions have come to become increasingly necessary, as complementary to family action, which has already been affirmed by the most important international education document of this century, the World Declaration of Education for all (Jomtien, Thailand, 1990).
It is considered, within the international framework, that child education will have an increasing role in the full formation of the person, in the development of their learning ability and in raising the level of intelligence of the people, even because intelligence is not inherited genetically nor transmitted by teaching but built by the child, from birth, in the social interaction upon action over the objects, the circumstances and the facts. Longitudinal evaluations, though still in small number, indicate the positive effects of educational action in the early years of life, in specific institutions or in educational attention programs, whether on later academic life, or on other aspects of social life. There is plenty of security in claiming that investment in child education gets an economic return rate higher than any other.
The national curricular guidelines for child education, defined by the National Board of Education, consonant determines the art. 9º, IV of the LDB, complemented by the standards of the education systems of the States and Municipalities, establish the milestones for the elaboration of the pedagogical proposals for children aged 0 a to 6 years.
On the horizon of the ten years of this National Plan of Education, child education demand can be met with quality, benefitting every child who requires and whose family wants to have their children attending an educational institution. For so much, they require, ademais of pedagogical orientations and administrative measures leading to the improvement of the quality of services offered, measures of a political nature, such as decisions and political commitments of the rulers in relation to the children, economic measures concerning the necessary financial resources and administrative measures for articulation of the social policy sectors involved in the fulfillment of the rights and needs of children, such as Education, the Social assistance, Justice, Work, Culture, Health and Social Communications, in addition to civil society organizations.
In the distribution of competencies regarding child education, both the Federal Constitution and LDB are explicit in the co-responsibility of the three spheres of government-Municipalities, State and Union-and of the family. The articulation with the family aims, more than anything else, to the mutual knowledge of education processes, values, expectations, in such a manner that family education and school education complement each other and enrich themselves by producing apprenticeshare coherent, broader and deeper. As for the administrative spheres, the Union and the States will act in the alternative, however necessarily, in technical and financial support to Municipalities, depending on the art. 30, VI of the Federal Constitution.
Financial inversions required to meet the goals of comprehension and quality should be seen mainly as applications needed in basic rights of citizens in the first stage of life and as investment, whose return rates some studies already indicate are high.
The goals are related to manifest demand, and not to potential demand, defined by the number of children in the range age, as child education is not mandatory, but a child's right. The historical factors that determine demand remain in place in our society, becoming more and more obvious, adding to them the offer itself as a motivator of demand. After all, the existence of the possibility of access and knowledge of the benefits of the frequency to a quality child education center induce an increasing number of families to demand a vacancy for their children. Important, in that process, is the care in the quality of care, for only this one justifies it and produces positive results.
The training of children's education professionals will merit special attention, given the relevance of their acting as mediators in the process of development and learning. The specific qualification to perform in the zero-to-six-year range includes knowledge of the scientific foundations of child development, learning production and the ability to reflect on the practice, of luck that this one becomes, each time more, source of new knowledge and skills in the education of children. In addition to prior academic training, the permanent training, inserted in the pedagogical work, is necessary, nurturing it and renewing it constantly.
To guide a pedagogical practice concurrent with the data of the sciences and the most respectful possible of the unitary process of child development, constitutes important guideline the overcoming of daycare / pre-school dichotomies, assistance or assistencialism / education, carers / education for middle class and others, which policy and practical guidelines misguided social have been producing throughout history. Education and care constitute an indivisible whole for indivisible children, in a process of development marked by steps or stages in which the ruptures are bases and possibilities for the sequence. In the ten-year period covered by this plan, Brazil will be able to reach a children's education that embraces the age segment 0 a to 6 years (or 0 a to 5, to the extent that 6-year-old children enter elementary education) without the perkies of the passages traumatic, who demand "adaptation" between what today constitutes daycare and preschool, as it comes between this and the first grade of fundamental education.
The measures proposed by this decennial plan to implement national curricular guidelines and referrals for child education fall within the perspective of the improvement of quality. However, it must be emphasized that it is a national guideline regarding regional diversities, values and cultural expressions of the different localities, which form the socio-historical basis on which children begin the construction of their personalities.
Child education is a right of every child and an obligation of the state (art. 208, IV of the Federal Constitution). The child is not required to attend a children's education institution, but whenever his family wishes or in need, the Public Power has a duty to serve it. In view of that right and the positive effects of child education on children's development and learning, already noted by many research, the care of any child in an establishment of child education is one of the most wise strategies for human development, intelligence formation and personality, with positive reflections on the whole later learning process. Therefore, in the whole world, this segment of education has been growing significantly and has been recommended by international bodies and conferences.
Considering, however, the concrete conditions of our Country, particularly with regard to the limitation of means financial and technical, this plan proposes that public child education provision prioritisation of children from lower-income families, situating children's education institutions in the areas of greatest need and in them concentrating the best of his technical and pedagogical resources. One should contemplate, too, the need for full-time care for children of smaller ages, lower income families, when parents work outside the home. That priority cannot, under any circumstances, characterize public child education as poor action for poor. What this plan recommends is a quality education primarily for children most subject to exclusion or victims of it. The expansion that takes place in the care of children aged 6 and 5 years of age, will invariably lead to universalization, transcending the issue of family income.
The constitutional standard of integration of special children into the regular system will be, in child education, implemented through specific programmes of guidance to parents, qualification of teachers, adaptation of establishments as to physical conditions, furniture, equipment and teaching materials. When the evaluation recommends specialized care in specific establishments, guidelines for this modality will be given in the chapter on special education.
1.3 Goals and Metas1
1. Extend the child education offer to meet, in five years, 30% of the population up to 3 years of age and 60% of the population aged 4 a to 6 years (or 4 and 5 years) and, by the end of the decade, reach the target of 50% of children aged 0 a to 3 years and 80% of the from 4 a to 5 years.
2. Elaborate, within a year'sdeadline, minimum infrastructure standards for the proper functioning of child education institutions (crèches and preschools) public and private, which, while respecting regional diversities, ensure fulfillment of the characteristics of the distinct age ranges and the needs of the educational process as to:
__________________________
1 (*) the initiative for fulfillment of this Goal / Goal depends on the Union initiative ;
(**) is required for collaboration of the Union.
a) internal space, with lighting, insolation, ventilation, vision for external space, electrical network and safety, wat level, sanitary exhaustion ;
b) sanitary facilities and for the personal hygiene of children ;
c) facilities for preparation and / or food service ;
d) internal and external environment for the development of activities, as per the curricular guidelines and methodology of children's education, including rest, free expression, movement and toy ;
e) furniture, equipment and pedagogical materials ;
f) suitability to the characteristics of special children.**
3. From the second year of this plan, only authorize the construction and operation of children's education institutions, public or private, that meet the infrastructure requirements set out in the previous item.
4. Adapt the lucky children's education buildings that, in five years, all comply with the minimum standards of established infrastructure.
5. Establish a National Training Programme for Children's Education Professionals, with the collaboration of the Union, States and Municipalities, including from universities and higher education institutes and non-governmental organizations, to undertake the following goals:
a) that, in five years, all leaders of children's education institutions possess appropriate training at level medium (Normal modality) and, in ten years, upper level formation ;
b) that, in five years, all teachers have mean-level-specific habilitation and, in ten years, 70% have superior level specific training. **
6. From the duration of this plan, only to admit new professionals in child education who possess the minimum titration at the average level, normal modality, giving preference to the admission of graduating professionals in specific course of level superior.
7. Within a maximum of three years from the beginning of this plan, place in implementation programme of training in service, in each municipality or by groups of Municipality, preferably in articulation with higher education institutions, with cooperation technical and financial resources of the Union and States, for the permanent update and deepening of the knowledge of professionals acting in child education, as well as for the training of auxiliary staff.**
8. Ensure that, in two years, all Municipalities have defined their policy for child education, based on national guidelines, state supplemental standards and suggestions of national curricular benchmarks.
9. Ensure that, in three years, all children's education institutions have formulated, with the participation of the education professionals in them involved, their teaching projects.**
10. Establish in all Municipalities, within three years, where possible in articulation with higher education institutions having experience in the area, a system of monitoring, controlling and supervising child education, in the public and private establishments, aiming at technical-pedagogical support for the improvement of quality and ensuring compliance with the minimum standards set by the national and state guidelines.
11. Instituting collaboration mechanisms between the education, health and care sectors in the maintenance, expansion, administration, control and evaluation of children's care institutions from 0 a to 3 years of age.**
12. Ensure school food for children served in child education, in public and convenienced establishments, through the financial collaboration of the Union and the States.**
13. Ensure, in all Municipalities, the provision of pedagogical materials suited to age ranges and the needs of educational work, so that in five years minimum standards of infrastructure defined in the target are met. 2.**
14. Include the creches or equivalent entities in the national system of educational statistics within three years.*
15. Extinguish the literacy classes by immediately incorporating children in elementary and matricular education, too, at that level all children aged 7 or older who are in child education.
16. To deploy school boards and other forms of participation by the school and local community in improving the functioning of children's education institutions and in enriching educational opportunities and teaching resources.
17. Establish, by the end of the decade, in all Municipalities and with the collaboration of the sectors responsible for education, health and social care and non-governmental organizations, guidance programs and support for parents with children between 0 and 3 years, offering, inclusive, financial, legal and food supplementation assistance in the cases of poverty, domestic violence and extreme family breakdown.**
18. Progressively adopt full-time care for children aged 0 a to 6 years.
19. Establish quality parameters of child education services, such as reference for supervision, control and evaluation, and as an instrument for the adoption of quality improvement measures.**
20. Promote debates with civil society on the right of workers to free care to their children and dependents in nurseries and preschools, set out in art. 7º, XXV, of the Constitution Federal. * * Forward to the National Congress bill aiming at the regulation of that device.*
21. Ensure that, in all Municipalities, in addition to other municipal resources the 10% of the maintenance and development resources of the education not linked to FUNDEF are applied, as a priority, in child education.**
22. (VETADO)
23. Carry out studies on the cost of child education based on the quality parameters, with a view to improving efficiency and ensuring the generalization of quality of care.**
24. Extend the provision of training courses for higher-level children education teachers with specific content, as a matter of priority in the regions where the qualification deficit is higher, so as to achieve the target set by LDB for the decade of education**
25. Exercise the supplement action of the Union and the State together with Municipalities that present greater technical and financial needs, in the terms of the arts. 30, VI and 211, § 1º, of the Federal Constitution.**
26. Observe the targets set out in the remaining chapters on child education.
2. FUNDAMENTAL TEACHING
2.1. Diagnosis
In accordance with the Brazilian Constitution, fundamental education is compulsory and free of charge. The art. 208 advocates the guarantee of his offer, including for all those who have not been given access at their own age. It is basic in the formation of the citizen, for according to the Law of Guidelines and Bases of National Education, in his art. 32, the full domain of reading, writing and calculation constitute means for the development of the ability to learn and to relate in the social and political environment. It is priority to offer it to every Brazilian population
The art. 208, § 1º, of the Federal Constitution states: "Access to compulsory and free education is a subjective public right," and its non-offer by the Public Power or its irregular offer implies responsibility of the competent authority.
There is today, in Brazil, a broad consensus on the situation and problems of fundamental education.
Brazilian fundamental education enrollees surpass the home of the 35 million, higher than children's 7 a-14 years representing 116% of that age range. This means that there are many children enrolled in elementary education aged above 14 years. In 1998, we had more than 8 million people in that situation, (table 1).
The exclusion of the school of children in their own age, whether by the incinction of Public Power, be it by omission society, is the most perverse and irremediable form of social exclusion, as it denies the elemental right of citizenship, reproducing the circle of poverty and marginality and alienating millions of Brazilians from any future perspective.
The awareness of this fact and social mobilization that it occurs have been promoting coordinated efforts of the different instances of the Public Power that resulted in a very positive evolution of the fundamental education system as a whole, in terms of both coverage and efficiency. The evolutionary data, condensed in Table 2, clearly indicates this question.
Table 1-Tuition, on 3/25/2098, in elementary education, by Etarian and Location-1998
| Federation Unit |
Registration by Etarian and Location | ||||||||||
|
Total |
Rural | ||||||||||
|
Total |
Less than 7 years |
From 7 a to 14 years |
From 15 a to 19 years |
More than 19 years |
Total |
Less 7 years |
From 7 a to 14 years |
From 15 a to 19 years |
More than 19 years | ||
|
Brazil |
35,792,554 |
449,279 |
26,870,018 |
7,097,448 |
1,375,809 |
6,663,508 |
147,566 |
5,156,473 |
1,137,652 |
221,815 | |
|
North |
3,207,880 |
36,561 |
2,377,054 |
664,080 |
130,185 |
974,716 |
19,782 |
750,146 |
171,836 |
32,952 | |
|
Rondônia |
308,992 |
2,050 |
244,847 |
53,991 |
8,104 |
85,331 |
479 |
71,060 |
11,578 |
2,214 | |
|
Acre |
140,176 |
2,178 |
105,565 |
27,922 |
4,511 |
45,472 |
1,072 |
33,818 |
8,759 |
1,823 | |
|
Amazonas |
638,303 |
3,169 |
452,295 |
144,953 |
37,886 |
134,758 |
1,953 |
103,180 |
23,742 |
5,883 | |
|
Roraima |
66,609 |
516 |
54,779 |
10,719 |
595 |
15,388 |
216 |
12,586 |
2,341 |
245 | |
|
Para |
1,585,239 |
24,361 |
1,195,568 |
322,938 |
42,372 |
605,686 |
13,736 |
463,143 |
111,169 |
17,638 | |
|
Amapá |
122,392 |
864 |
99,097 |
20,636 |
1,805 |
19,020 |
642 |
15,769 |
2,172 |
437 | |
|
Tocantins |
346,169 |
3,423 |
224,913 |
82,921 |
34,912 |
69,061 |
1,684 |
50,590 |
12,075 |
4,712 | |
|
Northeast |
12,210,131 |
182,830 |
8,407,429 |
2,918,530 |
701,342 |
3,910,466 |
92,067 |
2,924,691 |
744,066 |
149,642 | |
|
Maranhão |
1,606,227 |
22,299 |
1,153,629 |
357,220 |
73,079 |
632,387 |
14,459 |
480,890 |
113,232 |
23,806 | |
|
Piauí |
731,247 |
12,985 |
552,609 |
144,399 |
21,254 |
276,468 |
7,322 |
209,910 |
50,853 |
8,383 | |
|
CeWill |
1,842,237 |
30,954 |
1,293,015 |
423,998 |
94,270 |
598,124 |
15,380 |
441,521 |
115,618 |
25,605 | |
|
R.G. of the North |
650,711 |
10,916 |
472,791 |
142,470 |
24,534 |
149,082 |
4,518 |
116,892 |
24,079 |
3,593 | |
|
Haba |
882,868 |
12,103 |
604,904 |
215,175 |
50,686 |
241,278 |
4,616 |
184,815 |
43,558 |
8,289 | |
|
Perrnambuco |
1,818,479 |
16,780 |
1,297,492 |
412,394 |
91,813 |
464,679 |
7,440 |
364,690 |
80,995 |
11,554 | |
|
Alagoas |
688,285 |
10,117 |
485,382 |
159,822 |
32,964 |
242,813 |
6,008 |
185,365 |
44,723 |
6,717 | |
|
Sergipe |
436,631 |
2,728 |
296,161 |
11,266 |
264,766 |
117,648 |
1,197 |
91,466 |
20,630 |
4,355 | |
|
Bahia |
3,553,446 |
63,948 |
2,251,446 |
951,786 |
286,266 |
1,187,987 |
31,127 |
849,142 |
250,378 |
57,340 | |
|
Southeast |
13,249,814 |
71,441 |
10,431,785 |
2,369,062 |
377,526 |
952,847 |
10,698 |
787,539 |
126,881 |
27,729 | |
|
Minas Gerais |
3,857,553 |
28,472 |
2,770,672 |
810,408 |
248,001 |
532,361 |
4,686 |
428,262 |
77,248 |
22,165 | |
|
Holy Spirit |
619,559 |
3,036 |
499,994 |
100,666 |
15,863 |
97,693 |
956 |
86,383 |
8,984 |
1,370 | |
|
Rio de Janeiro |
2,377,864 |
32,287 |
1,855,983 |
441,211 |
48,383 |
150,305 |
1,892 |
120,796 |
22,137 |
2,480 | |
|
São Paulo |
6,394,838 |
7,646 |
5,305,136 |
1,016,777 |
65,279 |
172,488 |
164 |
152,098 |
18,512 |
1,714 | |
|
South |
4,558,892 |
117,483 |
3,777,447 |
614,192 |
49,770 |
577,204 |
20,287 |
498,724 |
54,878 |
3,315 | |
|
Paraná |
1,808,149 |
18,073 |
1,490,423 |
255,121 |
44,532 |
171,333 |
2,057 |
149,082 |
17,335 |
2,859 | |
|
Santa Catarina |
983,880 |
8,712 |
839,874 |
130,056 |
5,238 |
149,808 |
1,548 |
134,580 |
13,224 |
456 | |
|
R.G. from the South |
1,766,863 |
90,698 |
1,447,150 |
229,015 |
- |
256,063 |
16,682 |
215,062 |
24,319 |
- | |
|
Center-West |
2,565,837 |
40,964 |
1,876,303 |
531,584 |
116,986 |
248,273 |
4,732 |
195,373 |
39,991 |
8,177 | |
|
M.G. from the South |
459,876 |
10,761 |
350,224 |
82,345 |
16,526 |
34,815 |
320 |
29,313 |
4,669 |
513 | |
|
Mato Grosso |
557,961 |
9,993 |
424,786 |
104,440 |
18,742 |
86,537 |
1,771 |
68,420 |
13,411 |
2,935 | |
|
Goiás |
1,135,948 |
12,091 |
789,100 |
262,954 |
71,803 |
97,633 |
1,742 |
75,034 |
16,736 |
4,121 | |
|
Federal District |
412,052 |
8,119 |
312,173 |
81,845 |
9,915 |
29,288 |
899 |
22,606 |
5,175 |
608 | |
Source MEC/INEP/SEEC-(Note: Age was obtained from the year of Informed Birth in the school census, that is, was considered the age that the student completed in 1998)
Table 2-Bruta and Net Graduate Rates in the age range of 7 a14 years
Brazil and Regions-1991 and 1996
| Region / Year |
Population of 7 a14 years |
Registration in Total Fundamental Education |
Gross School rate% |
Registration in Fundamental Education 7 a to 14 years |
Net-Net School Rate% |
|
Brazil | |||||
|
1991 |
27,611,580 |
29,203,724 |
105.8 |
23,777,428 |
86.1 |
|
1996 |
28,525,815 |
33,131,270 |
116.1 |
25,909,860 |
90.8 |
|
North | |||||
|
1991 |
2,248,157 |
2,246,339 |
99.9 |
1,780,876 |
79.2 |
|
1996 |
2,417,649 |
2,820,531 |
116.7 |
2,171,209 |
89.8 |
|
Northeast | |||||
|
1991 |
9,010,532 |
8,650,474 |
96.0 |
6,528,914 |
72.5 |
|
1996 |
9,180,333 |
10,475,469 |
114.1 |
7,601,089 |
82.8 |
|
Southeast | |||||
|
1991 |
10,737,330 |
11,965,480 |
111.4 |
10,185,214 |
94.9 |
|
1996 |
11,127,665 |
12,958,674 |
116.5 |
10,558,852 |
94.9 |
|
South | |||||
|
1991 |
3,811,860 |
4,201,369 |
110.2 |
3,589,194 |
94.2 |
|
1996 |
3,899,007 |
4,475,774 |
114.8 |
3,773,730 |
96.8 |
|
Center-west | |||||
|
1991 |
1,803,701 |
2,140,062 |
118.6 |
1,693,230 |
93.4 |
|
1996 |
1,901,161 |
2,400,822 |
126.3 |
1,804,980 |
94.9 |
Sources: MEC/INEP/SEEC and IBGE
Considering the number of children aged 7 a to 14 years enrolled in elementary education, the fulfillment index of that age bracket (net-schooling rate) increased, from 86% to about 91% between 1991 and 1996. The progress was impressive, mainly if we take the already available data of 1998: 128% and net gross school education rate of 95% percent. The rate of care rose to 96% percent, in the range of 7 a to 14 years. Regional differences are decreasing, as in the North and Northeast regions the rate of net education has gone up to 90% percent, thus approaching the national average.
In 1998, private education absorbed only 9.5% percent of enrollment, maintaining the decreasing trend of participation relative.
If we consider, on the other hand, the number of children aged 7 a to 14 years effectively enrolled at some level of teaching, which includes some who are in preschor, others who frequent literacy classes, plus a very reduced share that has already joined high school, the fulfillment is even greater and the progress equally impressive: between 1991 and 1998, that fulfillment rate grew from 91.6% percent to 95% percent, which is very close to a real universalization of care.
We therefore have a swelling situation in the fundamental education enrollments, which stems basically from distortion ity-series, which, in turn, is a consequence of the high reorder indices. According to the 1996 school census, more than 46% percent of elementary school students are older than the age bracket corresponding to each grade. In Northeast this situation is more dramatic, coming at 64% the distortion index. This problem gives the exact dimension of the degree of inefficiency of the Country's educational system: students take on average 10.4 years to complete the eight series of elementary education.
Taking as reference only the 14-year-old children, we check that in 1998, of the 3.5 million teens in that age group, only about 622 thousand frequented to 8a series of elementary education. In addition to indicating delay in the students' school pathway, which has been one of the major circumvention factors, the standard distortion situation causes additional costs to the education systems, keeping children for excessively long period in the fundamental education. The correction of this distortion opens up the prospect of, keeping the current number of vacancies, extending compulsory education to nine series, starting at the age of six. This measure is important because, compared to the other countries, the admission to fundamental education is relatively late in Brazil, being six years old the standard age in the vast majority of systems, including in the other countries of Latin America. Correcting this situation is a priority of educational policy.
In view of this data set and the extent of enrollment in fundamental education, it is surprising and unacceptable that there are still children out of school. The problem of exclusion is still large in Brazil. According to the population count carried out by the IBGE in July 1996, it is about 2.7 million children aged 7 a to 14 years out of school, part of which has already been in it and abandoned it. A share of that population can be reincorporated into the regular school and another needs to be achieved by the youth and adult education programs.
The existence of children outside of school and illiteracy rates are closely associated. It is in both cases localized problems, focusing on pockets of existing poverty in urban outskirts and rural areas.
In most situations, the fact that there are still children out of school does not have as a determining factor the deficit of vacancies, is related to the precariousness of teaching and the conditions of exclusion and social marginality in which segments of the Brazilian population live. It is not enough therefore to open vacancies. Parallel programs of care for families are key to access to school and staying in it, from the very poor population, which depends, for their livelihoods, on child labor.
Regional inequality is serious, both in terms of coverage and school success. Despite the expressive increase of 9 percentage points of growth between 1991 and 1998, the North and Northeast regions continue to present the worst school education rates in the country. The National Fund for Maintenance and Development of the Fundamental Teaching and Valorization of the Magistrate, as well as the Northeast / Fundescola Project, should ensure the resources for correcting these inequalities. The Union needs to remain attentive to this problem by prioritizing technical and financial aid for the regions that present greater disabilities.
2.2 Guidelines
The northering guidelines of fundamental education are contained in the Federal Constitution, in the Law of Guidelines and Bases of National Education and the Curricular Guidelines for fundamental education.
In the first five years of this plan, fundamental education is expected to reach its universalization, under the responsibility of the Public Power, considering the inseparability between access, permanence and quality of school education. 0 The right to fundamental education does not only refer to the tuition, but to quality education, to the conclusion.
0 delay in school pathway resulting from repeatation and evasion signals to the need for educational policies aimed at the correction of the optimal distortions. The expressive presence of young people over 14 years in elementary education demands the creation of own conditions for the learning of that age group, suitable for their way of using space, time, didactic resources and peculiar forms with which the youth has to convive.
The qualitative offer should, in due course, regularise school pathways, allowing children and adolescents to remain in school the time required to complete this level of teaching, more celibly eliminating illiteracy and gradually raising the schooling of the Brazilian population. The magnification of the school journey to full shift has given good results. 0 full-time care, timely orientation in the fulfillment of school duties, sports practice, development of artistic activities and proper food, at the very least in two meals, is a significant advance to diminish social inequalities and broaden democratically the opportunities for learning.
0 integral shift and acceleration classes are innovative modalities in the attempt to solve the universalization of the teaching and minimizing repeatal.
The LDB, in your art. 34, § 2, recommends the progressive implantation of full-time education, at the discretion of educational systems, for students in elementary education. As full-time schools are being deployed, significant changes should occur as to the expansion of the physical network, differential care of school food and availability of teachers, considering specificity of schedules.
In addition to pedagogical care, the school has social responsibilities that extrapolate the simple teaching, especially for needy children. To ensure a better balance and performance of its students, it is necessary to broaden social care, not least in the lower-income municipalities, with procedures such as minimum income associated with education, school food, textbook and school transportation.
Rural school requires differential treatment as the fundamental education offer needs to reach all recants of the Country and the extension of the offer of four regular series in substitution to the unidocated isolated classes is meta to be pursued, considered regional peculiarities and seasonality.
Strengthening the school's political-pedagogical project, as the very expression of the drive educational organization school, school boards arise, which should guide themselves by the democratic principle of participation. The management of education and the collection of results, both of the goals and of the objectives proposed in this plan, will involve community, pupils, parents, teachers and other education workers.
The actuality of the curriculum, valuing a curricular paradigm that makes it possible to interdisciplinarity, opens new perspectives in the development of skills to dominate this new world that draws. The new pedagogical conceptions, blurred in education science, have signaled the curricular reform expressed in the National Curriculum Parameters, which have emerged as important proposal and efficient guidance for teachers. The themes are linked to the everyday lives of the majority of the population. In addition to the curriculum composed of traditional disciplines, they propose the insertion of cross-sectional tents like ethics, environment, cultural plurality, work and consumption, among others. This curricular structure should always be in line with the guidelines emanating from the National Board of Education and the education councils of the states and municipalities.
You must ensure the improvement of the physical infrastructure of schools, generalizing even the conditions for the use of educational technologies in multimedia, contemplating from physical construction, with appropriate adaptations to special needs holders, up to the specialized spaces of artístic-cultural, sports, recreational activities and the suitability of equipment.
It needs to be further advanced in the teacher training and qualification programmes. The provision of courses for the habilitation of all professionals in the mystery should be an effective commitment of higher education institutions and educational systems.
And finally, the consolidation and improvement of the school census, as well as the National System of Evaluation of Basic Education (SAEB), and the creation of complementary systems in the States and Municipalities will allow for a permanent follow-up of the country's school situation, and can size up the needs and perspectives of high and higher education.
2.3 Goals and Metas2
1. Universalize the service of the entire clientele of fundamental education, within five years from the date of approval of this plan, ensuring the access and permanence of all children in the school, establishing in regions where it is demonstrated necessary specific programmes, with the collaboration of the Union, States and Municipalities.**
2. Extend to nine years the duration of compulsory elementary education starting at the age of six, as it is being universalized the service in the 7 a to 14-year range.*
3. Regularize the school flow by reducing in 50%, in five years, the rates of repeal and evasion, through learning and parallel recovery acceleration programs throughout the course, ensuring effective learning.
4. To draw up, within one year, national minimum standards of infrastructure for fundamental education, compatible with the size of establishments and with regional realities, including: **
a) space, illumination, insolation, ventilation, drinking water, electrical network, safety and room temperature ;
b) sanitary facilities and for hygiene ;
c) spaces for sport, recreation, library and school merrier service ;
d) adaptation of school buildings for the fulfillment of students with special needs ;
e) update and extension of the library acquis ;
f) furniture, equipment and pedagogical materials ;
g) telephone and reproduction service of texts ;
h) informatics and multimedia equipment for teaching.
5. From the second year of the duration of this plan, only authorize the construction and operation of schools that meet the defined infrastructure requirements.
6. Ensure that, in five years, all schools meet the items from "a" to "d" and, in ten years, the totality of the items.
7. Establish, in all educational systems and with the support of the Union and the school community, programs to equip all schools, gradually, with the equipment discriminated against in the items of "e" to "h": **
8. Ensure that, in three years, all schools have formulated their pedagogical projects, with observance of the Curricular Guidelines for fundamental education and National Curriculum Parameters.
9. To promote community participation in school management by universalizing, in two years, the institution of school boards or equivalent bodies.
___________________________
2 (*) the initiative for fulfillment of this Goal / Goal depends on the Union initiative ;
(**) is required for collaboration of the Union.
10. Integrating Public Power resources aimed at social policy, in joint actions of the Union, States and Municipalities, to ensure among other goals, the Minimum Income Associated to Socio-educational Actions for families with economic deficiency proven.** have been
11. Maintain and consolidate the educational book evaluation program created by the Ministry of Education, establishing among its criteria the proper approach to gender and ethnicity issues and the elimination of discriminatory texts or which reproduce stereotypes about the role of the woman, the black and the Indian.*
12. Raise from four to five the number of textbooks offered to students from the four initial elementary school series, in order to cover the areas that make up the Curriculum Curriculum guidelines and the Curriculum Parameters Nationals.**
13. Progressively extend the offer of textbooks to all students from the four final series of elementary education, with priority for the regions in which pupils' access to written material is particularly deficient.**
14. Proofing of literature, scientific texts, basic reference works and textbooks-pedagogical support for teacher education elementary schools.**
15. Progressively transform the unidocated schools into schools of more than one teacher, taking into consideration the realities and pedagogical and learning needs of pupils.
16. Associate the remaining unidocated isolated classes to schools of at least four complete series.
17. To provide transport to rural areas, where necessary, with financial collaboration from the Union, States and Municipalities, so as to ensure schoolchildren's schooling and access to school by the teacher.**
18. Ensure, with the collaboration of the Union, States and Municipalities, the provement of school food and the necessary balance ensuring the caloric-protéic levels by age range.**
19. Ensure, within three years, that the weekly hourly load of daytime courses will understand at least 20 weekly hours of effective school work.
20. Eliminate the existence, in schools, of more than two daytime shifts and a night shift, without prejudice to the demand for demand.
21. Extend, progressively the school journey aiming to expand the full-time school, which covers a period of at least seven hours daily, with prediction of teachers and staff in sufficient numbers.
22. To provide, in full-time schools, preferentially for children from lower-income families, minimum two meals, support for school tasks, sports practice and artistic activities, in the moulds of the Associate Minimum Income Program to Socrates-Educational Shares.
23. To establish, in two years, the curricular reorganization of the night courses, so as to suit the characteristics of the clientele and promote the gradual elimination of the need for their offer.
24. Articulate the current supervisory and inspection functions in the evaluation system.
25. To provide more flexible forms of school organisation for the rural area, as well as the proper professional training of teachers, considering the specificity of the schoolgirl and the demands of the medium.
26. Ensure the progressive elevation of the students' performance level by implantation, in all education systems, from a monitoring program using the indicators of the National System of Education Basic Education and the systems of evaluation of the states and Municipalities that come under development.**
27. Stimulate the Municipalities to undertake a mapping, by means of educational census, from children outside the school, by neighborhood or district of residence to / or parents' work places, aiming to locate demand and universalize the education offer obligatory.
28. Environmental education, treated as a cross-sectional theme, will be developed as an integrated, continuous and permanent educational practice in accordance with Law No. 9.795/99.
29. Support and encourage student organizations, such as participation space and exercise of citizenship.
30. Observe the targets set out in the chapters regarding distance education, teacher training, Indigenous education, special education and financing and management, to the extent that they are related to those provided for in this chapter.
3. HIGH SCHOOL
3.1 Diagnosis
Considering the process of ongoing modernization in the Country, high school has an important role to play. Both in developed countries and in those struggling to overcome underdevelopment, the expansion of high school can be a powerful training factor for citizenship and professional qualification.
Justly by virtue of this, in the Brazilian case, it is particularly worrisome the reduced access to high school, much lower than in the other Latin American countries in development, although statistics demonstrate that elementary education's constituents begin to reach the third stage of basic education in slightly larger numbers each year. These small annual increments will have cumulative effect. At the end of a few years, they will result in a change never before observed in the social, economic, cultural, and age composition of the high school schoolgirl.
The Population Count held by IBGE in 1997 accuses a population of 16,580,383 in the age range of 15 a 19 years. They were enrolled in high school, the same year, 5,933,401 students. It means that, ideally, if the school flow were to be regular, high school would behave well less than half of young people in this age group. This is very little, especially when you consider the accelerated elevation of the degree of schooling required by the labor market. The situation is aggravated when you consider that in the case of high school, the calculations of the service rates of that age group are unreliable, for various reasons. First because, by virtue of the high rates of repeal in fundamental education, young people arrive in high school well older. Second, because there are a large number of adults who return to school several years after completing elementary education.
By virtue of these two conditions, high school caters overwhelmingly young and adults with age above the forecast for this level of education (Table 3), and must assume that they are already entered into the labour market. In fact, the 6,968,531 high school students, in, 1998, 54.8%-or 3,817,688-studied at night.
Table 3-High School-Tuition
Brazil-1991 and 1998
| Administrative Dependency |
1991 |
1998 |
Growth |
|
Etarian Strip |
Absolute Value% | Absolute Value% | % |
|
Total |
3,770,230 100.0 | 6,968,531 100.0 | 84.8 |
|
Administrative Dependency | |||
|
Federal |
103,092 2.7 | 122,927 1.8 | 19.2 |
|
Estadual |
2,472,757 65.6 | 5,301,475 76.0 |
114.4 |
|
Municipal |
176,769 4.7 | 317,488 4.6 | 79.6 |
|
Particular |
1,017,612 27.0 | 1,226,641 17.6 |
20.5 |
|
Etarian Strip | |||
|
Less than 15 years |
128,804 3.4 | 96,474 1.4 | -25.1 |
|
15 a to 17 years |
1,625,789 43.1 | 3,120,185 44.8 |
91.9 |
|
More than 17 years |
2,015,637 53.5 | 3,751,872 53.8 |
86.1 |
Source: MEC/INEP/SEEC. Statistical information, 1996 and school census 1998
0 reduced number of enrollment in high school-only about 30.8% of the population aged 15 a to 17 years does not explain, however, for disinterest from the Public Power in meeting demand, for the supply of vacancies in the 1ª high school series has been consistently superior to the number of egresses of the 8ª series of elementary education. The exclusion to high school is due to low rates of completion of fundamental education, which in turn are associated with the low quality of that level of education, from which they result high rates of repeal and evasion.
0 high school conlives, too, with high internal selectivity. If students are arriving in greater numbers at that level of teaching, the completion indexes in recent decades signal that there is much to be done. In cohort 1970-73, 74% of those starting high school were able to complete it in cohort 1977-80, this index fell to 50.8% ; in the 1991-94, to 43.8%.
External Causes to the education system contribute to adolescents and young people getting lost by the paths of scholarization, aggravated by difficulties of the school organisation itself and the teaching-learning process. The numbers of abandonment and repeatation, despite the improvement of recent years, are still quite unfavourable (Table 4).
Table 4-Average education-Abandonment Rate and Reorder
1995 and 1997
| Regions |
1995 |
1997 |
|
Abandonment Reorder Total | Total Reorder Abandonment | |
|
Brazil |
21.6 10.1 31.7 | 13.7 7.5 21.2 |
|
North |
32.2 0.9 33.1 | 26.0 7.7 33.7 |
|
Northeast |
26.6 10.1 36.7 | 18.1 7.5 25.6 |
|
Southeast |
19.3 9.1 28.4 | 10.9 6.3 17.2 |
|
South |
16.5 12.7 26.2 | 10.0 10.0 20.0 |
|
Center-west |
23.4 12.1 35.5 | 16.2 10.1 26.3 |
Source: MEC/INEP/SEEC
Note: Not included the non-serial in the deprecation rates
Disaggregated by regions, the data of repeatation and abandonment, alongside the optimal distortion rates, allow view-in the lack of specific policies-in which region there will be higher percentage of pupils in high school, in pedagogically appropriate age (Table 5).
Table 5-Middle education-Distortion rate-series
1996-1998
| Regions |
Total General |
1ª series |
2ª series |
3ª series |
|
Brazil 1996 1998 |
55.2 53.9 |
57.7 56.4 |
54.6 52.8 |
51.0 51.3 |
|
North 1996 1998 |
74.8 73.2 |
77.2 75.6 |
73.2 71.9 |
71.8 70.0 |
|
Northeast 1996 1998 |
69.6 69.5 |
72.6 72.3 |
68.8 68.4 |
64.7 66.0 |
|
Southeast 1996 1998 |
50.0 48.4 |
52.2 49.7 |
49.8 48.0 |
46.3 47.1 |
|
South 1996 1998 |
41.4 39.1 |
43.3 41.6 |
41.4 36.6 |
37.6 36.2 |
|
Center-west 1996 1998 |
58.9 57.7 |
62.4 60.8 |
57.5 55.9 |
53.4 53.9 |
Source: MEC/INEP/SEEC
Note: For high school, the recommended age is 15 years for the 1º series, 16 for at 2º and 17 for the 3º series. The 4º series of high school is not included in the calculations as it features different characteristics of the other series.
There are, however, positive aspects in the Brazilian high school landscape. 0 percent more important of them is that this was the level of teaching that has presented higher rate of growth in recent years, across the system. Only in the period from 1991 a to 1998, the tuition has evolved from 3,770,230 to 6,968,531 students, according to school census, which is clearly associated with a recent improvement in fundamental education and broadening of access to high school, already occurring. In the coming years, as a result of the effort being made to raise the completion rates of 8ª series, the demand for high school should expand in an explosive manner, as estimates contained in Table 6.
Table 6-Basic Education-Matriculation Brazil: 1995-2010 (in a thousand)
| Year |
Fundamental |
Medium | ||
|
Total |
1ª to 4ª |
5ª to 8ª | ||
|
1995 |
32,544 |
20,041 |
12,503 |
5,313 |
|
1996 |
33,131 |
20,027 |
13,104 |
5,739 |
|
1998 |
35,488 |
21,164 |
14,325 |
6,962 |
|
2000 * |
35,439 |
20,151 |
15,288 |
8,774 |
|
2002 * |
34,947 |
19,282 |
15,666 |
10,020 |
|
2004 * |
34,253 |
18,562 |
15,691 |
10,297 |
|
2005 * |
33,879 |
18,255 |
15,624 |
10,383 |
|
2008 * |
32,813 |
17,552 |
15,261 |
10,446 |
|
2010 * |
32,225 |
17,245 |
14,980 |
10,369 |
Source: MEC/INEP/SEEC (*) estimated data
However, in the case of high school, it is not just about expansion. Among the different levels of teaching, that was what faced, in recent years, the biggest crisis in terms of the absence of definition of the rumos that should be followed in their goals and in their organization. One aspect that should be overcome with the implementation of the New Curricular Guidelines for high school and with teacher training programmes, not least in the areas of Science and Mathematics.
As for the funding of high school, Constitutional Amendment No 14, as well as the Law of Guidelines and Bases, assigns to states the responsibility for their maintenance and development. In fact, the surprising growth in high school should basically be due to enrollment in the state network (Table 3). The decrease in registration in the private network, attests to the increasingly public character of this level of education. Future expansion, however, will depend on the judicious use of the resources linked to education, especially as there is no, for this level of teaching, additional resources such as those that exist for elementary education in the form of the Education Salary. Thus, as states are required to apply 15% of tax revenue in elementary education, the remaining 10% linked to education should be applied, in that federative instance, as a priority, in high school. Such a destination should provide sufficient funds for the extension of that level of education, especially when considering that fundamental education is listed in eight series and the Middle, of only three ; that means that even with the universalization of teaching medium, the number of students enrolled will be, at most, 35% of that met at the fundamental level.
There is one to consider, however, that in many states, the expansion of high school has been competing with the creation of state universities. 0 percent more reasonable would be to promote the expansion of state upper education with additional resources, without compromisation of the 25% constitutionally linked to education, which should be primarily intended for basic education.
3.2 Guidelines
0 slow but continuous increase in the number of those who manage to complete compulsory school, associated with the trend for the decreases in the age of the completed ones, will allow a growing number of young people to ambitious a longer educational career. Thus, the demand for high school-third stage of basic education-will behave, too, from segments already entered into the labor market, which aspin social and wage improvement and need to master skills that allow to assimilate and use, productively, new technological resources and in accelerated transformation.
Recent statistics confirm this trend. Since the mid-80, it was in high school that the highest growth in Country enrollment has been observed. From 1985 a to 1994, that growth was higher than 100%, while in elementary school it was 30%.
If, in the farthest past, the breaking point of the Brazilian education system was in access to the school, later in the passage of the old primary to the gym, then by the differentiation of the quality of the offered teaching, today it gives itself on the threshold and within high school.
By the character that took over in the educational history of almost all countries, average education is particularly vulnerable to social inequality. In the ongoing dispute between professional or academic orientations, between humanistic or economic objectives, the tension expressed in the privileges and the decorated exclusions of social origin. In view of this, the high school proposed in this plan should face the challenge of this duality with medium high school offer to all demand. An education that will provide learning of general character competencies, form people more able to assimilate changes, more autonomous in their choices, that respect differences and overcome social segmentation.
Preparing youth and adults to stop the challenges of modernity, high school should allow skills acquisition related to the full exercise of citizenship and productive insertion: self-learning ; perception of social dynamics and ability to intervene in it ; understanding of productive processes ; ability to observe, interpret and make decisions ; domain of basic skills of languages, communication, abstraction ; skills to incorporate ethical values of solidarity, cooperation, and respect for individualities.
Over the ten years of the duration of this plan, as willing at art. 208, II, of the Federal Constitution that provides as a duty of the State the guarantee of the progressive universalization of free high school, the provision of average quality education cannot presage from pedagogical and administrative definitions fundamental to sound general training and economic measures that will ensure financial resources for their financing. As states and the Federal District are required to apply 15% of tax revenue in elementary education, the remaining 10% linked to education should be applied, as a matter of priority, in high school. This destination will ensure the maintenance and expansion of this level of education in the coming years.
The expansion targets of the high school quality offer and improvement should be associated, clearly, the guidelines that lead to the correction of the flow of students in the basic school, today with unacceptable age-distortion indices. On the other hand, the establishment of an evaluation system, like the one that occurs with fundamental education, is essential for monitoring the results of high school and correcting their misconceptions. 0 Basic Education Assessment System (SAEB) and, more recently, the MEC National Teaching Examination (ENEM), operated by the MEC, the assessment systems already existing in some units of the federation that will certainly be created in others, and the statistical systems already available, constitute important mechanisms to promote the efficiency and equality of high school offered in all regions of the Country.
There is one to consider, too, that high school meets an age range that demands an appropriate school organization to their maneire of using space, time, and the didactic resources available. These elements should guide the organization of teaching from the new curricular guidelines for high school, already drafted and approved peto National Board of Education.
As in the other levels of education, the UNEP goals should strongly associate with those of training, empowerment and valuation of the mystery, treated in another part of this document. It is recognized that the deficiency of teachers in the Science area is a problem that undermines the quality of teaching and hints both the maintenance of existing courses and their expansion.
The constitutional provision (art. 208, Ill) of integration of disabled persons in the regular educational network will be, in high school, implemented by qualification of teachers and the adaptation of schools as to physical conditions, furniture, equipment and materials pedagogical. When necessary specialized care, specific guidelines contained in the chapter on special education will be observed.
Thus, the guidelines of the National Education Plan point out the creation of incentives and the withdrawal of any obstacle for young people to remain in the school system and, at 17 or 18 years old, are completing basic education with a solid general education.
3.3 Goals and Metas3
1. Formulate and progressively implement an infrastructure management policy-physical structure in public basic education, which ensures:
a) the redevelopment, starting from the first year of this Plan, of the network of public schools that bear the rational occupation of state and municipal educational establishments, with the aim, among others, to facilitate the delimitation of own physical facilities for high school separated at least from the first four series of elementary education and education children ;
b) the gradual expansion of the number of public high schools in accordance with the infrastructure needs identified over the course of the actual physical network reuse process ;
c) within two years, from the duration of this Plan, the fulfillment of the totality of the education egresses fundamental and the inclusion of schoolchildren with age skew and those who have special learning needs ;
d) the offer of vacancies which, within five years, correspond to 50% and, in ten years, to 100% of the teaching demand medium, due to the universalization and regularisation of the flow of pupils in elementary education.
2. To deploy and consolidate, within five years, the new curricular design elaborated by the National Board of Education.
3. Improving the exploitation of high school pupils so as to achieve satisfactory levels of performance defined and evaluated by the National Basic Education Evaluation System (SAEB), the National Teaching Examination (ENEM) and systems of evaluation that will come to be implanted in the States.
4. To reduce, by 5% per year, repeatable and circumvention, so as to decrease to four years the average time for completion of this level.
5. Ensure, in five years, that all high school teachers possess higher level diploma, offering, inclusive, training opportunities at that level of education to those who do not possess it.**
6. To draw up, within one year, national minimum standards of infrastructure for high school, compatible with regional realities, including: *
a) space, lighting, ventilation and insolation of school buildings ;
(b) sanitary facilities and conditions for the maintenance of hygiene in all school buildings ;
______________________
(*) the initiative for fulfillment of this Goal / Goal depends on the Union initiative ;
(**) is required for collaboration of the Union.
c) space for sport and recreation ;
d) space for the library ;
e) adaptation of school buildings for the fulfillment of students with special needs ;
f) installation for science labs ;
g) informatics and multimedia equipment for teaching ;
h) update and extension of the library acquis including bibliographic material of support to the teacher and the students ;
i) teaching-pedagogical equipment supporting work in classroom ;
j) phone and text reproducer ;
7.Não authorize the operation of new schools outside the standards of '' a'' to '' g''.
8. Adapt in five years to existing schools in order to meet the minimum standards laid down.
9. Ensure that in five years, all schools are equipped, at least with library, telephone and reproducer of texts.
10. Ensure that in five years at least 50%, and in 10 years, the entirety of schools have computer equipment for modernisation of the administration and for support for the improvement of teaching and learning.**
11. Adopt measures for the progressive universalization of communication networks, for improvement of teaching and learning.
12. Adopt measures for the progressive universalisation of all minimum standards over the decade, encouraging the creation of own facilities for that level of teaching.
13. Create mechanisms, such as advice or equivalents, to encourage community participation in the management, maintenance and improvement of the conditions, operation of schools.
14. To ensure the autonomy of schools, both with regard to the pedagogical project and in terms of the management of minimum resources for the maintenance of the school everyday.
15. Adopt measures to broaden the daytime offer and maintain the overnight offer, sufficient to ensure the fulfillment of the students working.
16. To undertake a review of the didactic-pedagogical and administrative organization of night education in two years, to suit the needs of the student-worker, without prejudice to the quality of teaching.
17. Establish, in one year, emergency program for teacher training, especially in the areas of Science and Mathematics.**
18. Support and encourage student organizations, such as participation space and exercise of citizenship.
19. Environmental education, treated as a cross-sectional theme, will be developed as an integrated, continuous and permanent educational practice in accordance with Law No. 9.795/99.
20. Observe, as far as high school is concerned, the targets set out in the chapters regarding teacher training, financing and management and distance learning.
B-HIGHER EDUCATION
4. HIGHER EDUCATION
4.1 Diagnosis
Higher education faces, in Brazil, serious problems, which will worsen if the National Plan of Education does not establish a policy that promotes its renewal and development.
Currently, the approximately 1.5 million young egresses of the average level have at their disposal a fair number of vacancies.(Table 7).
Table 7-Table of Higher Education in Brazil-1998
| Higher Education |
Total |
Federal |
Estadual |
Municipal |
Particular |
|
Institutions |
973 |
57 |
74 |
78 |
764 |
|
Courses |
6,950 |
1,338 |
1,125 |
507 |
3,980 |
|
Ingress |
651,353 |
89,160 |
67,888 |
39,317 |
454,988 |
|
Vacancies offered |
776,031 |
90,788 |
70,670 |
44,267 |
570,306 |
|
Non-Filled vacancies |
124,678 |
1,628 |
2,782 |
4,950 |
115,318 |
Source: INEP/MEC-data concerning a1998
However, as a conjugated result of demographic factors, increased labour market demands, in addition to the high school improvement policies, an explosion in demand for higher education is expected. The tuition in high school is expected to grow in the state networks, with growth likely to come from pupils from the poorest sections of the population. That is, there will be an increasing demand for students lacking in higher education. In 1998, 55% percent of students at this level frequented night courses ; in the state network this percentage rises to 62% percent.
The tuition in higher education institutions has been presenting rapid growth in recent years. Only in 1998, the total number of matriculates jumped from 1 thousandhão and 945 thousand, in 1997 to 2 million and 125 thousand in 1998. There was, therefore, a growth of 9% percent,-index equal to that reached by the system in the whole of 80.
Table 8-Evolution of Matriculation by Administrative Dependence--
Brazil-1980-1998
| Year |
Total |
Federal |
Estadual |
Municipal |
Total Public |
% Public |
Particular |
% Particular |
|
1980 |
1,377,286 |
316,715 |
109,252 |
66,265 |
492,232 |
35.74 |
885,054 |
64.26 |
|
1981 |
1,386,792 |
313,217 |
129,659 |
92,934 |
535,810 |
38.64 |
850,982 |
61.36 |
|
1982 |
1,407,987 |
316,940 |
134,901 |
96,547 |
548,388 |
38.95 |
859,599 |
61.05 |
|
1983 |
1,438,992 |
340,118 |
147,197 |
89,374 |
576,689 |
40.08 |
862,303 |
59.92 |
|
1984 |
1,399,539 |
326,199 |
156,013 |
89,667 |
571,879 |
40.87 |
827,660 |
59.13 |
|
1985 |
1,367,609 |
326,522 |
146,816 |
83,342 |
556,680 |
40.71 |
810,929 |
59.29 |
|
1986 |
1,418,196 |
325,734 |
153,789 |
98,109 |
577,632 |
40.74 |
840,564 |
59.26 |
|
1987 |
1,470,555 |
329,423 |
168,039 |
87,503 |
584,965 |
39.78 |
885,590 |
60.22 |
|
1988 |
1,503,555 |
317,831 |
190,736 |
76,784 |
585,351 |
38.94 |
918,204 |
61.06 |
|
1989 |
1,518,904 |
315,283 |
193,697 |
75,434 |
584,414 |
38.48 |
934,490 |
61.52 |
|
1990 |
1,540,080 |
308,867 |
194,417 |
75,341 |
578,625 |
37.58 |
961,455 |
62.42 |
|
1991 |
1,565,056 |
320,135 |
202,315 |
83,286 |
605,736 |
38.71 |
959,320 |
61.29 |
|
1992 |
1,535,788 |
325,884 |
210,133 |
93,645 |
629,662 |
41.00 |
906,126 |
59.00 |
|
1993 |
1,594,668 |
344,387 |
216,535 |
92,594 |
653,516 |
40.99 |
941,152 |
59.01 |
|
1994 |
1,661,034 |
363,543 |
231,936 |
94,971 |
690,450 |
41.57 |
970,584 |
58.43 |
|
1995 |
1,759,703 |
367,531 |
239,215 |
93,794 |
700,540 |
38.82 |
1,059,163 |
60.18 |
|
1996 |
1,868,529 |
388,987 |
243,101 |
103,339 |
735,427 |
39.36 |
1,133,102 |
60.64 |
|
1997 |
1,945,615 |
395,833 |
253,678 |
109,671 |
759,182 |
39.03 |
1,186,433 |
60.97 |
|
1998 |
2,125,958 |
408,640 |
274,934 |
121,155 |
804,729 |
37.86 |
1,321,229 |
62.14 |
Source: MEC/INEP
The participation of private education at the upper level increased mainly in the 70 as a result of pressure of demand from the "question of surpluses". In the past twenty years, the private sector has offered just under two thirds of the vacancies in higher education (Table 8). From 1994 to here, the number of students rose 36.1% percent in private institutions, well above the public. In these, growth was 12.4% in the feds, 18.5% in the state, and 27.6% in the municipal.
The maintenance of the typical activities of the universities-teaching, research and extension-that constitute the support necessary for the scientific, technological and cultural development of the Country, it will not be possible without the strengthening of the public sector. In parallel, the expansion of the private sector is expected to continue, as long as it guaranteed quality.
As you can check in Table 9, you also register, in the case of higher education, a distribution of vacancies very much unequal per region, which will need to be fixed. It should be noted, however, that this inequality results from the concentration of enrolment in private institutions of the most developed regions. The public sector, on the other hand, is better distributed and thus fulfils an important function of diminishing regional inequalities-function which must be preserved.
Table 9-Registration by Administrative Dependence-Brazil and Regions-Level
Superior 1998
| Region |
Administrative Dependency | ||||||||
|
Total |
Federal |
% |
Estadual |
% |
Municipal |
% |
Particular |
% | |
|
Brazil |
2,125,958 |
408,640 |
19.22 |
274,934 |
12.93 |
121,155 |
5.69 |
1,321,229 |
62.14 |
|
North |
85,077 |
45,957 |
54.01 |
9,688 |
11.38 |
952 |
1.11 |
28,480 |
33.47 |
|
Northeast |
310,159 |
118,455 |
38.19 |
80,702 |
26.01 |
10,681 |
3.44 |
100,321 |
32.34 |
|
Southeast |
1,148,004 |
127,991 |
11.14 |
114,716 |
9.99 |
43,210 |
3.76 |
862,087 |
75.09 |
|
South |
419,133 |
71,960 |
17.16 |
55,543 |
13.25 |
61,264 |
14.61 |
230,366 |
54.96 |
|
Center-West |
163,585 |
44,277 |
27.06 |
14,285 |
8.73 |
5,048 |
3.08 |
99,975 |
61.11 |
Source: MEC/INEP/SEEC
In the ensemble of Latin America, Brazil presents one of the lower indexes of access to higher education, even when takes into consideration the private sector. Thus, the percentage of enrolled in Brazilian upper education in relation to the population of 18 a to 24 years is less than 12%, compared unfavorably with the indices of other countries on the continent. Argentina, though count with 40% of the age group, sets up a case on the part, as it has adopted the unrestricted ticket, which is reflected in high rates of repeatal and circumvention in the early years. But Brazil remains in unfavorable situation in the face of Chile (20.6%), Venezuela (26%) and Bolivia (20.6%).
It is important to note that the growth of the public sector has, in recent years, been due to the extension of the service in the state networks, as checked in Table 8. The state contribution to higher education has beenimportant, but it should not occur to the detriment of expansion with high school quality. For balanced development and milestones of the collaboration regime, the resources earmarked by states for higher education should be additional to the 25% of tax revenue linked to the maintenance and development of basic education.
Observer, even though, between 1988 and 1998, there has been expressive magnification of enrollment in establishments municipal, with growth of 5.8% per cent per year, whereas state and private ones, present growth of 4.4% percent and, the 2.9% federal ones. Even though in terms of the contingent, the participation of the municipal is little expressive-municipal participation corresponded to less than 6% of the total enrollment-, this trend of broadening municipal contracts would contravene the provisions of the Emenda Constitutional No. 14, 1996, where the municipal education system should primarily cater for child education and fundamental education. (Table 10).
Table 10-Registration Growth Index by Administrative Dependence
Brazil 1988-1998
1998 = 100
| Year |
Federal |
Estadual |
Municipal |
Private |
|
1998 |
100.0 |
100.0 |
100.0 |
100.0 |
|
1989 |
99.2 |
101.6 |
98.2 |
101.8 |
|
1990 |
97.2 |
101.9 |
98.1 |
104.7 |
|
1991 |
100.7 |
106.1 |
108.5 |
104.5 |
|
1992 |
102.5 |
110.2 |
122.0 |
98.7 |
|
1993 |
108.4 |
113.5 |
120.6 |
102.5 |
|
1994 |
114.4 |
121.6 |
123.7 |
105.7 |
|
1995 |
115.6 |
125.4 |
122.2 |
115.4 |
|
1996 |
122.4 |
127.5 |
134.6 |
123.4 |
|
1997 |
124.5 |
133.0 |
142.8 |
129.2 |
|
1998 |
128.6 |
144.1 |
157.8 |
143.9 |
|
Annual average growth |
2.9 |
4.4 |
5.8 |
4.4 |
Source: MEC/INEP/SEEC
The Union has historically been given the role of acting in higher education, a function provided for in the Magna Carta. Public institutions of this level of education cannot render the support of the state. Public universities have an important role to play in the system, whether in basic research and postgraduate stricto sensu, whether as a benchmark standard in undergraduate education. In addition, it is up to you to qualify the lecturers who act in basic education and higher education lecturers who act in public and private institutions, so that if they reach the targets set out in the LDB as to the faculty titration.
There is evidently thought to be in rationalization of spending and diversification of the system while maintaining the role of the sector public.
There is a great deal of controversy about spending per pupil at the top level, which reflects a heated conception dispute. There is a variation of 5 a to 11 thousand reais as annual spend per student, depending on the methodology adopted and the analyst's view. Part of the studies on the topic simply divide the entire university budget by the number of pupils. In this way they are embedded in the cost of graduation the considerable spending on research-which is not accepted, for example, in France. Many Brazilian scholars also dispute this position, as one cannot confuse the function-"teaching" with the functions "research" and "extension". Some authors further disregard the high spending on university hospitals and retirements. (Table 11).
Table 11-IFES-Participation of Retirements and Pensions in the
Total expenses with Personnel and Social Charts
R$ 1.00
| Exercise |
Personnel and Charts |
Retirements and Pensions |
% (B / A) |
|
1995 |
2,970,957,348 |
859,609,496 |
28.9 |
|
1996 |
4,981,168,224 |
1,470,679,381 |
29.5 |
|
1997 |
4,973,428,714 |
1,499,419,168 |
30.1 |
|
1998 |
4,907,154,735 |
1,578,478,032 |
32.2 |
Source: SIAFI/TCU-constant values of 1998, deflating based on the
IGP-DI/FGV, exclusive the Federal Centers for Technological Education-CEFETs
It is not up to the National Plan of Education to take sides in this dispute. It is recommended that the academic community look for consensual evaluation criteria. In the meantime, with regard to the question of inactives, it is understood that they should be borne by the Union, but disconnected from the budget of the Federal Higher Education Institutions-IFES.
The Union's Court of Auditors underscores that, in addition to significant, the percentage relative to retirements is growing over the period and that the true meaning of this expense is more noticeable when compared with other IFES expenses such as spending on Other Custeios and Capital-OCC: what is spent on the payment of the inactive and pensioners is equivalent to the amount spent on all other IFES expenses that do not refer to personnel, including maintenance in general, investments, financial inversions, etc. (Table 12)
Table 12-IFES-Relation between Expenses with Retirement and Pensions and with Other Custeios and Capital
| Exercise |
Retirement and Pensions |
Other Custeios and Capital | ||
|
R$ 1.00 |
% (apos. + occ) |
R$ 1.00 |
% (apos. + occ) | |
|
1995 |
859,609,496 |
49.0 |
849,592,914 |
51.0 |
|
1996 |
1,470,679,381 |
50.3 |
1,452,937,403 |
49.7 |
|
1997 |
1,499,419,168 |
51.3 |
1,421,472,930 |
48.7 |
|
1998 |
1,578,478,032 |
53.8 |
1,354,278,172 |
46.2 |
Source: Union Accounts Tribunal-constant values of 1998
Checks, therefore, that the percent of resources earmarked for maintenance and investment in IFES decresce in the same proportion in which they increase spending on inactives and pensioners.
It is important to note, still the behavior of expends with investments and financial inversions. (Table 13).
Table 13-IFES-Expense with Investments and Financial Inversions
| Exercise |
Total |
Gasto Index |
(%) In Relation to 1995 |
|
1995 |
260,891,319 |
100.0 |
0.0 |
|
1996 |
172,984,623 |
66.3 |
-33.7 |
|
1997 |
168,287,637 |
64.5 |
-35.5 |
|
1998 |
86,552,016 |
33.2 |
-66.8 |
Source: Union Accounts Tribunal-constant values of 1998, exclusive the CEFETs
In this way, contrary to the total expenses of IFES, which, after a jump in 1996, went on to present relative stability, investment expenditure presents decline.
As a diversification strategy, one has to think about the expansion of the post-secondary, that is, in the training of qualification in technical and professional The modulation of university education itself, with intermediate diploma, as it was established in France, would allow for a substantial expansion of the service in the current higher education institutions, without excessive additional cost.
4.2 Guidelines
No country can aspire to be developed and independent without a strong system of higher education. In a world in which knowledge overtakes material resources as a factor of human development, the importance of higher education and its institutions is increasingly greater. In order for these to be able to perform their educational, institutional and social mission, public support is decisive.
The Importance that in this plan should be given to the Higher Education Institutions (IES), morally at the university and the research centres, erige on the realization that knowledge production, today more than ever and thus tends to be increasingly the foundation of scientific and technological development and that this and that is creating the dynamism of societies current.
IES have a lot to do, together with national efforts, to place the Country at the height of demands and challenges of the Séc. XXI, finding the solution to the current problems, in all fields of life and human activity and opening a horizon for a better future for Brazilian society, reducing inequalities. The provision of quality basic education for all is greatly in the hands of these institutions, as they primarily compel the training of the professionals of the Magistrate ; the training of the professional, scientific and cultural frameworks of top level, the production of research and innovation, the search for solution to the current problems are functions that highlight the university in the goal of designing the Brazilian society in a better future.
The higher education system should rely on a diverse set of institutions that meet different demands and functions. Its strategic core has to be made up of the universities, which exercise the functions assigned to it by the Constitution: teaching, research and extension. This strategic core has as its mission to contribute to the development of the Country and the reduction of regional imbalances, in the milestones of a national project. For that reason, these institutions must have close articulation with the institutions of science and technology-as is also stated in the LDB (art. 86). In the contemporary world, rapid transformations are aimed at universities the challenge of gathering in their teaching, research and extension activities, the requirements of relevance, including overcoming social and regional inequalities, quality and international cooperation. Universities constitute, from reflection and research, the main instrument of transmission of the cultural and scientific experience accumulated by humankind. In these institutions appropriates the heritage of the human know that must be applied to the knowledge and development of the Brazilian Country and society. The university is both a depositary and a knowledge creator.
The basic guideline for the good performance of that segment is university autonomy, exercised in the dimensions foreseen in the Letter Magna: didactic-scientific, administrative and financial management and heritage.
The Federal Constitution precedes that the duty of the State with education takes effect upon the guarantee of, among others, access to the higher levels of teaching, research and artistic creation, according to the capacity of each.
The pressure for the increase in vacancies in higher education, which stems from the accelerated increase in the number of egresses of medium education, is already happening and will tend to grow. You must plan for expansion with quality, avoiding the easy path of massification. It is important for the contribution of the private sector, which already offers most of the vacancies in higher education and has a relevant role to fulfil, provided that the quality parameters set by the education systems are respected.
There is a need for the expansion of public universities to meet to the growing demand of the students, above all the carers, as well as the development of the research needed by Pais, which depends on these institutions, as they carry out more than 90% of national research and postgraduate degrees-in tune with the role constitutional to them reserved.
You must ensure, therefore, that the public sector in this process, has an expansion of vacancies such that, at the very least, keep urn proportion never less than 40% of the total.
To promote the renovation of Brazilian university education, it is also accurate to overhaul the rigid current system of the bureaucratic controls. The effective autonomy of universities, broadening the margin of freedom of non-university institutions and the permanent evaluation of curricula constitute measures as necessary as urgent, so that higher education can face the rapid transformations by which it passes the Brazilian society and constitute a formulator of pathways for human development in our country.
It should be pointed out, too, that institutions not vocational for research, but who practice quality teaching and, eventually, extension, have an important role to comply with in the higher education system and its expansion, and should exercise even the prerogatives of autonomy. This is the case with university centres.
Highlight the importance of the expansion of vacancies in the night period, considering that universities, especially the federal have room for this purpose, highlighting the need to ensure access to laboratories, libraries and other resources that will ensure to the student-worker the quality education to which they are entitled under the same conditions as they have the students of the daytime period. This provider will entail improvement of the indicator regarding the number of lecturers by pupils.
It is also indispensable to improve the quality of the education offered, for which it constitutes an appropriate tool to institutionalization of a broad evaluation system associated with the extension of the graduate programs, the aim of which is to qualify the lecturers who act in higher education.
Historically, the Brazilian federative design has reserved the Union the pape! of acting in upper education. This is their poor function and that should attract the largest share of the features of their linked revenue. It is important to ensure stable funding for public universities, starting from an array that considers its constitutional functions.
Highlight that higher education is reserved, too, the role of fundamental and dissemination of knowledge taught at the other levels of teaching, as well as prepare their teachers. So, not only from the university, but also from the other institutions of higher education there should be not only a close articulation between this level of education and the others as also a commitment to the education system as a whole. Brazilian
Finally, it is necessary to review and broaden, in collaboration with the Ministry of Science and Technology and with the Fundamentals State of Amparo for Research, the policy of encouraging postgraduate education and scientific, technological and humanistic research at universities.
4.3 Goals and Metas4
1. To provide, by the end of the decade, the provision of higher education to at least 30% of the age range of 18 a to 24 years.**
2. (VETADO)
3. Establish an expansion policy that diminish existing supply inequalities between the different regions of the Country.*
___________________________
4 (*) the initiative for fulfillment of this Goal / Goal depends on the Union initiative ;
(**) is required for collaboration of the Union.
4. Establish a broad interactive system of distance education, using it, inclusive, to broaden the possibilities for listening in the presential, regular or continuing education courses.**
5. To ensure effective didactic, scientific, administrative and financial management autonomy for public universities.**
6. To institutionalize a broad and diverse internal and external evaluation system that encompasses both the public and private sectors, and promotes the improvement of the quality of teaching, research, extension and academic management.*
7. Institute promotion programmes for higher education institutions to constitute own systems and whenever possible nationally articulated, institutional and course evaluation, able to make it possible to raise standards of quality of teaching, extension and in the case of universities, also research.*
8. Extend, on the basis of the evaluation system, different prerogatives of autonomy to public and private non-linal institutions.*
9. Establish periodic recredencing system of the institutions and periodic recognition of the higher courses, supported in the national evaluation system.**
10. Diversifying the higher education system, favoring and valuing nonuniversity establishments that offer quality education and who meet clienteles with specific demands for training: technological, liberal professional, in new professions, for the exercise of the magister or general training.**
11. Establish, at national level, curricular guidelines that ensure the necessary flexibility and diversity in the study programmes offered by the different higher education institutions, in order to better meet needs differentials of their clienteles and the peculiarities of the regions in which they are under.*
12. Include in the curricular guidelines of the teaching courses of lecturers themes related to the problems dealt with in the cross-sectional themes, especially with regard to the approach such as: gender, sex education, ethics (justice, dialogue, respect mutual, solidarity and tolerance), cultural plurality, environment, health, and local themes.
13. Diversify the educational offer by encouraging the creation of evening courses with innovative proposals, sequential courses and modular courses, with certification, allowing for greater flexibility in the training and extension of the teaching offer.**
14. From minimum standards set by the Public Power, require progressive improvement of the infrastructure of laboratories, equipment and libraries, as a condition for the re-redemption of higher education institutions and renewal of the course recognition.*
15. Stimulate the consolidation and development of graduate school and research of universities, doubling down, in ten years, the number of qualified researchers.**
16. To promote the annual increase in the number of masters and doctors trained in the national postgraduate system in at least 5%.**
17. Promote periodic withdrawals from the exodus of Brazilian researchers formed, to other countries, to investigate their causes, to develop immediate actions in the sense of preventing the exodus from continuing and planning attracting strategies of these researchers, as well as of talents coming from other countries.**
18. To encourage the generalization of research practice as an integral and modernizing element of teaching-learning processes in all higher education, including with the participation of students in research development.**
19. Create policies that facilitate minorities, victims of discrimination, access to higher education, through disability compensation programs of their previous school education, allowing them, in this way, to compete on equal terms in the processes of selection and admission to that level of teaching.**
20. To deploy capacity-building plans of the technical-administrative servers of public institutions of higher education, being of the competence of IES to define the manner of use of the resources provided for this purpose.**
21. Ensure, in higher education institutions, the provision of extension courses, to meet the needs of continued adult education, with or without higher education, in the perspective of integrating the necessary national debt rescue effort social and educational.
22. Ensure the creation of councils with the participation of the community and organised civil society entities, for monitoring and social control of university activities, with the aim of ensuring the retome to the society of the results of the research, teaching and extension.
23. Deploy the University Extension Development Program in all Federal Institutions of Higher Education in the quadrian 2001-2004 and ensure that, at the very least, 10% of the total credits required for graduation in higher education in the Country will be reserved for the students' acting in extensionist actions.
4.4-Financing and Management of Superior Education
24. (VETADO)
25. Establish a funding system for the public sector, which it considers, in the distribution of resources for each institution, in addition to the survey, the number of students serviced, resguarded the quality of that offer.**
26. (VETADO)
27. Offer governmental support and incentive for not-for-profit community institutions, preferably those situated in unmet localities by the Public Power, taking into consideration the assessment of the cost and quality of teaching offered.
28. Stimulate, with federal and state public resources, higher education institutions to constitute special titration and faculty-empowerment programs, developing and consolidating postgraduate education in the Country.**
29. (VETADO)
30. Use part of the resources earmarked for science and technology, to consolidate the development of postgraduate-graduation and research.**
31. Include, in the information collected annually through the questionnaire attached to the National Course Examination, issues relevant to the formulation of gender policies, such as enrolment locking or temporary abandonment of the higher courses motivated by pregnancy and / or exercise of domestic functions related to the custody and education of children.*
32. To stimulate the inclusion of representatives of civil society organized at the University Councils.**
33. To stimulate higher education institutions to identify, in basic education, students with high intellectual skills, in the lower income strata, with views to offer scholarships and support for further study.**
34. Stimulate the adoption, by public institutions, of student assistance programs, such as bolt-work or others aimed at supporting the needy students who demonstrate good academic performance.**
35. Observe, as far as higher education is concerned, the targets set in the chapters regarding distance education, teacher training, Indigenous education, special education and youth and adult education.
lll- TEACHING MODALITIES
5. EDUCATION OF YOUNG PEOPLE AND ADULTS
5.1 Diagnosis
The Federal Constitution determines as one of the goals of the National Plan of Education the integration of power actions public that lead to the eradication of illiteracy (art. 214, I). It is a task that calls for a broad mobilization of human and financial resources by governments and society.
Health care deficits in fundamental education have resulted, over the years, in a large number of young people and adults who did not have access or did not loan finish compulsory elementary education.
While there has been progress with regard to that issue, the number of illiterates is still excessive and shame on the Pais: reaches 16 million Brazilians greater than 15 years. Illiteracy is closely associated with school education rates and the number of children outside the school.
All indicators point to deep regional inequality in the provision of educational opportunities and the concentration of illiterate or insufficiently schooled population in the pockets of existing poverty in the Country. About 30% of the illiterate population over 15 years old is located in the Northeast.(Table 14).
Table 14-Fabetism Rates of 15-year-old People or more-
Brazil and Regions-1996
| Brazil |
14.7% |
|
Urban Northern Region * |
11.6% |
|
Northeast Region |
28.7% |
|
Southeast Region |
8.7% |
|
South Region |
8.9% |
|
Center-west Region |
11.6% |
Source: National Survey by Domicelical Sample-1996. River of January. IBGE,
V. 18, 1998.
*Exclusive the population of rural area of Rondônia, Acre, Amazonas, Roraima, Para
and Amapá.
An expanded conception of literacy, covering training equivalent to the eight series of fundamental education, increases the population to be reached, as, as seen in Table 15, the number of young people and adults who have not been logged in to complete compulsory education is very high.
Table 15-Population Choice-1996
| Age groups |
Study Anthem Classes (%) | |||||||
|
No Instruction and less than 1 year | 1 a to 3 years |
4 years |
5 a to 7 years |
8 years |
8 a to 11 years |
12 years and more |
Not determined | |
|
Total |
13.61 |
21.55 |
16.84 |
18.32 |
8.25 |
14.68 |
5.88 |
0.87 |
|
10 a to 14 years |
10.11 |
42.99 |
18.66 |
26.37 |
0.85 |
0.07 |
0.00 |
0.96 |
|
15 a to 19 years |
5.36 |
16.29 |
12.75 |
32.15 |
12.46 |
19.20 |
0.76 |
1.03 |
|
20 a to 24 years |
5.75 |
14.37 |
13.05 |
22.73 |
10.80 |
25.70 |
6.81 |
0.79 |
|
25 a to 29 years |
7.03 |
14.86 |
14.80 |
19.87 |
11.18 |
23.10 |
8.44 |
0.71 |
|
30 a to 39 years |
9.10 |
16.61 |
17.59 |
15.39 |
10.29 |
19.87 |
10.08 |
1.08 |
|
40 a to 49 years |
15.46 |
20.61 |
19.85 |
11.20 |
8.72 |
13.51 |
10, -4 |
0.60 |
|
50 a to 59 years |
25.53 |
24.17 |
20.59 |
8.00 |
6.32 |
8.34 |
6.53 |
0.51 |
|
60 years or older |
40.99 |
22.01 |
17.81 |
5.84 |
4.35 |
5.10 |
3.41 |
0.47 |
|
Age ignored |
22.81 |
20.08 |
11.14 |
11.36 |
5.27 |
8.50 |
3.02 |
17.83 |
Source: IBGE. Population Count of 1996
Although illiteracy is concentrated on the most advanced age ranges (Table 16) and rates have been reduced, moving from 20.1% of the population, in 1991 to 15.6% in 1995, there is also an insufficient reduction in illiteracy over time. Old generations cannot be regarded as the only ones responsible for the current rates, as people between fifteen and thirty in 1997 amounted to about 21.4% of total illiteracy. The problem does not bother with a demographic issue. As there is redemption of the inventory of illiterates, in addition to the phenomenon of regression, it is to be expected that only demographic dynamics will be insufficient to promote reduction at reasonable levels in the coming years. Therefore, in order to accelerate the reduction of illiteracy it is necessary to act actively both on existing stock and on future generations.
Table 16-Population of 15 years or older per literacy situation-
1997 (*)
| Sex and Location of Domicilio |
Population of 15 years or older by Age Groups | ||||||
|
Total |
15 a to 19 years |
20 a to 24 years |
25 a to 29 years |
30 a to 39 years |
40 a to 49 years |
50 years or older | |
|
Total |
108,025,650 |
16,580,383 |
13,454,058 |
12,303,375 |
23,245,389 |
17,601,643 |
24,840,802 |
|
Not Alphabetized |
15,883,372 |
941,773 |
960,560 | ||||
|
1.0.058.705_2.382.562 | 2,683,390 |
7,856,382 |
|
|
|
|
|
|
Fabetism% |
14.07 |
5.7 |
7.1 |
8.6 |
10.2 |
15.2 |
31.6 |
|
Men |
52,043,984 |
8,312,899 |
6,667,807 |
5,955,295 |
11,197,194 |
8,421,656 |
11,489,133 |
|
Not Alphabetized |
7,608,924 |
637,555 |
599,186 |
623,931 |
1,255,761 |
1,227,800 |
3,264,691 |
|
Fabetism% |
14.6 |
7.7 |
9.0 |
10.5 |
11.2 |
14.6 |
28.4 |
|
Women |
55,981,666 |
8,267,484 |
6,786,251 |
6,348,080 |
12,048,195 |
9,179,987 |
13,351,669 |
|
Not Alphabetized |
8,274,448 |
304,218 |
361,374 |
434,774 |
1,126,801 |
1,455,590 |
4,591,691 |
|
Fabetism% |
14.8 |
3.7 |
5.3 |
6.8 |
9.4 |
15.9 |
34.4 |
|
Rural |
20,350,574 |
3,421,239 |
2,500,667 |
2,219,596 |
4,031,114 |
3,063,675 |
5,114,283 |
|
Not Alphabetized |
6,517,855 |
499,211 |
469,830 |
515,961 |
1,064,127 |
1,118,795 |
2,849,931 |
|
Fabetism% |
32.0 |
14.6 |
18.8 |
23.2 |
26.4 |
36.5 |
55.7 |
Source: IBGE-Demographic Census 1991 /PNAD 1995/1996/1997
*Exclusive rural population of Rondônia, Acre, Amazonas, Roraima, Pará and
Amapá.
As it is inferior from Table 15, no significant distortions in function of gender are taken, taken this indicator, being inclusive of women better positioned in age groups under 40 years. Taking the regional cut, women have, in all regions, a higher average of years of study. Meanwhile, when the verified factor is ethnicity, a distortion is noted, indicating the need for focused policies. (Table 17)
Table 17-Average years of study of people aged 10 or older by
Sex and color-1996
| Brazil |
Average years of study | ||||
|
Total |
Men |
Women |
White |
Black and Parda | |
|
Total |
5.3 |
5.2 |
5.4 |
6.2 |
4.2 |
|
Northern Urban Region |
5.2 |
4.9 |
5.4 |
6.3 |
4.7 |
|
Northeast Region |
3.9 |
3.6 |
4.2 |
4.8 |
3.5 |
|
Southeast Region |
6.0 |
6.0 |
6.0 |
6.6 |
4.9 |
|
South Region |
5.8 |
5.8 |
5.8 |
6.0 |
4.3 |
|
Center-west Region |
5.5 |
5.2 |
5.5 |
6.3 |
4.7 |
Source: National Survey by Sample Domicashes 1996, (CD-ROM)
5.2 Guidelines
The profound transformations that have been occurring on a global scale, by virtue of the accelerated scientific and technological adv and the phenomenon of globalization, have direct implications on cultural values, the organization of individual routines, social relations, political participation as well as the reorganization of
The need for continued development of capabilities and competencies to address these transformations has changed the traditional design of youth and adult education, not more restricted to a particular period of life or a circumscribed purpose. It develops the concept of lifelong education, which there is to start with literacy. But it is not enough to teach how to read and write. To enter the population in full exercise of citizenship, improve their quality of life and fruition of free time, and broaden their opportunities in the labour market, the education of young and adult should understand at the very least, the offer of a training equivalent to the eight initial series of fundamental education.
According to the Magna Carta (art. 208, I), the education modality "education of young and adult", at the fundamental level should be offered free of charge by the state to all those who have not been given access at their own age. It is a subjective public right (CF, art. 208, § 1º). So it is incumbent upon the public powers to make the resources available to meet that education.
The successful experiences of granting financial incentives, such as scholarships, should be considered by the education systems responsible for the education of young and adult Whenever possible, this policy should be integrated to those addressed to children, such as those who associate education and minimum income. Thus, it will give integral care to the family.
To meet this clientele, numerosa and heterogeneous with regard to interests and skills acquired in practice social, there must be diversification of the programmes. In this sense, the sympathetic participation of the entire community is fundamental, with the involvement of civil society organizations directly involved in the thematic. The production of appropriate teaching materials and appropriate pedagogical techniques, in addition to the specialization of the faculty, is needed.
The integration of youth and adult education programs with professional education increases their effectiveness, making them more appealing. It is important for the support of employers to consider the need for permanent training-what can be given in various ways: organization of working journeys compliant with school hours ; grant of licences for frequency in upgrading courses ; implantation of youth and adult training courses in the workplace itself. It is also timely to note that there are millions of workers entered in the broad informal market, or looking for jobs, or still-particularly women-involved with household chores. Hence the importance of the association of employment policies and unemployment protection for youth and adult education, in addition to policies directed at women, whose schooling they have, ademais, a major impact on the next generation, assisting in the decrease in the emergence of "new illiterates".
As in the face of poverty, illiteracy rates accompany Brazilian regional imbalances, both in what it says respect for the political-administrative regions, as with regard to urban / rural cutting. Thus, the regionalized monitoring of targets is important, in addition to specific strategies for the rural population.
It is, finally, to consider that the rescue of educational debt is not restricted to the supply of training equivalent to the four initial series of fundamental education. The offer of the full eight-series cycle to those who lower the initial series is an integral part of the rights secured by the Federal Constitution and should be extended gradatively. Similarly, it must be guaranteed, to those who have completed elementary education, access to high school.
A task of this wingspan needs the warranty and scheduling of necessary resources. This issue is addressed in the chapter on funding and management.
Although the funding of actions by public powers is decisive in formulating and conducting strategies necessary to address the problem of educational deficits, it is important to highlight that without an effective contribution of civil society, hardly illiteracy will be eradicated and, much less, will be able to universalize a formation equivalent to the eight initial series of fundamental education. Universities, churches, trade unions, student entities, companies, neighborhood associations, mass media and civil society organizations in general must be agents of that broad mobilization. Given the importance of creating opportunities for coexistence with an enriching cultural environment, partnerships with public cultural equipment, such as museums and libraries and private ones such as cinemas and theatres, need to be sought. Thus, the goals that follow, indispensable to the construction of citizenship in the Country, require a national effort, with shared responsibility between the Union, the States and the Federal District, the Municipalities and the organized society.
5.3 Goals and Metas5
1. Establish, from the approval of the PNE, programmes aiming to alphabetize 10 million young people and adults, in five years and, by the end of the decade, to eradicate illiteracy.**
2. Ensure, in five years, the education offer of young people and adults equivalent to the four initial grades of elementary education to 50% of the 15-year-old population and more that has not reached this level of schooling.**
3. Ensure, by the end of the decade, the offer of courses equivalent to the four final grades of elementary education for the entire 15-year-old population and more that has completed the four initial series.**
4. Establish national programme, to ensure that elementary and middle school public schools located in areas characterized by illiteracy and low schooling offer literacy and teaching programmes and examinations for young people and adults, according to the national curricular guidelines.**
5. Establish program, national supply, by the Ministry of Education, educational material-pedagogical, suitable to clientele, for courses at the level of elementary education for young and adults, so as to encourage generalization of the initiatives mentioned in the earlier target.*
___________________________
5 (*) the initiative for fulfillment of this Goal / Goal depends on the Union initiative ;
(**) is required for collaboration of the Union.
6. Carry out, annually, survey and evaluation of experiences in literacy of young and adults, which constitute reference for actors integrated into the national effort to eradicate illiteracy.**
7. Ensure that state educational systems, in collaboration with the other federations, maintain training programmes of young and adult educators, empowered to act in accordance with the profile of the clientele, and enabled to at the very least, the exercise of the magister in the initial series of elementary education, in order to meet the demand of public and private bodies involved in the eradication effort of illiteracy.**
8. Establish policies that facilitate partnerships for the exploitation of existing idle spaces in the community, as well as the effective exploitation of the community work potential of civil society entities, for the education of young people and adults.**
9. Instar States and Municipalities to carry out a mapping, by means of educational census, in the terms of art. 5º, § 1º of LDB, of the illiterate population, by neighborhood or district of residences and / or workplaces, aiming to locate and induce the demand and program the education offer of young and adult to that population.**
10. Restructure, create and strengthen, in state and municipal secretaries of education, own sectors tasked with promoting the education of young people and adults.
11. To stimulate the awarding of curricular credits to students of higher education and training courses of .teachers at an average level who participate in youth and adult education programs.
12. To draw up, within one year, national quality parameters for the various stages of youth and adult education, while respecting the specificities of clientele and regional diversity.*
13. Perfecting the skills certification system for further study.**
14. Expand the offer of distance education programs in the education modality of young and adult education by encouraging their use in the presential courses.**
15. Whenever possible, associate with fundamental education for young people and adults the provision of basic vocational training courses.
16. Double in five years and quadruple in ten years the capacity for care in the mean-level courses for young and adult.**
17. Deploy, in all prison units and in establishments that serve adolescents and young offenders, youth and adult education programs of fundamental and medium level as well as professional training, contemplating for this clientele targets # 5 and # 14.**
18. Encouraging higher education institutions to offer extension courses to provide for the continuing education needs of adults, have or do not have higher level training.**
19. To stimulate universities and non-governmental organizations to offer courses directed at the third age.
20. Perform in all education systems, every two years, evaluation and dissemination of the results of the youth and adult education programs, as an instrument to ensure the fulfilled of the Plan goals.
21. Carry out specific studies based on data from the demographic census of PNAD, specific censuses (agricultural, penitentiary, etc) to check the degree of population school education.**
22. Articulate the education policies of young people and adults with those for protection against unemployment and job generation.**
23. In public and private companies encourage the creation of permanent youth and adult education programmes for their employees, as well as conditions for the reception of teleduction programmes.
24. Articulate the education policies of young people and adults with cultural ones, of luck that their clientele will benefit from actions that allow to broaden their cultural horizons.
25. Observe, with regard to the education of young people and adults, the targets set for elementary education, teacher training, distance education, finance and management, technological education, vocational training and Indigenous education .
26. Include, from the approval of the National Plan for Education, Youth and Adults Education in the forms of funding for Education Basic.
6. DISTANCE EDUCATION AND EDUCATIONAL TECHNOLOGIES
6.1Diagnosis
In the process of universalization and democratization of teaching, especially in Brazil, where educational deficits and the regional inequalities are so high, the challenges. existing education can have, in education distances, an auxiliary means of indisputable effectiveness. In addition, educational programmes can play an invaluable role in the cultural development of the general population.
Parents already relies on numerous television networks and educational radio in the public sector. In parallel, the contribution of the private sector, which has been producing good quality educational programmes, especially for television, is to be considered. There are, therefore, numerous initiatives in this sector.
It is still incipient, however, those that realize a work in cooperation regime, capable of elevating the quality and increase the number of programmes produced and presented. The system also resents from the lack of a computerized network that allows for widespread access to existing programs. In the meantime the regulation in the Law of Guidelines and Bases is the recognition of the construction of a new paradigm of distance education.
The Union is up to the accreditation of institutions authorised to offer distance education courses, as well as the establishment of the requirements for the conduct of examinations and the registration of diplomas (art. 87, § § 1º and 2º) ; they are the responsibility of the education systems to standards for the production, control and evaluation of programmes as well as the authorization for their implementation 87, § 3º).
When introducing new conceptions of time and space in education, distance education has strategic function: contributes for the emergence of significant changes in the school institution and influences decisions to be taken by political leaders and civil society in setting educational priorities.
The possibilities of distance education are particularly relevant when we analyze the growth of the indices of completion of fundamental and medium teaching. Distance or semipresential courses can play a crucial role in providing equivalent training at the fundamental and medium level for insufficiently school-educated young people and adults.
The Ministry of Education, in that sector, has given priority to updating and improving teachers for teaching fundamental and the enrichment of the pedagogical instrumental available for that level of teaching. School TV and supply, to school establishments, of the necessary technological equipment are important initiatives. In addition, TV TV should prove to be an important tool for guiding teaching systems as to the adoption of the National Curricular Guidelines for fundamental education and Curriculum Parameters. They are also at an early stage the trainings that guide teachers to systematically use television, video, radio and computer as pedagogical tools of great importance.
The Ministry of Education, the Union and the States are partners needed for the development of informatics in the fundamental and middle schools.
6.2 Guidelines
When establishing that Public Power will encourage the development of distance education programs, in all levels and modalities of teaching, the Law of Guidelines and Bases of National Education introduced a far-reaching openness to educational policy. You need to broaden the concept of distance education to be able to incorporate all the possibilities that communication technologies can offer at all levels and modalities of education, whether by means of correspondence, transmission radiofonic and television, computer programs, internet, be it through the latest processes of conjugated use of means such as telematics and multimedia.
The written material, integral and essential for the effectiveness of this education modality, is expected to present the same quality of audiovisual materials.
In the set of the programme offer for distance training, there is certainly to be allowed to multiply the initiatives. Educational and cultural programmes should be encouraged within the general spirit of freedom of the press, enshrined in the Federal Constitution, although subject to quality standards that need to be the subject of concern not only of the organs governmental, but also from the producers themselves, by means of a system of self-regulation. When it comes, however, from regular courses, which give entitlement to certificates or diplomas, regulation and quality control by the Public Power are indispensable and must be strict.
There is therefore a clear distinction between policies directed towards the encouragement of educational programmes in general and those formulated to control and guarantee the quality of the programs leading to certification or diploma.
The Law of Guidelines and Bases considers distance education as an important tool for training and empowerment of teachers in service. In a forward-looking, reasonably short timeframe, you need to make better use of existing competency in the presential higher education to institutionalize the provision of undergraduate courses and start an open university project that will dynamize the process of training qualified professionals, in order to meet the demands of Brazilian society.
The technologies used in distance education may not, however, be restricted to this purpose. They constitute today an instrument of enormous potential for curriculum enrichment and improvement in the quality of presential education. For this, it is critical to equip schools with multimeans, empower teachers to use them, especially in the Normal School, in the Pedagogy courses to in the Licenciatures, and integrate informatics into the regular training of pupils.
Television, video, radio and computer constitute important auxiliary pedagogical tools, not owing substitute, however, the communication relations and direct interaction between educator and educating.
It will only be allowed to conclude onerous contracts for the relay of Distance Education program with networks of television and radio when there is no coverage of Television and Educational Radio, as well as the elaboration of the programmes will be carried out by the State Secretaries, Municipal or the Ministry of Education.
6.3Goals and Metas6
1. The Union should establish, within a year, standards for accreditation
of the institutions that provide courses in distance.
_____________________________
6 (*) the initiative for fulfillment of this Goal / Goal depends on the Union initiative ;
(**) is required for collaboration of the Union.
2. Establish, within 2 years, in cooperation of the Union with theand Municipalities, ethical and aesthetic standards upon which the evaluation of the production of distance education programs will be made.*
3. Use the television and radiophonic educational channels, as well as telematic education networks, for the dissemination of cultural and educational programs, ensuring schools and the community basic conditions of access to these means.**
4. Ensure the integration of actions of the Ministries of Education, Culture, Labour, Science and Technology and Communications for the development of distance education in the Country, the broadening of technological infrastructure and the reduction of costs of communication and information services, creating, in two years, a program that ensures this collaboration.
5. Send to the National Congress, within one year, proposal for regulation of minimum time reservation, with no burden on Public Power, for the transmission of educational programmes by commercial radio and television channels, including at times nobles.*
6. Strengthen and support the National Radio and Television Education System, pledging it to develop programs that meet the proposed goals in this chapter.
7. Promote non-stereotypical images of men and women in Educational Television, incorporating in their programming themes that affirm for equal rights between men and women, as well as the proper approach to themes regarding ethnicity and bearers of special needs.*
8. Extend the provision of distance training programs for the education of young and adult, especially with regard to the provision of fundamental education, with special consideration for the potential of the radiophonic channels and for the care of the rural population.
9. To promote, in partnership with the Ministry of Labor, companies, national learning services and federal technical schools, the production and dissemination of distance vocational training programmes.**
10. To promote, with the collaboration of the Union and States and in partnership with higher education institutions, the production of mean-level distance education programs.**
11. Start, right after the approval of the Plan, the offer of distance courses, at a higher level, especially in the area of teacher training for basic education.**
12. Gradually extend the supply of distance training at a higher level to all areas, encouraging the participation of universities and the other accredited higher education institutions.**
13. To encourage, especially in universities, the training of human resources for distance education.**
14. Support fnanceira and institutionally research in the area of distance education.**
15. To assure public schools, at a fundamental and medium level, universal access to educational television and other educational-cultural programming networks, with the provision of the corresponding equipment, promoting their integration into the pedagogical project of the school.*
16. Empower, in five years, at least 500,000 teachers for the full use of School TV and out0ras educational programming networks.**
17. Install, in ten years, 2,000 educational technology cores, which should act as orientation centres for schools and for administrative bodies in education systems in accessing computerized programs and videos educational**
18. Install, in five years, 500,000 computers in 30,000 elementary and middle school public schools, promoting conditions of internet access.*
19. Empower, in ten years, 12,000 teachers multipliers in education informatics.**
20. Empower, in five years, 150,000 teachers and 34,000 technicians in educational informatics and to extend by 20% per year the offer of that empowerment.**
21. Equip, in ten years, all middle-level schools and all elementary schools with more than 100 students, with computers and internet connections that enable the installation of a National Network of Informatics in Education and develop appropriate educational programmes, especially the production of quality educational software.**
22. Observe, with regard to distance education and new educational technologies, the relevant targets included in the chapters on child education, teacher training, youth and adult education, Indigenous education and the special education.
7. TECHNOLOGY EDUCATION AND PROFESSIONAL TRAINING
7.1Diagnosis
There is no accurate information, in Brazil, on the training offer for the job, fairly because it is too much heterogeneous. In addition to the federal and state networks of technical schools, there are the programmes of the Ministry of Labor, state and municipal secretaries of work and national learning systems, as well as a certain number, one that imagines a lot large, from private courses of short duration, including from distance education, in addition to training in service of technical courses offered by companies to their employees.
The first Census of Vocational Education, initiated by the Ministry of Education in 1999, will provide comprehensive data on the basic, technical and technological courses offered by the federal, state, municipal and the establishments of the so-called S System (SESI, SENAI, SENAC, SESC and others), up to those delivered by business institutions, union, community and philanthropic.
The heterogeneity and diversity are positive elements as they allow to meet a varied multi-demand demand. But there are troubling factors. Their main thing is that the offer is small: although, according to the most recent estimates, it already reaches, about five million workers, it is far from reaching the population of young people who need to prepare for the job marked and that of adults who he needs to re-readout.
Associated with this fact is the limitation of vacancies in public establishments, especially in the network of the 152 schools federal technical and technological level, which relies on the general level general training for vocational training.
The biggest problem, as far as the average level public technical schools are concerned, is that high quality of teaching that offer is associated with an extremely high cost for their installation and maintenance, which makes it unfeasible a multiplication capable of being able to meet the set of young people seeking vocational training. In addition, on the grounds of the restricted offer, a selection system has been created that tends to favor students of higher income and better level of schooling, moving away young workers, who are the ones who need it most.
Aoutside these specific networks-the federal and other few vocational education vocational education-the too many schools that offer professional education suffer from problems of every order.
In the school system, the tuition in 1996 expresses that, in every ten high school finals, 4.3 had curated some professional habilitation. Of these, 3.2 were egresses of the Magistration and Technical Habilitations in Accounting-a set three times greater than the sum of all the other nine entitlements listed by the statistic.
Table 18-Average level Habilitation with higher number
of finints-1988 and 1996
| Habilitations |
Completes | ||||
|
1998 |
% |
1996 |
% |
Growth 1988-1996 | |
|
Magistation 1º degree |
127,023 |
20.1 |
193,024 |
16.6 |
52.0 |
|
Accounting Technician |
113,548 |
18.0 |
174,186 |
15.0 |
53.4 |
|
Administration |
24,165 |
3.8 |
32,001 |
2.7 |
32.4 |
|
Proc. of Data |
14,881 |
2.4 |
31,293 |
2.7 |
110.3 |
|
Accounting assist |
3,739 |
0.6 |
15,394 |
1.3 |
311.7 |
|
Magisterisation-Est. Additional |
12,249 |
1.9 |
9,443 |
0.8 |
-22.9 |
|
Electronics |
7,349 |
1.2 |
9,056 |
0.8 |
23.2 |
|
Agrolivestock |
7,959 |
1.3 |
8,768 |
0.8 |
10.2 |
|
Mechanics |
5,789 |
0.9 |
8,451 |
0.7 |
46.0 |
|
Secretariat |
8,811 |
1.4 |
8,389 |
0.7 |
-4.8 |
|
Total |
325,513 |
51.6 |
490,005 |
42.1 |
50.0 |
Source: MEC/INEP/SEEC
Functioning in schools where there are widespread charities and improvisations, Professional Education has reclaimed the propedytic-professional duality existing in most Western countries. It has always worked as a mechanism of exclusion strongly associated with the social origin of the student. Although there are no detailed statistics regarding, it is known that the majority of low-cost, prestigious qualifications are found in state or municipal nighttime institutions. In just 15% of them there are libraries, less than 5% offer suitable environment for study of the sciences and not 2% have computer lab-indicators of the low quality of teaching that offer the most disassisted sections of the population.
There has been a lot, the Country has sealed professional education from any level, but above all the medium, as a way to separate those that would not be intended for the best positions in society. A scenario that the professional education guidelines proposed in this plan seek to overcome, by predicting that the Brazilian citizen should galgar-with support from the Public Power-high levels of schooling, even because studies have demonstrated that the increase of a year in the educational average of the economically active population determines an increment of 5.5% of GDP (Gross Domestic Product). In that context, the elevation of worker schooling arises as essential for Brazil's competitive insertion in the globalized world.
7.2 Guidelines
There is a national consensus: training for work today demands ever higher levels of basic education, general, no this may be reduced to learning some technical skills, which does not prevent the offer of short courses aimed at adaptation of the worker to labour market opportunities, associated with promotion of levels increasing regular schooling. Finally, it is understood that professional education cannot be conceived only as a high school modality, but must constitute continued education, which permeates the entire life of the worker.
For this very same, new guidelines are being deployed in the public professional education system, associated with reform of high school. Vocational education, under the operational point of view, is expected to be structured in the basic levels-independent of the student's level of education, technical-complementary to high school and technological-higher education or postgraduate.
There is still the integration of these two types of training: the formal, acquired in specialized institutions, and the non-formal, acquired by diverse means, including at work. It sets out for this a flexible system of recognition of credits obtained in any of the modalities and certifies skills acquired by non-formal means of professional education. It is important also to consider that the provision of vocational education is equally shared responsibility among the educational sector, the Ministry of Labor, working secretaries, social services of trade, agriculture and industry and the national learning systems. The resources therefore stem from multiple sources. It is also necessary, and increasingly, to rely on the resources of the companies themselves, which should finance the qualification of their employees, as occurs in the developed countries. The policy of vocational education is therefore a task that requires the collaboration of multiple instances of Public Power and civil society.
The goals of the National Plan of Education are aimed at the deployment of a new professional education in the Country and for the integration of initiatives. They aim to generalize the training opportunities for work, trainings, mentioning, in a special way, the rural worker.
7.3 Goals and Metas7
1. Establish, within two years, an integrated information system, in partnership with government agencies and private institutions, which steer educational policy to meet the initial and continued training needs of the work.*
2. Establish the permanent review and suitability for the demands of national and regional development policy, basic, technical and higher education courses, observed job market offers, in collaboration with entrepreneurs and workers in the schools themselves and at all levels of government.
___________________________
7 (*) the initiative for fulfillment of this Goal / Goal depends on the Union initiative ;
(**) is required for collaboration of the Union.
3. Mobilize, articulate and increase the installed capacity in the network of vocational education institutions, so as to triple, every five years, the provision of basic courses designed to meet the population being excluded from the labour market, always associated with basic education, without prejudice that their offer is conjugated with equities for raising schooling.**
4. To integrate the provision of professional basic courses where possible with the provision of programmes that allow students who have not completed fundamental education to obtain equivalent training.**
5. Mobilize, articulate and extend the installed capacity in the network of vocational education institutions, so as to triple, every five years, the offer of technical level training to students in them enrolled or egresses of high school.**
6. Mobilize, articulate and extend the installed capacity in the network of vocational education institutions, so as to triple, every five years, the provision of permanent vocational education for the population in productive age and which needs to be readaped to the new demands and prospects of the labour market.**
7. Modify, within a year, the current standards that regulate the training of teaching staff for this teaching modality, so as to take advantage of and value the professional experience of trainers.*
8. Establish, with the collaboration between the Ministry of Education, the Ministry of Labor, universities, CEFETs, higher level technical schools, national learning services and private initiative, training programmes of trainers for technological education and professional training.**
9. Gradually transform units of the federal technical education network into public vocational education centres and ensure, by the end of the decade, that at least one of these centers in each federated unit can serve as a reference center for the entire professional education network, notably in formation of trainers and methodological development.*
10. Establish partnerships between federal, state and municipal systems and private initiative, to broaden and encourage the provision of professional education.**
11. To encourage, by means of public and private resources, the production of distance education programmes that extend the possibilities of permanent professional education for the entire economically active population.*
12. Reorganize the network of agro-technical schools, so as to ensure that they fulfil the role of offering specific and permanent vocational education for the rural population, taking into account their level of schooling and the peculiarities and potentials of the farm activity in the region*
13. Establish together with the agrotechnical schools and in collaboration with the Ministry of Agriculture basic courses for farmers, aimed at improving the technical level of agricultural practices and environmental preservation, within the perspective of the self-sustaining development.*
14. Permanently stimulate the use of public and private structures not only for regular courses, but also for the training and retraining of workers with a view to inserting them into the labour market with more competitive conditions and productivity, enabling the elevation of their educational, technical, and income level.
15. Observe the targets set out in the remaining chapters on technological education and vocational training.
8. SPECIAL EDUCATION
8.1 Diagnosis
The Federal Constitution sets the right for people with special needs to receive education preferably in the regular education network (art. 208, III). The current guideline is that of the full integration of these people in all areas of society. It is therefore about two issues-the right to education, common to all people, and the right to receive such education whenever possible together, with the other people in the "regular" schools.
The legislation, however, is wise to determine preference for this educational service modality, resuscitation the exceptional cases in which the needs of the education require other forms of care. Recent sector policies have indicated three possible situations for the organization of fulfillment: participation in the common classes, resources, special room and special school. All possibilities are aimed at the provision of quality education.
Faced with this policy, how is the Brazilian special education?
The knowledge of reality is still quite precarious, because we do not have complete statistics or on the number of people with special needs nor about the fulfillment. Only from the year 2000 the Demographic Census will provide more accurate data, which will allow deeper analysis of reality.
The Global Health Organization estimates that around 10% percent of the population have special needs. These can be from diverse orders-visual, auditory, physical, mental, multiple, disorders of conduct and also superendowment or high skills. If this estimate applies also in Brazil, we will have about 15 million people with special needs. The registration numbers in school establishments are so low that they do not allow any confrontation with that contingent. In 1998, there were 293,403 students, distributed as follows: 58% with mental problems ; 13.8%, with .multiplas; 12% deficiencies, with hearing problems ; 3.1% vision ; 4.5%, with physical problems ; 2.4%, of conduct. Only 0.3% with high skills or were overgiven and 5.9% received "other type of care" (Statistical Synopse of Education Basic / School Census 1998, from MEC/INEP).
Of The 5,507 Brazilian Municipalities, 59.1% did not offer special education in 1998. Regional differences are large. In the Northwest, the absence of this modality takes place in 78.3% of the Municipalities, highlighting Rio Grande do Norte, with only 9.6% of its Municipalities featuring fulfillment data. In the South region, 58.1% percent of Municipalities offered special education, the Paraná being the highest percentage (83.2% percent). In Central-West, Mato Grosso do Sul had service in 76.6% of its Municipalities. Holy Spirit is the state with the highest percentage of Municipalities offering special education (83.1%).
Between the administrative spheres, 48.2% of the special education establishments in 1998 were state ; 26.8%, municipal ; 24.8%, private and 0.2%, federal. As establishments are of different sizes, enrollees present some variation in this distribution: 53.1% are from private initiative ; 31.3%, state ; 15.2%, municipal and 0.3%, federal. It is noted that particular care, in it included the one offered by philanthropic entities, is responsible for almost half of all special education in the Country. Given the regional discrepancies and insignificant federal acting, there is a need for a more incisive acting of the Union in that area.
According to data from 1998, only 14% of these establishments possessed sanitary facility for pupils with needs specials, which cater to 31% of the enrolment. The North region is the least served in that particular, as the percentage of establishments with that low requirement for 6%. The data does not inform about other facilities such as ramps and handrails ... The elimination of architectural barriers in schools is an important condition for the .integration of these people in regular education, constituting a necessary target in the decade Another key element is the appropriate teaching-pedagogical material, as per the specific needs of the students. Lack, insufficiency, inadequacy and precariities can be found in many fulfillment centers to that clientele.
In relation to the qualification of the magister professionals, the situation is quite good: only 3.2% of teachers (better said, of the teaching functions), in 1998, possessed elementary, complete or incomplete education, as maximum training. They were formed on an average level 51% and, at a higher level, 45.7%. Teaching systems often offer preparation courses for teachers who act in special schools, so 73% of them have made specific course. But, considering the guideline of integration, i.e., that whenever possible, children, young and special adults are met in regular schools, the need for preparation of the faculty, and the technical and administrative body of the schools increases enormously. In principle, all teachers should have knowledge of the education of special students.
Observing the modalities of educational fulfillment, according to the 1997 data, predominates the "special classes" in the which are 38% of the served classes. 13.7% of them are in "resource rooms" and 12.2% in "pedagogical workshops". Only 5% of the classes are in "common classes with pedagogical support" and 6% percent are of "early education". In "other modalities" 25% of the special education classes are met. Comparing the public service with the particular, it is found that this gives preference to early education, pedagogical workshops and other unspecified modalities in the Inform, while that gives priority to the special classes and common classes with educational support. The 1998 information establishes another classification, drawing the attention that 62% percent of registered care is located in specialized schools, which reflects the need for a larger commitment of the common school with student care special.
Education-level care, in 1998 presents the following framework: 87,607 children in Child Education ; 132,685, in elementary school ; 1,705, in high school, 7,258 in the education of young people and adults. They are informed as "other" 64,148 understandings. There is no data on student care with special needs in higher education. The particular is far ahead in special children's education (64%) and the state, at the fundamental and medium levels (52 and 49%, respectively), but the municipal has been growing appreciably in the care at the fundamental level.
Recent trends in teaching systems are as follows:
integration / inclusion of the student with special needs in the regalar education system and, if this is not possible at function of the needs of educating, realize care in specialized classes and schools ;
. extension of special schools regulation to provide support and guidance to integration programs in addition to specific care ;
. improving the qualification of teachers in elementary education for that clientele ;
. expansion of the offer of training courses / specialization by normal universities and
Despite the growth of matriculas, the deficit is very large and is an immense challenge for teaching systems, as various actions must be carried out at the same time. Among them, the awareness of the other pupils and the community in general for integration, curriculum adaptations, qualification of teachers for regular schools and the specialisation of teachers for the service in the new special schools, production of textbooks and teaching materials suitable for the different needs, adaptation of schools so that special students can transition, adapted school transport provision, etc.
But the major breakthrough that the decade of education should produce will be the construction of an inclusive school, which guarantees the service to human diversity.
8.2Guidelines
Special education is intended for people with special needs in the field of learning, originated or from physical, sensory, mental or multiple impairment, whether of characteristics such as high skills, overendowment or talents.
The integration of these people into the regular education system is a constitutional guideline (art. 208, Ill), having been part of government policy for at least a decade. But despite that relatively long period, such a guideline has not yet produced the necessary change in school reality, of luck that all children, young people and adults with special needs are met in regular schools, whenever it is recommended by the assessment of your personal conditions. An explicit and vigorous policy of access to education, the responsibility of the Union, the States and the Federal District and the Municipalities, is a condition for special persons to be assured their rights to education. Such a policy covers: the social scope, the recognition of children, young people and special adults as citizens and their right to be integrated into society as fully as possible ; and the educational scope, in both the administrative (suitability of the school space, its equipment and pedagogical materials), how much in the qualification of the teachers and other professionals involved. Theschool environment as a whole should be sensitized to a perfect integration. It is proposed to be an integrative, inclusive school, open to the diversity of pupils, in what community participation is essential factor. As for special schools, the policy of inclusion reorients them to provide support for integration programs.
Special education, as a modality of school education, will have to be promoted systematically at the different levels of teaching. The guarantee of vacancies in regular education for the various grades and types of disability is an important measure.
Among other characteristics of this policy, flexibility and diversity are important, whether because the spectrum of the special needs is varied, either because the realities are quite diverse in the Country.
The Union has an essential and irreplaceable role in the planning and direction of listening expansion,a occasion that regional inequalities in educational provision attest to a huge disparity in the possibilities of access to the school by that special population. The Union's support is more urgent it will be more necessary where the biggest fulfillment deficits are checked.
The earlier the educational intervention becomes, the more effective it will become in the course of the years, producing effects deeper on the development of children. Therefore, the fulfillment should begin early, including as a preventive form. On the assumption that care is not possible during child education, there is a need to detect the shortcomings, chorus the visuals and audiences, which can hamper school learning, when the child joins in elementary school. There are simple tests, which can be applied by teachers, for the identification of these problems and their proper treatment. In relation to children with high abilities (superendowed or gifted), identification will take into account the socio-economic and cultural context and will be done by means of systematic observation of the student's behavior and performance, with views to check the intensity, frequency, and consistency of the traits, throughout its development.
Considering the issues involved in the development and learning of children, young people and adults with needs specials, the articulation and cooperation between the education, health and care sectors is key and potentializes the action of each of them. As is known, the service is not limited to the educational area, streets involves specialists mainly from the area of health and psychology and depends on the collaboration of different organs of the Public Power, in particular those linked to health, assistance and social promotion, including in terms of resources. It is rational measure to avoid duplication of resources through the articulation of those sectors from the phase of diagnosis of sensory deficits to specific therapies. For the low-income population, there is still a need to broaden, with the collaboration of the Ministries of Health and Social Welfare, official bodies and non-governmental welfare entities, the current programs for offering ortheses and prostheses of different types. The Minimum Income Program Associated with Public-educational Actions (Law n.9.533/97) extended to that clientele, can be an important means of ensuring you access and frequency to school.
The training of human resources with the ability to offer the attention to special educands in the creches, preschools ; children's education centres, regular elementary, middle and higher education schools, as well as in specialized institutions and other institutions is a priority for the National Plan of Education. There is no way to havean effective regular school as to the development and learning of special educands without their teachers, too much technical, administrative and auxiliary staff to be prepared to adequately serve them. The special classes, located in the "regular" schools, aimed at partially integrated pupils, need to rely on specialist teachers and appropriate teaching material.
Special schools should be emphasized when the needs of the students thus indicate it. When such an institution cannot be set up in the smaller and poorer Municipalities, it is recommended to celebrate intermunicipal arrangements and with non-governmental organizations, to ensure customer service.
Certain organizations of civil society, of philanthropic nature, which involve the parents of special children, have, historically, been an example of commitment and efficiency in the educational care of that clientele, notably in the stage of child education. Far from diminishing the responsibility of the Public Power to with special education, government support for such organizations is aimed at both the continuity of their collaboration and the greater efficiency by counting on the participation of the parents in that task. It is therefore justified by the government's support for these institutions as partners in the educational process of educands with special needs.
A determined effort by the educational authorities to value students' stay in the classes is said to be regular, eliminating the harmful forwarding practice for special classes of those who present common learning difficulties, attention or discipline dispersion problems. To these should be given greater pedagogical support in their own classes, and not to separate them as if they needed special care.
Considering that the special student may also be from the regular school, resources should also be provided for in the fundamental education. In the meantime, in view of the specifics of this education modality and the need to promote the extension of care, it is recommended to reserve you a share equivalent to 5 or 6% of the resources linked to the maintenance and development of the teaching.
8.3 Goals and Metas8
_____________________________
8 (*) the initiative for fulfillment of this Goal / Goal depends on the Union initiative ;
(**) is required for collaboration of the Union.
1. Organize, in all Municipalities and in partnership with the areas of health and assistance, programs aimed at broadening the offer of early stimulation (appropriate educational interaction) for children with special educational needs, in institutions specialized or regular children's education, especially creches.**
2. Generalize, in five years, as part of the in-service training programs, the provision of courses on basic care to special education, for teachers in exercise in child education and in fundamental education, using TV inclusive School and other distance education programs.
3. Ensure generalization, in five years, of the application of visual and auditory acuity tests in all children's education and fundamental education institutions, in partnership with the area of health, so as to detect problems and offer support suitable to special children
4. In the first five years of this plan, resize as per the needs of the clientele by incrementing, if necessary, special classes, resource rooms and other recommended pedagogical alternatives in order to favor and support the integration of educands with special needs into common classes, providing them with the additional support they need.
5. Generalize, in ten years, the care of pupils with special needs in child education and in fundamental education, including through consortia between Municipalities, when necessary, by providing in these cases the school transport.
6. Deploy, in up to four years, in each unit of the Federation, in partnership with the areas of health, social assistance, work and with civil society organizations, at least one specialized center, intended for the care of people with severe difficulty of development **
7. Magnify, by the end of the decade, the number of these centers, of luck that the different regions of each state count on their services.
8. Make available, within five years, spoken textbooks, in braille and in enlarged characters, for all blind students and for the sub-normal vision of fundamental teaching.**
9. Establish, in five years, in partnership with the areas of social assistance and culture and with non-governmental organizations, municipal or intermunicipal networks to make available to the blind students and to those of sub-normal literature books spoken, in braille and in magnified characters.
10. Establish programmes to equip, in five years, the basic education schools and, in ten years, those of higher education that meet deaf and sub-normal education, with sound amplification apparatus and other equipment that facilitate the learning, attending, as a matter of priority, special classes and resource rooms.**
11. Deploy, in five years, and generalize in ten years, the teaching of the Brazilian Language of Signal for deaf students and, where possible, for their relatives and for school unit staff, by means of a monitor training programme, in partnership with non-governmental organizations.**
12. In coherence with targets No. 2, 3 and 4, of child education and targets # 4.d, 5 and 6, from elementary education:
a) establish, in the first year of the duration of this plan, the minimum standards for infrastructure of schools for the receipt of the special students ; * *
b) from the duration of the new standards, only authorize the construction of school buildings, public or private, in compliance with the already defined infrastructure requirements for special students' care ;
c) adapt, in five years, existing school buildings, according to those standards.
13. Define, in conjunction with the entities in the area, in the first two years of this plan, basic quality indicators for the operation of special, public and private education institutions, and progressively generalize their observance. **
14. Broaden the supply and use of computer equipment as support for learning from educating with special needs, including through partnering with civil society organizations aimed at this type of care.**
15. Ensure, during the decade, school transportation with the necessary adaptations to students presenting difficulty of locomotion.**
16. Ensure inclusion, in the pedagogical project of school units, of the care for the special educational needs of their students by defining the resources available and offering in-service training to teachers in exercise.
17. Articulate special education actions and establish mechanisms of cooperation with education policy for work, in partnership with governmental and non-governmental organizations, for the development of qualification programmes professional for special students, promoting their placement in the labour market. Define conditions for terminality for educands that cannot reach ulterior levels of teaching.**
18. Establish cooperation with the areas of health, foresight and social assistance to, within ten years, make available ortheses and prosthetics for all educands with disabilities as well as specialist health care when it is case.
19. Include in teacher training curricula, at the middle and upper levels, content and specific disciplines for empowering special students' care.**
20. Add or extend, especially in public universities, specific habilitation, at undergraduate and graduate levels, to train specialized personnel in special education, ensuring, in five years, at least onecourse of this kind in each unit of Federation.**
21. To introduce, within three years of the duration of this plan, disciplinary content regarding educands with special needs in the courses that form professionals in areas relevant to the care of these needs, such as Medicine, Nursing and Architecture, among others.**
22. To encourage, during the decade, the conduct of studies and research, especially by higher education institutions, on the diverse areas related to pupils presenting special needs for learning.**
23. Increase resources earmarked for special education in order to reach, in ten years, the minimum equivalent of 5% of the resources linked to the maintenance and development of teaching, counting, for so much, with partnerships with health areas, assistance social, work and foresight, in the actions referred to in targets No. 6, 9,11,14,17 and 18.**
24. Within three years of the duration of this plan, organize and put into operation in all education systems a sector responsible for special education, as well as the administration of the specific budget resources for the service of this modality, which can act in partnership with the health, social assistance, work and foresight sectors and with civil society organizations.
25. Establish a comprehensive and reliable information system on the population to be met by special education, to be collected by the educational census and population censuses.*
26. Gradually deploy, starting from the first year of this plan, students' care programs with high skills in the artistic, intellectual, or psychomotor areas.
27. Ensure the continuity of technical and financial support for private non-profit institutions with exclusive acting in special education, which carry out quality care, attested in evaluation conducted by the respective education system.
28. Observe, with regard to this teaching modality, the relevant targets set out in the chapters regarding levels of education, teacher training and financing and management.
9. INDIAN EDUCATION
9.1Diagnosis
In Brazil, since the sixteenth century, the offer of school education programs to Indigenous communities has been pauped by the catechization, civilization and forced integration of Indians to national society From the Jesuit missionaries to the positivists of the Protection Service to Indians, from Catholic teaching to bilingual teaching, the tonic was one: to deny the difference, to assimilate the Indians, to make them turn into something different than they were. In that process, the institution of the school between indigenous groups served as an instrument of imposition of alheios and negation of differentiated identities and cultures.
Only in recent years has that framework begun to change. Organized civil society groups have gone on to work together with Indigenous communities, seeking alternatives to the submission of these groups, such as ensuring their territories and less violent forms of relationship and coexistence between these populations and other segments of the national society. The school between Indigenous groups has then gained new meaning and a new sense, as a means to ensure access to general knowledge without needing to deny the cultural specificities and identity of those groups. Different experiences have emerged in several regions ofBrazil, building up specific educational projects to the socio-cultural and historical reality of certain indigenous groups, practicing interculturality and bilingüisrno and adewheel to your project of future.
The abandonment of the prediction of physical disappearance of the Indians and the integrationist stance that sought to assimilate Indians to the national community, because it understood them as a transient ethnic and social category and faded to extinction, is integrated into the changes and innovations guaranteed by the current constitutional text and is grounded in the recognition of extraordinary capacity of survival and even of demographic recovery, as is occurring today, after centuries of genocidal practices. The most recent surveys indicate that there are today between 280,000 and 329,000 Indians on indigenous lands, constituting about 210 distinct groups. There is no information on the urbanized Indians, and many of them preserve their languages and traditions.
The reduced size of the indigenous population, their dispersion and heterogeneity take particularly difficult implementation of an appropriate educational policy. Therefore, it is of particular importance that the Federal Constitution has secured the right of indigenous societies to a differentiated, specific, intercultural and bilingual school education, which has been regulated in several texts legal. Only in this way can you ensure not only your physical but also ethnic survival, rescuing the social debt that Brazil has accumulated in relation to the original inhabitants of the territory.
In which the good will of sectors of government bodies, the general framework of Indigenous school education in Brazil, permeated by fragmented and discontinuous experiences, is regionally unequal and disjointed. There is still much to be done and built in the sense of the universalisation of the provision of quality school education for Indigenous peoples, which will come to the meeting of their projects of future, of autonomy and to ensure their inclusion in the universe of the government programs that seek the satisfaction of basic learning needs, under the World Declaration on Education for All.
The transfer of responsibility for Indigenous education from the Indian National Foundation to the Ministry of Education did not only represent a change of the federal organ manager of the process. It also represented a change in terms of execution: if earlier Indigenous schools were held by FUNAI (or by state and municipal secretaries of education, through arrangements made with the official Indian body), it is now up to the States take on such a task. The stadualization of Indigenous schools and, in some cases, their municipalization took place without the creation of mechanisms that ensured a certain uniformity of actions that would ensure the specificity of these schools. The stadualization thus conducted did not represent a process of instituting partnerships between government bodies and civil society entities or organizations, sharing a same conception on the educational process to be offered for the indigenous communities, but rather a simple transfer of assignments and responsibilities. With the transfer of responsibilities from FUNAI to the MEC, and from this to state education secretaries, a situation of acefalia has been created in the process of global management of educational assistance to indigenous peoples.
There is, today, no clear distribution of responsibilities between the Union, the States and the Municipalities, which makes it difficult to implementation of a national policy that ensures the specificity of the intercultural and bilingual education model to Indigenous communities.
There is also the need to legally regularise Indigenous schools, contemplating the successful experiences in course and reorienting others to draw up regiments, calendars, curricula, teaching materials-pedagogical materials and programmatic content adapted to the ethnic-cultural particularities and linguistics of each indigenous people.
9.2Guidelines
The Federal Constitution secures to indigenous communities the use of their mother tongues and processes of their own learning.
The coordination of Indigenous education school actions is, today, under the responsibility of the Ministry of Education, to the States and Municipalities, their implementation.
The proposal for a differentiated, quality Indian school represents a great novelty in the education system of the Country and requires of the institutions and bodies responsible for defining new dynamics, conceptions and mechanisms, both for these schools to be in fact incorporated and benefited by their inclusion in the official system, as well as for them to be respected in their particularities.
Bilingual education, suitable for the cultural peculiarities of the different groups, is better served through indian teachers. One must recognize that the initial and continued formation of the Indians themselves, while teachers in their communities, must occur in service and concomitantly to their own schooling. The training that is contemplated should empower teachers for the elaboration of specific curricula and programmes for Indigenous schools ; bilingual education, with regard to the methodology and teaching of second languages and the establishment and use of an orthographic system of mother tongues ; conducting research of anthropological character aiming at the systematization and incorporation of traditional knowledge and knowledge of Indigenous societies and the elaboration of teaching-pedagogical materials, bilingual or not, for use in the schools installed in their communities.
9.3 Goals and Metas9
1. Assign states to legal responsibility for Indigenous education either directly or through delegation of responsibilities to their Municipalities under the general coordination and with the financial support of the Ministry of Education.**
2. We immediately universalize the adoption of the guidelines for the national Indigenous school education policy and the curriculum parameters set by the National Board of Education and the Ministry of Education.**
3. Universalize, in ten years, the offer to indigenous communities of educational programs equivalent to the first four series of fundamental education, respecting their ways of life, their worldviews and the specific sociolingistic situations by they experienced.**
4. Gradually extend the education offer from 5a to 8a series to the indigenous population, either in the Indigenous school itself, or by integrating students into common classes in nearby schools, while offering them the additional fulfillment required for their adaptation in order to ensure access to full fundamental teaching.**
5. Strengthen and ensure consolidation, improvement and recognition of building experiences of a differentiated and quality education currently under way in Indigenous areas.**
6. Create, within a year, the official category of "Indigenous school" so that the specificity of the intercultural and bilingual education model is ensured.**
_____________________________UNK
9 (*) the initiative for fulfillment of this Goal / Goal depends on the Union initiative ;
(**) is required for collaboration of the Union.
7. Proceed, within two years, to the official recognition and legal regularization of all educational establishments located within the indigenous lands and in other areas as well as the constitution of a national school cadaster indigenous.**
8. Ensuring the autonomy of Indigenous schools, both with regard to the pedagogical project and the use of public financial resources for the maintenance of the school daily, ensuring the full participation of each Indigenous community in the decisions concerning the operation of the school.
9. Establish, within a year, more flexible minimum standards of educational infrastructure for such establishments, which ensure adaptation to the climatic conditions of the region and, where possible, the group's own building techniques, of arrangement with the social use and conceptions of the own space of each indigenous community, in addition to sanitary and hygiene conditions.**
10. Establish a national programme of collaboration between the Union and States to, within five years, equip Indigenous schools with basic teaching-pedagogical equipment, including libraries, videoter and other supporting materials.**
11. Adapt programs of the Ministry of Education Aid to the development of education, already existing such as school transport, textbook, school library, school commendation ; TV school, in order to contemplate the specificity of Indigenous education, either in terms of the school contingent, whether on its objectives and needs, ensuring the provision of these benefits to schools.**
12. Strengthen and broaden existing funding lines in the Ministry of Education for implementation of Indigenous school education programs, to be implemented by state or municipal education secretaries, support organizations for the Indians, universities and organizations or indigenous associations.*
13. Create, both in the Ministry of Education and in the educational state bodies, programmes aimed at the production and publication of specific teaching and pedagogical materials for indigenous groups, including books, videos, dictionaries and others, drawn up by indigenous teachers together with their students and aides.**
14. To deploy, within a year, national curricular guidelines and curriculum parameters and to universalize, in five years, the application by Indigenous schools in formulating their pedagogical project.*
15. Instituting and regulating, in state educational systems, the professionalization and public recognition of Indigenous magisation, with the creation of the category of Indigenous teachers as a specific career of the magister, with proof contest and securities suitable for the linguistic and cultural particularities of Indigenous societies, guaranteeing these teachers the same rights awarded to the rest of the same education system, with levels of remuneration corresponding to their level of professional qualification.
16. Establish and ensurethe quality of continuous programmes of systematic training of Indigenous professorship, especially with regard to knowledge concerning teaching-learning processes, literacy, collective knowledge building in the school and the valorisation of the cultural heritage of the serviced population.**
17. Formulate, in two years, a plan for the implementation of special programmes for the training of indigenous teachers at the top level, through the collaboration of universities and institutions of equivalent level.
18. Create, structure and strengthen, within the maximum period of two years, in the state secretaries of education, sectors responsible for Indigenous education, with the incumbency to promote it, accompany it and manage it.
19. To deploy, within a year, professional education courses, especially in the agrarian regions, aiming at self-sustaining and the use of land in a balanced manner.
20. To promote, with the collaboration between the Union, the States and Municipalities and in partnership with higher education institutions, the production of education teacher training programmes at a fundamental and medium level.**
21. Promote the correct and broad information of the Brazilian population in general, on indigenous societies and cultures, as a means of countering unknowable, intolerance and prejudice towards these populations.
IV-MAGISTER OF BASIC EDUCATION
10. TRAINING OF TEACHERS AND APPRECIATION OF THE MAGISTER
10.1Diagnosis
The improvement of the quality of teaching, which is one of the central goals of the National Education Plan, can only be achieved if it is promoted, to the same tampo, the valorisation of the magister. Without this, any efforts to achieve the targets set out in each of the levels and modalities of the teaching stay counter-free. Such valuation can only be obtained by means of a global policy of magisation, which implies, simultaneously,
. the initial professional training ;
. the conditions of work, salary and career ;
. the continuing formation.
The concurrency of these three conditions, more than a logical conclusion, is a lesson drawn from the practice. Efforts by educational systems and, specifically, institutions to qualify and train teachers have become ineffective in producing the improvement of teaching quality by initial training because many teachers if encounter with a often dispiriting reality. Year after year, large number of teachers abandon the magister due to low wages and working conditions in schools. Forming more and better the professionals of the magister is just a part of the task. You need to create conditions that maintain the initial enthusiasm, dedication and confidence in the results of pedagogical work. It takes teachers to be able to glimpse prospects for professional growth and continuity of their training process. If, on one side, training itself needs to be rethought, in view of the present challenges and new demands in the field of education, which requires increasingly qualified and permanently updated professionals, from child education to the higher education (and this is not a merely technical issue of offering more initial training courses and qualification courses in service) on the other hand it is critical to maintain in the education network and with prospects for improvement constant the good professionals of the magister. Worthy pay and a career of magisation enter, here, as essential Performance evaluation also has importance, in that context.
In coherence with this diagnosis, the National Plan of Education sets guidelines and targets regarding improvement of the schools, whether with regard to physical spaces, infrastructure, educational and support tools and materials, technological means, etc., or with regard to the formulation of the pedagogical proposals, the participation of the professionals of the education in the elaboration of the school's pedagogical project and school boards, or, yet, on the formulation of the career and remuneration plans of the magister and administrative staff and support staff.
Teacher functions in basic education, in all modalities of teaching, pass from 2 million. The number of teachers is smaller, considering that the same lecturer may be acting at more than one level and / or teaching modality and in more than one establishment, in which case it is counted more than once. The faculty functions are thus distributed, according to the 1998 data (MEC/INEP/SEEC):
Child Education: 219,593
literacy classes: 46,126
Fundamental teaching: 1,439,064
High School: 365,874
Special education: 37,356
Education of young people and adults: 103,051
The analysis of the distribution of the teaching functions by level of training and school levels in which they act can only be made about the 1996 data, the latest published by the MEC/INEP/SEEC, as seen below:
Table 19-Docent functions-national distribution by level of training and
school levels in which they are acting-1998
| Level of Total Training functions |
Levels and modalities of acting | ||||||
|
Pré-Esc and Alphabetiz. |
1ª to 4ª series |
5ª to 8ª series |
high school |
special education |
young people and adults | ||
|
Ens. Fund. Incompl. |
65,968 |
20,581 |
44,335 |
712 |
18 |
322 |
567 |
|
Ens. Fund. Complete |
80,119 |
22,043 |
50,641 |
5,913 |
675 |
847 |
1,462 |
|
Ens. Full Medium |
916,791 |
174,948 |
531,256 |
153,258 |
38,250 |
19,079 |
32,150 |
|
Ens. Sup. Complete |
1,066,396 |
48,147 |
172,715 |
501,625 |
326,801 |
17,108 |
68,872 |
|
Total |
2,129,274 |
265,719 |
798,947 |
661,508 |
365,744 |
37,356 |
103,051 |
Source: MEC/INEP: Statistical Sinopse 1996. Note: The same lecturer can act on more than one level / modality of teaching and in more than one establishment.
If a teaching function corresponds to a teacher, it would deprefer from that Table the following need for skill:
For children's education: 29,458 teachers who act in preschool need to do the mid-level course, normal modality, to achieve the minimum allowable qualification. As for those in daycare, there is no data. An urgent lift ifmakes it necessary, to size the demand and to define the required strategy and resources.
As for literacy classes: how it will be undone, as per the guidelines and goals of this plan, it is not about of qualifying teachers to remain in them, but to act in elementary education. It is 13,166 teachers who have only elementary education training and should curate at least high school, normal modality.
For the 4 first series of elementary education: 94,976 need to get high level diploma, modality normal. Considering the large increase in the number of enrollees at that level of education, between 1996 and 1999, it is supposed that the amount of teachers in that situation is far higher, mainly if there were admissions without the minimum required qualification.
For 4latest series of teachingfundamental: 159,883lack level training superior, with full graduation.
For teachingmedium: 44,486 need higher education. It comes to the number of 58,000, in 1997, by calculating from the available data on the percent of those acting at that level with superior course.
The skill needs for special education and for the education ofyoung and adult are smallas far as the training level is concerned as, in both modalities, 97% of teachers have average or higher level. The main question, in these two cases, is the qualification for the specificity of the task.
This requirement, incidentally, applies also in training for the magister in child education, in the initial and final of fundamental education and high school. The psychological, social and physical characteristics of the different age ranges carry diverse modes of incarnating the objects of knowledge and learning. Hence it is not enough to be formed at a certain level of teaching ; you need to acquire the knowledge of the specificity of the process of building knowledge in each of those circumstances and age ranges.
It is critical that data on qualification needs are disaggregated by state, which should be done in the state plans, in order to sift the effort that in each of them should be made to achieve. the minimum level of training required.
The above data points only to the current need, that is, for the Brazilian mystery that is acting on the education systems posits the minimum training level established by law. Considering that this plan sets targets for expansion and improving the quality of teaching, the training needs will grow in the same proportion of those targets.
In the field of remuneration, the Maintenance and Development Fund of the Fundamental Education and Valorization of the Magistrate ismaking an extraordinary change in those states and Municipalities where the professor received very low wages, lower than the minimum wage. They must be applied, compulsorily, at least 60% of FUNDEF's resources in the remuneration of the magisterial staff in effective exercise of their activities in public fundamental education (Law 9.429/96, art. 7º). In the states and Municipalities where the salary was already higher than that made possible by FUNDEF, there has been no improvement for teachers, before, additional difficulties for certain Municipalities to maintain the previous standard of remuneration. The FUNDEF evaluation has been pointing out the flaws and suggesting revisions with a view to solving the problems that have been going on. In some places, children's education teachers, young people and adults and high school, have been harmed. If the 10% of the minimums constitutionally linked to the maintenance and development of teaching not posts at FUNDEF are effectively intended, in the Municipalities, to child education and, in the states, to high school, problems will be in part minimized.
In compliance with Law 9.424/96, the magisation's career plans are being drawn up or reformulated. Dealing with an ongoing process, this plan reinforces the purpose through specific targets, in the expectation that this will constitute an important step and instrument in the valorisation of the magister.
10.2Guidelines
The qualification of the teaching staff presents itself today as one of the biggest challenges for the National Plan of Education, and the Public power needs to dedicate itself, as a matter of priority to solving this problem. The implementation of public policies of initial and continued training of education professionals is a condition and a means for scientific and technological advancement in our society and therefore for the development of the Country, once the production of knowledge and the creation of new technologies depend on the level and quality of the training of people.
The improvement in the quality of teaching, indispensable to assure the Brazilian population full access to citizenship and the insertion in the productive activities that allows for the constant elevation of the standard of living, constitutes a commitment of the Nation. This commitment, however, cannot be met without the valorisation of the mystery, as the lecturers exercise a decisive role in the educational process.
The valorisation of the magister implies at least the following requirements:
* a professional training that ensures the development of the person of the educator as a citizen and professional, the mastery of the knowledge object of work with students and teaching methods that promote learning ;
* a continued education system that allows the teacher a steady growth of their domain over culture letrated, within a critical view and from the perspective of a new humanism ;
* work journey organized according to the students' journey, concentrated in a single educational establishment and that includes the time required for the activities complementary to the work in classroom ;
* decent, competitive salary, in the labor market, with other occupations that require equivalent level of training ;
* social and political commitment of the magister.
The first four need to be met by the education systems. The fifth depends on the teachers themselves: the commitment to learners' learning, the respect to which they are entitled as citizens in training, interest in work and participation in teamwork, in school. Thus, the valorisation of the magister depends, on the side of the Public Power, on the guarantee of proper conditions of training, work and pay and, by the professionals of the magister, of the good performance in the activity. In this way, there is to be provision in career admission systems, promotion and periodic apartments for studies that take into account the continuing working and training conditions and the evaluation of the teachers' performance.
In the initial formation you need to overcome the historical dichotomy between theory and practice and the divorce between training pedagogical and training in the field of specific knowledge that will be worked on in the classroom.
The continued training assumes particular importance, as a result of scientific and technological advancement and of demand for a level of knowledge always broader and deeper in modern society. This Plan, therefore, should give special attention to the continuing training (in service) of the education professionals.
As for remuneration, it is indispensable that higher levels correspond to higher demands for qualification professional and performance.
This plan sets out the following guidelines for the training of education professionals and their valuation:
The training courses should comply, in any of their levels and modalities, to the following principles:
a) solid theoretical training in the specific content to be taught in basic Education, as well as in content specifically pedagogical ;
b) broad cultural formation ;
c) faculty activity as a formative focus ;
d) contact with school reality from the beginning to the end of the course, integrating the
theory to pedagogical practice ;
e) research as a formative principle ;
f) domain of new communication and information technologies and capacity
to integrate them into the practice of the magister ;
g) analysis of the current themes of society, culture, and economics ;
h) Inclusion of the issues concerning the education of pupils with special needs and gender and ethnicity issues in the training programmes ;
i) interdisciplinary collective work ;
j) vivence, during the course, of forms of democratic management of teaching ;
k) development of the social and political commitment of the magister ; and
l) knowledge and application of national curricular guidelines of the levels and modalities of basic education
The initial training of basic education professionals should be primarily responsible for the institutions of higher education, in the terms of art. 62 of LDB, where the functions of research, teaching and extension and the relationship between theory and practice can guarantee the level of social, political and pedagogical quality that you consider necessary. Middle-level training institutions (Normal modality), which offer the training admitted for acting in children's education and in the first four series of elementary education form the professionals.
The continuing education of the magister is an essential part of the strategy of permanent improvement of the quality of education, and will target the opening of new horizons in professional acting. When done in the distance education modality, its realization will always include a presential part, consisting, among other forms, of collective meetings, organized from the needs expressed by the teachers. Such training will be aimed at reflection on educational practice and the search for its technical, ethical and political improvement.
The continuing training of public education professionals should be guaranteed by state and municipal secretaries of education, whose acting will include the coordination, funding and maintenance of the programs as permanent action and the pursuit of partnership with universities and higher education institutions. That relative to teachers who act in the private sphere will be the responsibility of the respective Institutions.
School education does not reduce to the classroom and it is made possible by the articulated action between all educational actors- docents, technicians, administrative and support staff who act in school. For this reason, the training of professionals for the technical and administrative areas should smear to offer the same quality of the courses for the magister.
The fundamental education in Indigenous communities, according to the constitutional precept, should be offered in their own mother tongues and own learning processes, for what will be necessary to train teachers from these same communities.
10.3 Goals and Metas10
1. Ensure the deployment, already from the first year of this plan, of the career plans for the magisterisation, drawn up and approved according to the determinations of Law No. 9.424/ 96 and the creation of new plans, in the event that the former have not yet been reshaped under that law. Also ensure the new levels of remuneration in all educational systems, with own wage floor, in accordance with the guidelines set by the National Board of Education, ensuring promotion on merit.**
_____________________________
10 (*) the initiative for fulfillment of this Goal / Goal depends on the initiative of the union ;
(**) is required for collaboration of the Union.
2. Gradually implement a full-time job journey, when convenient, abiding in a single school establishment.
3. Target between 20 and 25% of the teachers' hourly burden for preparation of lessons, evaluations and pedagogical meetings.
4. (VETADO)
5. Identify and map, starting from the first year of this plan, the teachers in exercise throughout the national territory, who do not have at least the average level habilitation for the magister so as to draw up, in two years, the diagnosis of the driving demand from lay teachers and organizing, in all education systems, teacher training programs, enabling them the training required by the Law of Guidelines and Bases of National Education, in their art. 87.
6. In Municipalities where the need for new teachers is high and it is large the number of lay teachers, identify and map, already in the first year of this PNE, holders of graduation and middle level habilitation diplomas for the magister, who find themselves outside the education system, with views of their possible exploitation.
7. From it gives entry into force of this PNE, only to admit teachers and other education professionals who possess the minimum qualifications required in art. 62 of the Law on Guidelines and Bases of Education.
8. Establish, within a year, guidelines and curricular parameters for the higher courses of teacher training and education professionals for the different levels and modalities of teaching.
9. Define guidelines and establish national standards to guide the accreditation processes of the formative institutions, as well as certification, the development of professional skills, and the evaluation of the initial and continued training of the teachers.
10. Where there are still no conditions for higher level training of all professionals required for the fulfillment of the needs of teaching, establish medium-level courses, in specific institutions, which observe the defined principles in guideline No. 1 and prepare qualified personnel for child education, for the education of young people and adults and for the initial grades of elementary education, predicting the continuity of studies of these professionals at the top level.**
11. In the contests of evidence and titles for proofing of teacher positions for Indigenous education, include requirements regarding cultural particularities, especially linguistics, of indigenous groups.**
12. To extend, from the collaboration of the Union, States and Municipalities, the training programmes in service that will ensure all teachers the possibility of acquiring the minimum qualification required by the Law of Guidelines and Bases of Education National, observing the guidelines and the curricular parameters.**
13. Develop distance education programs that can be used also in modular semi-presential courses in order to make it possible to meet the previous target.**
14. Generalization, in public higher education institutions, regular evening courses and full-degree modular courses that facilitate the access of the teaching staff to training at that level of teaching.**
15. Encouraging universities and other educational institutions to offer within states, teacher training courses, in the same pattern of the courses offered at the headquarters, so as to meet local and regional demand for professionals from the Graduate School graduates at the top level. **
16. Promote, in the upper-level public institutions, the offer, at the head office or outside of it, of specialization courses aimed at training staff for the different areas of teaching and, in particular, for special education, school management, the training of young people and adults and child education.**
17. Ensure that, within 5 years, all teachers in exercise in child education and in the first four series of elementary education, including in the special education and youth and adult modalities, possess, at the very least, level habilitation medium (normal modality), specific and appropriate to the characteristics and learning needs of students.
18. To ensure, by means of a joint programme of the Union, States and Municipalities, that within ten years 70% of teachers of child education and elementary education (in all modalities) possess specific higher level training, of full graduation in qualified institutions.**
19. Ensure that, within ten years, all high school teachers possess top-level specific training, obtained in full degree course in the areas of knowledge in which they act.
20. Include in any professional, middle and upper level training courses, knowledge about education of people with special needs, in the perspective of social integration.
21. Include, in the curricula and programmes of the courses deformation of education practitioners, specific themes of history, culture, knowledge, artistic and religious manifestations of the African-Brazilian segment, Indigenous societies, and the rural workers and their contribution to
22. Ensure, already in the first year of the duration of this plan, that state and municipal educational systems maintain continuing educational educational education programmes, relying on the partnership of higher education institutions based on the respective geographic areas.
23. Extend the offer of master's and doctoral courses in the educational area and develop research in this field.**
24. Develop graduate programs and research in education as an irradiator center of vocational training in education, for all levels and modalities of teaching.
25. Identify and map, in education systems, the initial and continued training needs of technical and administrative staff, by elaborating and commencing implementation, within three years of the duration of this PNE, of programmes of training.
26. Create, within two years, mid-level professional courses aimed at the training of support staff for the areas of school administration, multimeans and maintenance of school infrastructure, including for school food and, the medium term, for other areas that reality demonstrate is necessary.
27. To promote, in joint action by the Union, States and Municipalities, the periodic evaluation of the quality of teacher acting, based on the guidelines of which it treats kills No. 8, as subsidy to the definition of needs and characteristics of the courses of further training.
28. Observe, the targets set out in the other chapters concerning the teacher training and valorisation of the magister.
V-FINANCING AND MANAGEMENT
11.1Diagnosis
The setting of a target plan requires a definition of costs as well as the identification of the resources currently available and strategies for their magnification, whether by means of a Maisefficient management, whether by creating new sources, from the realization of the need for greater investment. The constitutionally linked percentage of the maintenance and development of teaching should represent the starting point for the formulation and implementation of educational goals. It takes, however, to undo some mistakes. There is a misguided picture that this source represents elevated value. The linking is carried out in relation to the revenue resulting from taxes, and not to the totality of the budget resources. Tax resources do not constitute even the totality of the tax resources (which include fees and improvement contributions). The tax is kind of the tax genre. The Union's fiscal 1998 budget, for example amounted to 325.6 billion, being the budget of the social follower of the order of 105 billion. Revenue linked to the maintenance and development of teaching, at the federal level, has not reached 4 billion, value that does not even cover spending on higher education institutions (Table 20).
Table 20-Ministry of Education-Expense by Source (R$ millions)
| Font |
1995 |
% |
1996 |
% |
1997 |
% |
1998 |
% |
1999 |
% |
|
Common features |
0 |
0 |
0 |
0 |
977 |
10.1 |
478 |
4.4 |
1,138 |
10.26 |
|
Maintenance and development of the Teaching-art 212, CF | 3,489 |
38.5 |
4,788 |
52.3 |
3,360 |
34.9 |
3,831 |
35.8 |
3,826 |
34.5 |
|
Salary-Education |
370 |
4.1 |
486 |
5.3 |
613 |
6.4 |
619 |
5.7 |
738 |
6.7 |
|
Contrib. Social S/ Profit of People. Legal |
271 |
3.0 |
259 |
2.8 |
39 |
0.4 |
161 |
1.5 |
529 |
4.8 |
|
Contrib. Social p / Social Security |
356 |
3.9 |
787 |
8.6 |
1,099 |
11.4 |
0 |
0 |
694 |
6.3 |
|
Fiscal Stabilization Fund -FEF | 3,388 |
37.4 |
1,632 |
17.8 |
2,440 |
25.3 |
3,733 |
34.7 |
2,152 |
19.4 |
|
Features Directly raised | 575 |
6.3 |
530 |
5.8 |
495 |
5.1 |
518 |
4.8 |
246 |
2.2 |
|
Features of Grants and Permissions | 0 |
0 |
0 |
0 |
0 |
0 |
496 |
4.5 |
0 |
0 |
|
Others |
621 |
6.8 |
671 |
7.4 |
620 |
6.4 |
932 |
13.3 |
1,762 |
15.9 |
|
Total |
9,070 |
100.0 |
9,153 |
100.0 |
9,643 |
100.0 |
10,768 |
100.0 |
11,085 |
100.0 |
Source: SIAFI/PRODASEN-Elaboration ; COFF/CD
1995 a 1998-values liquidated
1999-Budget Law
Given the federative nature of the Brazilian state, the Constitution defined a division of responsibilities among the Union the States and Municipalities, further establishing the organization of the systems of education in collaboration arrangements. The Tables 21 and 22 show the portrayal of spending on education, summed up all administrative spheres.
Table 21-Direct Gastos with Education of Public Administrations-1997
| Nature of Expense |
Sphere of government Union States Municipalities | All spheres-Consolidated | ||
|
Personal and Social Enpositions | 4,027,842,317 |
12,275,243,303 |
7,214,711,927 |
23,517,797,547 |
|
Assistance and Welfare Transfer | 2,413,067,152 |
2,983,201,731 |
913,985,248 |
6,310,254,129 |
|
Other current expenses | 2,430,273,641 |
3,067,446,542 |
3,119,763,513 |
8,617,483,696 |
|
Investments |
603,634,891 |
917,226,164 |
717,058,074 |
2,237,919,129 |
|
Financial inversions |
152,685,812 |
12,132,874 |
2,955,326 |
167,774,012 |
|
Total |
9,627,503,814 |
19,256,250,613 |
11,968,474,085 |
40,851,228,512 |
Source: FECAMP-in historical values
Table 22-Gastos With Education-Fedative Spheres-1997
| Federative Ente |
% |
|
UNION |
23.6 |
|
ESTED |
47.1 |
|
MUNICIPALITIES |
29.3 |
Source: Fecamp
In 1995, prior to the passage of Constitutional Amendment No 14, there were serious distortions. For example, in the Maranhão, in the reduced state network, the average spending per student was 343 reais, whereas in municipal networks, responsible .by most enrollments the applied value was no more than 88real. At the opposite end, in São Paulo, where the state arcades with most of the elementary school enrollments, the spend corresponded to 336 reais, while in municipal networks amounted to 1,165 reais. The ensemble of the Municipalities of Maranhão and Alagoas was responsible for two thirds of the matriculas and received only a third of the resources. Thus, two citizens of the same state and of the same level of education were treated in an absolutely distinct manner.
To correct this situation has been designed the Maintenance and Development Fund of Fundamental Education and Valorization of the Magistation, which has gone on to be known as FUNDEF. This is made up of a basket of resources equivalent to 15% of some state taxes (FPE, ICMS, IPI quota -Exp.) and the Municipalities (FPM, ICMS quota, IPI quota -Exp.), in addition to compensation for losses with the unburdening of exports, arising from the Supplementary Act No. 87/96.
The nuclei of FUNDEF's proposal are: the establishment of a minimum value per student to be spent annually (fixed in 315 reais for the years 1998 and 1999) ; the redistribution of the fund's resources, in accordance with the number of enrolment and the sublinking of 60% of its value for the payment of professionals from the magisterium in effective exercise. If the fund, within the framework of a given state does not reach the minimum value, the Union shall effect supplementation. In 1998 this was equivalent to about 435 million (Table 23). For the 1999 a financial year, the Union's complementation is about 610 million (Portaria No. 286 /99-MF).
Table 23-Origin of Fundef Revenue-1998 R $thousand
| Revenue |
Distributed Value |
% |
|
FPM |
1,838,315 |
13.9 |
|
FPE |
1,638,058 |
12.4 |
|
ICMS |
8,759,096 |
66.3 |
|
IPI-Exp. |
237,989 |
1.8 |
|
LC 87/96 |
314,003 |
2.4 |
|
Subtotal |
12,787,461 |
96.8 |
|
Union Supplementation | 434,819 |
3.2 |
|
Total |
13,222,280 |
100.0 |
Source: SIAFI/Tribunal of Union Accounts
In addition to promoting the equesity, FUNDEF was the instrument of a policy that induced several other transformations:
-with the creation of unique and specific accounts and FUNDEF's social monitoring and control advice has given itself more transparency to management. The increased visibility of resources has even enabled the identification of deviations ;
-with the obligation to submit career plans with a demand for habilitation, a process has been due to take career professional ;
-with the sublinking to paying teachers improved wages and were again drawn to career teachers who held other positions in the labour market ;
-the fixing of a objective criterion of the number of enrolments and the accounting nature of the fund allowed to place the resources where students are and eliminate clientelistic practices ;
-considerably decreased the number of literacy classes and students greater than 7 years in preschover, being brought to fundamental education.
In 21 of the 26 states, there has been a net transfer of resources from the state networks to the municipal. The redistributive effect of FUNDEF is undeniable, not least in the Northeast-where municipal networks account for about 50% of the enrollment. As indicated in Table 24, of the 5,506 Brazilian Municipalities, about 39% (2,159) counted with a value per pupil / year below the national minimum value of 315 reais.
Table 24-Effects Finaceiros of FUNDEF, in Municipalities with spend below the minimum value
(R$ 315.00)-1998
| Value per Student / year (R$ 1.00) |
Municipalities |
Alunos/97 |
Value per student / year |
Gross Additional Revenue (R$ Millions) |
Variation | ||||
|
Number |
% |
Number |
% |
Before FUNDEF (A) |
With FUNDEF (B) |
From value per pupil |
% (B / A) | ||
|
Up to 100 |
308 |
5.6 |
1,740,209 |
14.0 |
77.8 |
324.9 |
429.9 |
247.0 |
317 |
|
From 100 a to 150 |
613 |
11.1 |
2,192,551 |
17.6 |
124.2 |
335.4 |
463.1 |
211.2 |
170 |
|
From 150 a to 200 |
474 |
8.6 |
2,006,045 |
16.1 |
178.4 |
437.0 |
518.8 |
258.6 |
145 |
|
From 200 a to 250 |
370 |
6.7 |
1,193,002 |
9.7 |
225.7 |
389.3 |
195.1 |
163.5 |
72 |
|
From 250 a to 315 |
394 |
7.1 |
1,125,758 |
9.0 |
281.3 |
405.7 |
140.0 |
124.3 |
44 |
|
Subtotal |
2,159 |
39.2 |
8,257,565 |
66.4 |
163.7 |
375.2 |
1,746.9 |
211.5 |
129 |
|
Other Municipalities |
3,347 |
60.8 |
4,178,963 |
33.6 | |||||
|
Total |
5,506 |
100.0 |
12,435,528 |
100.0 | |||||
Source: MEC/SEAD-Balance Sheet of the first year of FUNDEF
From this redistribution, FUNDEF has been formed in fundamental instrument to achieve the priority target of the universal. From 1997 to 1998, there was an expressive increase of 6% in enrollments, which grew from 30,535,072 percent, in 1997 to 32,380,024 percent in 1998.
It is certain that some adjustments and enhancements are required, as is provided for in the legislation itself. They highlight the issues of how to secure funding for youth and adult education, child education and high school education. Luckily, any funding policy there is from FUNDEF, including the eventual creation, in the future, of a single fund for all basic education-which cannot be done within the scope of this plan, since it requires amendment in Amendment Constitutional No. 14.
As pointed out Barjas Negri (Financing of Education in Brazil MEC/INEP, 1997), " there is a great deal of controversy over the how much is spent on education in Brazil. From 1966 began the dissemination of information that contained serious methodological error, i.e., including a double counting of spending, without the due deduction of intragovernamental transfers intended for education, from the federal government for the state and municipal governments and state governments for municipal ones. This may have unduly raised the estimate of the percentage of GDP, inflating the UNESCO data " (from 1989, but which found still from the Statistical Annual of 1995).
To overcome this difficulty, Negri sought in creterious study to estimate the potentially available resources, the from the linkings. The problem with this method is that it captures very well what one should spend, but not how much is spent-given that it can only be injured after the consolidation of the balance sheets of all states, Municipalities and the Union. Recently, the Institute for Applied Economic Research-IPEA calculated in 4.2% public spending on education for the year 1995. Negri had arrived, for that exercise, to the number of 4.53% available resources.
Please note that, while working with the execution the IPEA considers the spending of the function education and culture, overestimating, therefore the spending only with education. Recent data from the OECD indicates a public spending on education in Brazil equivalent to 5% of GDP (Table 25).
You should not interpret this data in a static manner, that is, the developed countries that have already made a broad effort in the post-war period stabilized their spending. Another is the situation of Brazil, which has the huge challenges discussed in this plan.
This data was informed to the OECD by the Brazilian government. Departing from this official data, the target set by PL No. 4.173/98, of reaching 6.5% of GDP, including private sector spending (which Negri estimates in 1% of GDP), seems very modest. On the other hand, the target contained in PL No. 4.155/98, to reach only in the public sector the equivalent of 10% of GDP is very high. At current values, each percentage point means about 10 billion reais. This plan proposes that within ten years we reach a public spending equivalent to 7% of GDP, through continuous and progressive increase in all federal spheres. This initial effort is indispensable. For so much is necessary the commitment of the National Congress, and the subnational Legislatures, which will draw up the multi-annual plans and budgets that will be in force in the period. Over time there would be a stabilization at a smaller level, in that it was being eradicated illiteracy, corrected the age-series distortion and perfected management.
Table 25-Public Expenditure in Education, in relation to GDP-1995
| COUNTRY |
% of GDP |
|
North America | |
|
Canada |
5.8 |
|
United States |
5.0 |
|
Mexico |
4.6 |
|
SOUTH AMERICA | |
|
Argentina * |
3.4 |
|
BRASIL |
5.0 |
|
Chile * |
3.0 |
|
Paraguay * |
3.1 |
|
Uruguay * |
2.7 |
|
ASIA | |
|
Korea |
3.6 |
|
Malaysia * |
4.9 |
|
Thailand * |
3.6 |
|
EUROPE | |
|
Austria |
5.3 |
|
Denmark |
6.5 |
|
France |
5.8 |
|
Norway |
6.8 |
|
Portugal |
5.4 |
|
Spain |
4.8 |
|
Sweden |
6.6 |
|
United Kingdom |
4.6 |
Source: OECD data base
* Data 1996
Financing and management are indissolubly linked. The transparency of financial resource management and the exercise of social control will enable us to ensure the effective implementation of resources earmarked for education. The Law of Guidelines and Bases of National Education largely facilitates this task by establishing, in § 5º of art.69, the automatic re-pass of the linked resources, the managing body and by regulating which expenses admitted as maintenance spent and development of teaching.
As it had the National Plan of Education for All, " the improvement of the quality levels of teaching requires the professionalization of both the Ministry of Education's actions and the other levels of education administration and action in Such professionalization implies the definition of specific skills and the endowment of new human, political and technical capacities, both at the central and decentralized levels, aiming at the development of a management responsible. Professionalization also requires broadening the range of different professions involved in educational management, with the goal of increasing rationality and productivity. "
The federal government has been acting in such a way as to decentralize resources, directing them directly to schools, so as to strengthen its autonomy (Table 26). In this process was inducted the formation of Parents and Masters' Associations or of school boards. These increased from 11,643 in 1995 to 54,591 in 1998.
Table 26-Cash Program at School 1995 a 1998-Service
| Year |
Number of schools * |
Number of students |
Value R$ thousand |
|
1995 |
144,306 |
28,350,229 |
229,348 |
|
1996 |
167,760 |
31,287,583 |
259,743 |
|
1997 |
106,711 |
26,672,800 |
279,428 |
|
1998 * * |
129,632 |
28,857,262 |
304,337 |
Source: FNDE (Activity Report and Program Manager)-Presidential Message to
Congress Nacional/1999
* as of 1997, only schools with more than 20 students
* * Data until July
11.2Guidelines
When dealing with education funding, you need to recognize it as a value in itself, requirement for exercise fullof citizenship, for human development and for the improvement of the quality of life of the population. The Constitution of 1988, attuned to the legal values emanating from the documents incorporating the achievements of our era-such as the Universal Declaration of Human Rights and the International Convention on the Rights of the Child-, expressly determined that Education is a right of all and the duty of the State and the family (art. 205, CF), and must be ensured "with absolute priority" to the child and the teenager (art. 221, caput, CF) by the family, the state and the society. While education has other relevant dimensions, including economic, the foundation of the obligation of the Public Power to fund it is the fact that it constitutes a right. Thus, Education and its funding will not be dealt with in this PNE as an economic problem, but as a matter of citizenship.
Departing from this focus, from nothing upfront the state's predictions of duty, accompanied by strict sanctions on public servants in the event of disrespect to this right, if the instruments were not given to guarantee it. Hence emerges the first basic guideline for the funding of Education: the constitutional linking of resources to the maintenance and development of teaching, adopted for the first time by the 1934 Constitution, resurrecting with the redemocratization in 1946, and, yet again, in the bojo of the political opening process, with the approval of the Calmon Amendment, being consolidated by the Constitution of 1988. In the interregs where the principle of linking has been weakened or suppressed, there has been a drastic reduction in spending on education-as Senator João Calmon demonstrated in the debates that preceded the approval of his proposal. The significant advance of the educational indicators achieved in the 90 supported themselves in the linking of resources, which allowed to maintain reasonable levels of investment in public education. While it still finds some resistance in some niches of economic technocracy more avessary to social, the linking of resources imposes itself not only on the priority given to Education, but also as a condition of more effective management. Only the guarantee of resources and their regular flow allow educational planning.
Another important guideline is the resource management of education through funds of accounting nature and accounts specific. The accounting fund allows the linking to be effective, being the basis of the schedule, and does not reduce itself to an ex post game of justification for accountability effect. In addition, it allows for more effective social control and avoids the excessive application of resources in the activites-half and the injunctions of political nature.
With FUNDEF inaugurated major funding guideline: the allocation of resources according to needs the commitments of each system, expressed by the number of enrolments. In this way, there is stimulus for the universalization of teaching. The money is applied in the activity-end: it receives more who has network, who has students, it gives a positive focus to the funding of Education. Until then, those who did not comply with certain provisions were punished. Now, those who comply are awarded.
In addition, the diversity of the fundraising capacity of states and Municipalities, and of these among themselves, led to a significant difference in spending per student, by the simple fact of being enrolled in a state or municipal school.
Fulfils consolidates and streamlined another guideline introduced from FUNDEF, whose central concern was the equity. For so much, the operational concept of minimum value spent per pupil, per year, defined nationallyis important. The former refers not only to the systems, but to the students at each school. Thus, from nothing upfront to receive from educational funds a value per student and practice spending that insider some schools at the expense of schools in the poor neighborhoods. The LDB precepts that the Municipalities are to exercise redistributive function with respect to their schools.
Instituted the age, the challenge is to obtain the suitability of learning to a minimal standard of quality (art. 211, § 1º, CF and art. 60, § 4º, ADCT), defined in precise terms in LDB (art.4º IX) as "the minimum variety and quantity, per pupil, of inputs indispensable to the development of the teaching-learning process". Here the key concept is no longer the minimum value, but the one of cost-student-quality. This should be the reference for the education funding policy. To address this need, education systems must adjust their financial contributions to this desired standard, and particularly the Union it is up to strengthen their supplier function by increasing the resources earmarked for supplementation of the FUNDEF.
The Federal Constitution precedes that the Union competes to exercise redistributive and supplements functions so as to ensure the equalization ofeducational opportunities (art. 211, § 1º). It is about giving the children real possibility of access and staying in school. There is a need to combine, first, the actions for so much with those directed at combating child labour. It is fundamental to strengthen education as one of the foundations of the social protection network. Education should be considered a strategic priority for a national development project that favor overcoming inequalities in income distribution and eradication of poverty. The policies that associate the minimum income to education, adopted in some States and Municipalities, on their own initiative or with Union support, from Law No. 9533/97, or, yet, directly by the Union in areas where children meet in risk situation, effective tools for improving teaching quality have been revealed, reducing repeatable and avoidance and involving more the family with the education of their children-an indispensable ingredient for school success. Because it is not proper an educational programme, but a wide-ranging social programme with educational criteria, it should be funded with resources from sources other than those aimed at school education in strict sense. Please note by the way that Education is a responsibility of the state and society and not just an organ. Evidently, the Ministry (or Secretariat, at the state and municipal levels) of the area there is to have the central role with regard to school education. But there is also to be articulated with other ministries (or secretaries), bringing together skills either in terms of technical support or financial resources, in areas of common acting.
The MEC there is to have a joint acting with the Ministry of Labor, for the qualification, training and training of workers, in which they are to be applied, inclusive, resources from the Amparo Fund to Worker-FAT. The same reasoning is worth for Social Welfare and Health, as far as child education is concerned ; for Social Assistance, in regard to the eradication of poverty ; for the Ministry of Justice in relation to education of young people and adults to inmates and egresses, relying on resources from the Penitentiary Fund-FUNPEN ; for the Ministry of Communications, with regard to the resources for universalization that must be made available under privileged conditions for public schools ; for Ministries of Culture ; Sport and Tourism ; Science and Technology and so on. Education is not a confined concern in the ghetto of a segment. It involves the entire government and must permeate all of its actions.
In order for management to be efficient there is a need to promote authentic federalism in educational matters, from division of responsibilities provided for in the Magna Carta. Education is an integrated whole, of luck that what occurs at a certain level impacts on the rest, both in quantitative and qualitative aspects. There are competing skills, as is the case for fundamental education, propped up by states and Municipalities. Even though consolidated the networks according to the political will and funding capacity of each and every one, some actions should involve states and Municipalities, as is the case with school transport. Even in the well-defined competence hypothesis, such as child education, which is the responsibility of Municipalities, it cannot be overlooked the supplement function of the states (art. 30, VI, CF) and the Union (art. 30. VI, CF and art. 211, § 1º, CF). Therefore, an important guideline is the continuous enhancement of the collaboration regime. This must be given, not only between Union, States and Municipalities, but also, where possible, between those in the same federative sphere, upon actions, forums and interstate, regional and inter-municipal planning.
As for the distribution and management of financial resources, it is the director of the utmost importance to transparency. Thus, internal and external control bodies, management bodies in the education systems, such as Education Councils and social control bodies, such as the FUNDEF Monitoring and Social Control Councils, should be strengthened. whose competence should be extended, so as to achieve all the resources earmarked for basic Education.
In order for educational planning to be possible, it is important to deploy information systems, with the enhancement of the educational database of the improvement of the processes of collection and storage of censiteral data and statistics on national education. In this way, you can consolidate an evaluation system -indispensable to check the effectiveness of public policies on education. The adoption of both systems requires the formation of skilled human resources and the computerization of services, initially in the secretaries, but as a goal of connecting them in network with their schools and with the MEC.
You must promote effective de-bureaucratization and decentralization of management in the pedagogical, administrative dimensions and financial management, and the school units should rely on direct relay of resources to develop the essential of their pedagogical proposal and for expenses of their everyday lives.
Finally, in the exercise of their autonomy, each education system must deploy democratic management. At the level of system management in the form of Education Councils that bring together technical competence and representativeness of the various educational sectors ; at the level of school units, by means of the training of school boards to participate in educational community and ways of choosing the school direction that link the guarantee of competence to commitment to the pedagogical proposal emanating from school boards and the representativeness and leadership of school managers.
11.3 Goals and Metas11
11.3.1 Financing
1. (VETADO)
___________________________
11 (*) the initiative for fulfillment of this Goal / Goal depends on the initiative of the Union ;
(**) is required for collaboration of the Union.
2. Implement surveillance and control mechanisms that ensure the rigorous compliance of art. 212 of the Federal Constitution in terms of application of minimum percentage linked to the maintenance and development of the teaching o.* Among these mechanisms will be the demonstrative of expended expended by the executive powers and appreciated by the legislative with the aid of the respective courts of accounts, by discriminating against the values corresponding to each paragraph of the art. 70 of the LDB.
3. Create mechanisms that enable, immediately, compliance with § 5º of the art. 69 of the Law on Guidelines and Bases that ensures automatic restraining of resources linked to the maintenance and development of teaching to the body responsible for this sector. Among these mechanisms must be the annual aferition by the school census of the effective automation of the repasses.*
4. Establish mechanisms designed to ensure the fulfilment of the arts. 70 and 71 of the Guidelines and Bases Act, which define the spending admitted as for the maintenance and development of teaching and those that cannot be included under this heading.*
5. Mobilizing the Courts of Accounts, Union and State Goods, Monitoring and Social Control Councils of FUNDEF, trade unions, non-governmental organizations, and the general population to exercise the necessary oversight for the fulfilment of the targets No. 2, 3 and 4.**
6. Ensure, among the targets of the multi-annual plans in force in the next ten years, the forecast of financial support for the UNEP's constant targets*
7. (VETADO)
8. Establish, in Municipalities, child education as a priority for the implementation of the 10% of resources linked to the maintenance and development of teaching not reserved for fundamental education.
9. Establish, in states, high school as a priority for the application of the 10% of resources linked to the maintenance and development of teaching not reserved for fundamental education.
10. Establish priority utilization for youth and adult education, from 15% of resources earmarked for fundamental education whose sources do not integrate FUNDEF: in the municipalities (iOCT, ISS, ITBI, ITR quota, IRRF and IOF-Gold, share of debt tax activation that is resulting from taxes), in the states and in the Federal District (IPVA, ITCM, quota of IRRF and IOF-Gold, share of the tax active debt that is resulting from taxes).
11. Establish national financial and technical support program of the Union for the provision, preferably, in the morepoor municipalities, of education of young people and adults for the 15-year-old population and more, who did not have access to teaching fundamental.*
12. Extend the fulfillment of the minimum income programs associated with education, of luck to ensure access and stay in school to every school-age population in the Country.**
13. (VETADO)
14. To promote equity between pupils in educational systems and schools belonging to a same educational system.
15. To promote the financial autonomy of schools by means of resource repasses, directly to public educational establishments, from objective criteria.
16. Integrating actions and technical, administrative and financial resources of the Ministry of Education and other Ministries in the areas of common acting.*
17. Secure Treasury and Social Care resources for minimal income programs associated with education ; Health and Social Care resources for child education ; resources aimed at the universalization of telecommunications, the creation of school access conditions, computer communication networks ; Labor resources for the qualification of employees ; Penitentiary Fund resources for the education of inmates and egresses.*
18. The Union should calculate the minimum value for the cost-pupil for supplementation of the state funds strictly in accordance with the one established by Law No. 9.424/96.*
11.3.2 Management
19. To perfect the collaboration regime between teaching systems with a view to coordinated action between federal ones, sharing responsibilities, from the own constitutional functions and supplements and the goals of this PNE.**
20. To stimulate collaboration between municipal education networks and systems, through technical support to intermunicipal consortia and advisory regional public schools, when necessary.
21. To stimulate the creation of Municipal Councils of Education and to support technically the Municipalities that choose to constitute municipal educational systems.
22. Define, in each education system, standards of democratic management of public education, with the participation of the community.
23. Edit by educational systems, unbureaucratic and flexible general education standards and guidelines, which stimulate the initiative and innovative action of school institutions.
24. Develop management pattern that has as elements the targeting of resources for activities-end, decentralization, school autonomy, equity, focus on learners' learning and community participation.
25. Elaborate and execute state and municipal education plans in line with this PNE.
26. Organizing basic education in the field, so as to preserve rural schools in the rural and imbued countryside of rural values.
27. Technically support schools in the drafting and implementation of their pedagogical proposal
28. Ensure the administrative and pedagogical autonomy of schools and broaden their financial autonomy, through the resting of resources directly to schools for small maintenance expenses and fulfillment of their pedagogical proposal.
29.Informatizar, in three years, with technical and financial aid from the Union, the state secretaries of education, integrating them into networking to the national system of educational statistics.**
30. To computerize progressively, in ten years, with technical and financial aid from the Union and the States all municipal education secretaries, serving, in five years at least, half of Municipalities with more than 20,000 inhabitants.**
31. To establish, in all States, with technical and financial aid from the Union, training programmes of the technical staff of the secretaries, to supply, in five years at least, the needs of the educational information and statistics sectors, planning and evaluation.**
32. To promote administrative measures that will ensure the permanence of the trained and performing technicians in the cadres of the secretaries.
33. To computerize, gradually, with technical and financial aid from the Union, the administration of schools with more than 100 students, connecting them in network with education secretaries, in such a way that in ten years all schools are in the system.**
34. Establish, in all States, with the collaboration of Municipalities and universities, diversified programmes of continued training and upgrading aiming at improving performance in the exercise of the function or post of directors of schools.
35. Ensure that, in five years, 50% of directors at least possess specific training at a higher level and that, at the end of the decade, all schools count on directors adequately trained on a higher level, preferably with courses of expertise.
36. Extend the provision of training courses in school administration at the top level public institutions so as to enable compliance with the earlier target.**
37. Establish policies and criteria for allocation of federal, state and municipal resources, so as to reduce regional inequalities and internal inequalities to each system.**
38. Consolidate and streamline the National Basic Education Evaluation System-SAEB and the school census.*
39. Establish, in the States, in five years, with the technical and financial collaboration of the Union, a performance evaluation programme that achieves at least all schools of more than 50 elementary and middle school pupils.**
40. Establish, in the Municipalities, in five years, programmes for monitoring and evaluation of children's education establishments.
41. Define minimum quality standards of learning in Basic Education at a National Education Conference, which involves the educational community.**
42. Institute at all levels, Boards of Monitoring and Social Control of resources earmarked for Education not included in FUNDEF, whatever their origin, in the moulds of the FUNDEF's Boards of Monitoring and Social Control.
43.Incluir, in statistical surveys and in the school census information about gender, in each category of data collected.*
44.Observar the targets set out in the remaining chapters on funding and management.
VI-MONITORING AND EVALUATION OF THE PLAN
A plan of the importance and complexity of the PNE has to provide for monitoring and evaluation mechanisms that give you security in the continuation of actions over time and in the various circumstances in which it will develop. Adaptations and corrective measures as per the reality is changing or as soon as new demands are appearing will depend on good monitoring and a constant pathway assessment.
It will be accurate, immediately, to initiate the elaboration of the state plans in line with this National Plan and, in followed by the municipal plans, also consistent with the plan of the respective state. The three documents are expected to compose an integrated and articulated set. Integrated as to the goals, priorities, guidelines and goals here established. And articulated in the actions, of luck that, in the sum of the efforts of the three spheres, of all the States and Municipalities plus the Union, come to the goals set here.
The deployment and development of this set need national coordination, coordination in each State and in the Federal District and for coordination in the area of each Municipality, exercised by the respective bodies responsible for education.
The Ministry of Education is up to an important inductor role and technical and financial cooperation. It is about correcting sharp regional differences, raising the overall quality of education in the Country. The diagnoses contained in this plan point out some, at the various levels and / or modalities of teaching, management, financing, training and valorisation of the magister and the other education workers. There are many actions whose initiative rests with the Union, more specificallyto the Federal Executive Power. And there are targets that need the cooperation of the Federal Governmentto be implemented, whether because they involve resources that states and Municipalities do not have, whether because the Union's presence confers greater power of mobilization and achievement.
Playing also an essential role in these functions the National Council of State Secretaries of Education-CONSED and the National Union of Municipal Leaders of Education-UNDIME, in the themes concerning Basic Education ; as well as the Board of Rectors of Brazilian Universities-CRUB, in those concerning higher education.
It is also considered very important the participation of entities of the educational community, of the employees of the education, students and parents brought together in their representative entities.
And necessary that some civil society entities directly interested in and responsible for the rights of the child and of the teen participate in monitoring the evaluation of the National Plan of Education. The art. 227, § 7º of the Federal Constitution states that in the care of the rights of the child and the adolescent (included in that group persons from 0 a to 18 years of age) are taken into consideration the provisions of the art. 204, which establishes the guideline of "population participation, by means of, representative organizations, in the formulation of policies and in controlling actions at all levels". In addition to the direct action of these organizations there is to be relied on acting of governmental councils with representation of civil society as the National Council of the Rights of the Child and Adolescent-CONANDA, the State Councils and Municipal Councils of the Rights of the Child and the Adolescent the Councils Tutelars (Law n. 8069/90). The Boards of Monitoring and Social Controls of the Maintenance and Development Fund of the Fundamental Teaching and Valorization of the Magister-FUNDEF, organized in the three administrative spheres, should have, equally, co-responsibility in the good conduct of this plan.
The evaluation of the National Plan of Education should also be worth the qualitative and quantitative data and analyses provided by the evaluation system already operated by the Ministry of Education, at the different levels, such as those of the Basic Education Evaluation System-SAEB ; from the National Teaching Examination-ENEM ;. of the Higher Education Evaluation System (Commission of Specialists, National Course Examination, Authorization and Recognition Commission), evaluation conducted by the Superior-Level Personnel Improvement Coordination Foundation.
In addition to continuous assessment, periodic assessments should be made, the first being in the fourth year after the deployment of the PNE.
The organization of a PNE monitoring and control system does not presser from the specific assignments of Congress National, the Court of Auditors of the TCU Union and of the Court of Auditors of the -TCEs States, in the supervision and control.
The goals and goals of this plan can only be achieved if it is conceived and welcomed as Plan of State, more than Government Plan and, therefore, assumed to be a commitment from society to itself. His approval by the National Congress, in a context of expressive social participation, the monitoring and evaluation by government and civil society institutions and the consequent collection of the targets in it, are decisive factors for that education produces the great change, in the panorama of development, social inclusion, scientific and technological production and the citizenship of the Brazilian people.
