Accent placement: BRAZIL
BRAZIL (Brasil), United States of Brazil, is a state in South America. Federal Republic. Area - 8.5 million km 2. Population -70.5 million people. (1961). The capital is Brazil. State language - Portuguese.
Education. The first schools on the territory of Belgium arose during the period of its colonization by the Portuguese (in the first half of the 16th century). Schools were created by missionaries, ch. arr. Jesuits. In 1759 the Jesuits were expelled from the country, their schools were closed. After the Portuguese was transferred to B. in 1808 royal court(in connection with the invasion of Portugal by Napoleonic troops) the sea and military school, medical and agricultural courses, printing house, museum, botanical. garden, public library. But after the declaration of independence of Belgium (1822), the development of education proceeded extremely slowly due to economic conditions. backwardness of the country. In 1827, a law was issued on the organization of state. beginning schools, but this law was not enforced even in cities. In 1834 the so-called additional act to the constitution, according to which the organization of management began. education in the country was transferred to the provinces (in past, time to the states); secondary and higher education was placed under the control of the federal government (such management of the public education system still exists). In 1842, the Jesuits returned to the country, and the influence of the church on education increased. After the abolition of slavery (1888) and the proclamation of the republic (1889), a certain upsurge of the people began. education. In parallel with the state one, a system of private schools was developed, maintained mainly by religious organizations. The Constitution of 1891 declared the state. The school is secular, but in fact the influence of the clerics on the school did not decrease. The literacy rate of the population was very low. In the year of the proclamation of the Republic, St. 85% of the adult population of B. was illiterate; According to the 1920 census, 75% of the population remained illiterate. During the period of the reactionary dictatorship of Vargas (1937 - 45), the influence of the church on the school increased, and the network of state institutions decreased. beginning schools The Constitution of 1946 proclaimed mandatory free education. education. However, a significant percentage of school-age children do not attend school. In 1950, among the population over 15 years of age, 51.6% were illiterate. The number of illiterate people in some backward states reaches 80%.
After World War I, the ideas of new education spread in Bulgaria. The new education, which proclaimed the education of a citizen as one of its main slogans, gained popularity among brothers. teachers, since it was the opposite of Jesuit education, which aimed at educating a believer. In 1924, supporters of the new education united in the Brazilian Association of Education. Around the same time, a certain development of cf. education, the network has expanded. schools In the 30s, due to the strengthening of the Amer. influence in economics and politics, and the ideas of J. Dewey spread widely in the field of pedagogy. From ser. 50s The slogan “education for development” became popular, that is, the implementation of such upbringing and education, which would correspond to the needs of the country’s development. For these purposes, it is planned to increase the start date. training from 4 to 6 years old, emphasis is placed on the development of vocational and technical skills. education, the task is to improve the training of university students in technical. and natural science disciplines. Successes of the owls. science and technology aroused the interest of braz. teachers to Sov. methods of training and education. Private courses for studying Russian have been created. language, russian language recommended for study in high boots.
Preschool institutions, which are the beginning. link in the people's system B.'s education is divided into mother schools for children from 3 to 5 years old and kindergartens for children from 5 to 7 years old. In 1957 there were approx. 3.2 thousand (over 166.8 thousand children). Beginning schools - mostly public, consist of two cycles - 4 and 1 year. The last cycle is called additional course. Most schools are 4-year schools. In the beginning. in schools of all states the following are taught: native language, arithmetic, elements of B. geography, elements of B. history, natural science, drawing, manual labor, physical training. In 1961 it worked approx. 100 thousand beginning schools (approx. 7,835 thousand students). Wed. schools - 7-year; They are divided into two independent levels - 4-year gymnasiums and 3-year colleges. The boards have classical and real branches. The following languages are taught in gymnasiums: Portuguese, Latin, French, English. language, mathematics, general history, general geography, history of Belarus, geography of Belarus, natural science, drawing, manual labor, singing. Studying classical. departments of the colleges study Portuguese, Latin, French. or English language, spanish language, mathematics, physics, chemistry, biology, general history, general geography, history of B., geography of B., philosophy. The same disciplines are taught in the real department, with the exception of lat. language, and several more attention is devoted to the study of natural sciences (in classical philosophy). In addition, in the school the plan of the real department includes drawing. In 1961 St. 4 thousand avg. schools (960,489 students); OK. 70% of students receive education in private schools. Prof. schools: 2-year vocational schools, which accept graduates of 4th grade beginning. schools; 6- and 7-year commercial, industrial, agricultural. schools consisting of two cycles - 4 and 2 or 3 years. These schools accept graduates of the 5-year beginning. school. In 1961 to 1953 prof. schools were ok. 247.2 thousand students. Teachers beginning schools prepare 7-year (consist of two cycles - 4 and 3 years) normal schools on the basis of a 5-year beginning. schools. In 1961 in 1319 ped. uch. establishments were St. 100 thousand students. Teachers Wed. schools for the most part people who have graduated philosophical faculty un-ta. More than half of universities are private. The largest universities: Brazilian University in Rio de Janeiro (founded 1920, over 8.2 thousand students in 1961), University in Sao Paulo (founded 1934, over 9 thousand students). In 1961, universities had approx. 100 thousand students.
N.-i. work on pedagogy, in addition to Braz. education associations, led by Braz. scientific and pedagogical center research, Nat. Bureau of Education, Bras. Institute of Education, Science and Culture, etc.
The Brazilian education system includes several traditional levels: up to school education, primary (I level) and secondary (II level) schools, university education and post-graduate training.
Primary education is the responsibility of municipalities, secondary education is the responsibility of the states, and free higher education is the responsibility of the state. But there are also quite a few private educational institutions in Brazil.
Education is compulsory for citizens from 7 to 14 years of age.
In Brazil, constant monitoring of the quality of education is carried out at all levels of the education system.
Supervisory authorities:
- Coordination system for personnel development higher education(CAPES)
- Federal Council on education, whose task is “authorization and official recognition” of private universities.
- Grade curricula postgraduate level is held every two years special commissions
- National Council scientific and technological development.
Currently, the Brazilian higher education system includes 973 educational institutions, including 93 universities.
The autonomy of universities is guaranteed by the law of the country, but it is limited by the financial resources that the state allocates to them. According to the organization of cooperation and economic development in 1995 the government allocated 5% to education needs government spending- the highest rate among the Latin American countries participating in the study (Argentina, Chile, Uruguay, Paraguay and Mexico). This level comparable to the amount of funds allocated for education in the USA, Switzerland, France, Germany, Canada and Australia.
First stage of higher education - graduacao. We can call this “the first higher education.” Second stage of higher education - pos-graduacao, leading to "advanced" scientific qualifications (mestrado and doutorado).
There is a special level of education - higher short courses. They are organized in Brazil with the goal of democratizing access to higher education, giving it a more widespread character. First of all, they are addressed specifically to secondary school graduates for quick professional preparation for various types activities related to production and services. Such courses do not have the right to issue diplomas to their graduates, but certificates are issued.
Currently, private universities make up 78.5% of the total number of universities and currently enroll 62.2% of students in Brazil. Due to the high demand for higher education and shortage free seats in faculties and universities in Brazil (both public and private), admission requires passing an entrance exam. Upon completion of their studies, students can receive a bachelor's or licentiate degree if they complete a one-year teacher training course.
In number largest universities Brazil may include the University of São Paulo, founded in 1934, where young people receive legal, medical, philosophical, literary, pharmaceutical, animal science, economics, architectural and pedagogical education.
The most prestigious and oldest university in the country is the University of Rio de Janeiro, founded in 1920. The university has a wider choice of specialties than other educational institutions.
Another one of the largest universities in Brazil - Federal University Minas Gerais in Belo Horizonte, founded in 1927. There students study at the faculty economic sciences, legal, philosophical, fine arts, musical, literary. The university unites a number of educational and research institutes. The Catholic University of Campinas was founded in 1941. It has 16 faculties and institutes.
On the eve of the new academic year, Izvestia studied education systems in Europe, the USA and Asia, comparing them on a number of parameters - from the duration of training to the subjects included in the program.
Where summer holidays last no more than 10 days, why students in Italy are forced to change schools and how prestigious British education differs - in a special material for September 1.
Europe
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Age
In most cases, children here go to school earlier than in Russia: European first-graders are usually six years old. In Italy, parents can decide for themselves when to send their children to school - teachers are required by law to admit even five-year-olds.
Class schedule
Schoolchildren in Europe study longer than in Russia: sometimes they stay in school for eight hours. However, this time includes an hour break for lunch, walks outside, excursions, games, and sports. In addition, they are not given extensive homework assignments.
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Most often, more complex subjects - for example, mathematics or native language- are scheduled for the first half of the day, especially in junior classes. Standard set- mathematics, languages, exact sciences, history and social studies - are present everywhere, but the emphasis is placed differently. For example, in Italy it is believed that literature is too difficult subject for 13-14 year old students, so there are very few hours allocated to it in the program.
Beginning of the year
In most European countries academic year begins in early autumn, and exact date may vary depending on the region - in hot areas, for example, students may be given an extra week of rest in the fall to make up for it in the winter.
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Rating system
Throughout Europe, the grading system is different, but everywhere the scale has more than the Russian five points. In France, students' work is assessed using a 20-point system. In Italy - 10-point when we're talking about about each individual subject. On final exams A 100-point system is introduced, with the student also awarded points for additional activities: sports success, performances in competitions. Therefore, an excellent student who was actively involved in sports or other extracurricular activities may ultimately receive a mark of 110 points. Germany is closest to the Russian system - there a student can get from 1 to 6 points.
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In the majority European countries schoolchildren study for 13 years, while compulsory education designed for 10 years - followed by college or targeted preparation for entering a university.
This is how, for example, the system works in Italy or France: children go to primary school in early age- at five or six years old. This is followed by secondary school, and most often the transition is accompanied by a change of grade. In Italy this is generally required condition- Primary schools there are in no way connected with secondary schools, and children, having completed their studies in the lower grades, change educational institutions. It is believed that in this way they learn to better adapt to changing life circumstances.
After graduation high school in Italy and France, those who wish can enroll in a lyceum, but from that moment on, education becomes paid. The choice of a lyceum - creative, humanitarian, natural science or with an emphasis on vocational education - depends on the student’s plans for the future. In Italy, teenagers decide on their plans for the future at the age of 14–15.
In Germany, schooling lasts as long as in France and Italy, but the separation occurs even earlier. After finishing primary school, children less inclined to study are sent to five years of education - after which they can receive professional specialties, not requiring highly qualified. More capable students undergo a six-year course in a real gymnasium, after which they can additionally complete the 11th and 12th grades of the gymnasium. The 13th grade is considered very difficult and is only needed for those who plan to enter university.
Great Britain
Age
British children start school at age five, but it is a preparatory school where the focus is on play and socialization. In primary school itself, basic subjects appear in the program. The emphasis during this time is on project work to help children become friends.
Class schedule
The time a student spends in school may vary depending on educational institution- it also depends on whether he studies in a boarding school or in regular school, and whether it is private (which is very common in the UK) or public. Lessons start at 8:30 or 9 o'clock, with an hour break for lunch. And after classes, in most cases, children are expected extracurricular activities- for example, sports or working on joint projects.
Beginning of the school year
Typically, students start school at the beginning of autumn, but the date may vary depending on the educational institution - sometimes, for example, classes begin before September 1. Shares school year for three semesters - in the summer, schoolchildren rest for six weeks, in the winter and spring - for 2–3 weeks.
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Basic subjects - mathematics, science, sports, language - appear in the curriculum even in elementary school. French is the most commonly chosen second language in the UK. Closer to the senior classes, students have the opportunity to choose some subjects depending on their plans for the future and thus create an individual schedule for themselves - as a result, the composition of the class often changes from lesson to lesson.
Rating system
Assessments in the UK are based on a 100-point scale. At the same time, there is special classification, which allows you to correlate the number of points received with the student’s level. Domestic five are equivalent to grades of 70 points and above, four with a plus - from 60 to 69 points, four - from 50 to 59 points, three - from 40 to 49, two with a plus - 30-39 points, and that's all , which is below 30, is an absolute failure.
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Because of the prestige of its education, England stands apart from European countries, although the basic principles here are very similar to those of Europe. Education is divided into three stages: primary and secondary schools, as well as the most difficult, pre-university years.
Much attention, especially in primary school, where children remain until they are 11–12 years old, is given to the socialization of students and sports activities.
In Great Britain, more than in other countries, boarding houses are common, in which schoolchildren study and live throughout the week. In addition, separate education for boys and girls is popular in the country - it is assumed that in this way greater equality can be achieved: children have to fulfill all responsibilities, and not divide them according to gender based, and in classes there are no difficulties due to the fact that girls at this age are often more diligent and receptive to knowledge than boys.
USA
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Age
Americans begin to study at the age of six, but in primary school the range of subjects is limited - children learn to write, read, and study arithmetic. Most often, students in classes are assigned by level of knowledge - based on the results of tests that they take at the very beginning.
Class schedule
Students are at school for seven hours - on average, lessons last from 08:30 to 15:30. The entire academic year lasts 180 days and is divided not into quarters, but into semesters. The remaining 185 days fall on weekends and holidays - there is no single system here, they are determined separately in each state and each school.
Beginning of the school year
As in Europe, the US school year begins in late August/early September, and the exact date may vary from state to state.
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As in the UK, American schoolchildren can create their own curriculum, choosing subjects that correspond to their further goals, abilities or interests: in junior high school there are usually no more than five subjects, in high school they can choose most of the subjects to study on their own. The compulsory subjects for all include mathematics, natural Sciences, English and an analogue of domestic social studies. For each subject there is a certain number of “credits” - the student must create a program himself in such a way that at the end of the semester he has a total of required amount these points.
Rating system
Grades are given in letters, there are five in total - A, B, C, D, E. However, they are still calculated on a 100-point system. So, A - an analogue of our five - is given for 93 points or more, and less than 63 points is already E, the lowest possible score. Wherein school marks in the USA they are not reported to anyone except the student and his parents.
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American children start school at age six and study until about 17: school system includes 12 classes. Children begin to be prepared for school in older groups kindergarten or in preparatory school, where they come at the age of five.
Education in primary school lasts 6–7 years, depending on the educational institution, after which children move to secondary school, where they remain until the ninth grade. Secondary schools may be multidisciplinary, academic or vocational. This is followed by the so-called senior secondary school - grades 10–12, but they are primarily attended by those who, after studying, would like to go to university.
Formally, school education is public, but individual state authorities may change common system their own edits - so life for schoolchildren may differ from state to state.
Asia
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Age
The Japanese and Chinese begin to study at the age of six, not counting kindergarten and preparatory groups, whose programs are much more intense than in Europe.
Class schedule
In China, school starts at 8–9 am, but it is assumed that by this time the student has already devoted at least an hour to independent study. Lessons end around 4, after which the child spends a few more hours studying. additional classes and, if he has enough strength, in the evening he devotes some time to independent study. The weekend schedule is not much different from weekdays.
In Japan, children's schedule is approximately the same - classes last from 8 am to 6 pm, while, as in Europe, they have an hour break in the middle of the day. In the evening, children go to tutors or study at home on their own. And the holidays are used as a chance to improve knowledge in individual subjects.
Beginning of the school year
In Japan, the school year begins in April and is associated with the beginning of a new cycle in nature. In China, it is tied to the global system - students go to school on September 1st. Study is divided into six months - the second begins on March 1, and summer holidays often last no more than 10 days.
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Most of the time at school is spent on the native language and mathematics, followed by generally accepted subjects - history, natural sciences, social studies. It is compulsory to study a foreign language, most often English.
In Japan, schoolchildren study not only modern Japanese, but also ancient and medieval ones. As a bonus, most schools have good sports grounds and music rooms equipped with a wide variety of modern instruments.
Rating system
In Japan, as in the United States, grades are given by letters - five letters in total, from A to E - each letter corresponds to a specific result on a 100-point system. China also has an alphabetical grading system.
However highest point tension and main assessment results in final exams and university entrance exams are becoming clearer for Chinese and Japanese schoolchildren. All-China entrance exams Gaokao, for example, last for three days and are a real test of strength. Final exams are no less stressful for the Japanese - their results are published on special boards in front of which applicants gather.
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In the East, and primarily in China and Japan, the school system differs from the European and American ones in its demands on students. If in the West the emphasis is on social adaptation children, their individual development and playing sports, then in Japan, for example, children begin to learn arithmetic in kindergarten.
There they also learn self-government, when four-year-old children are appointed in turn as senior duty officers in the group.
In both China and Japan, children's vacation time is extremely limited, and most of their free time, even in school days they spend on independent studies, visits to tutors and special out-of-school study groups. The same applies to short holidays during which they use free time to get more done additional tasks and also improve your level of knowledge.
As in other countries, school education here is divided into three stages: primary, secondary and graduation, in total it consists of 12 classes, and nine are compulsory. Moreover, parents have to pay for education in grades 10–12.
Latin America
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Age
Primary education in Argentina is compulsory for all children between the ages of 6 and 12. Similar system operates in Cuba, where every child from 6 to 11 years old is required to pass a basic school course. In Brazil, primary education lasts 8 years, and in Argentina and Cuba - 6 years excluding preschool classes. As for secondary education, in Cuba it is divided into basic secondary education, which lasts 4 years, and complete secondary education, which lasts 2 years. Moreover, in Brazil, secondary education can be completed in 3 years, and in Argentina - in 5–6 years. In Mexico, children enter first grade at age 6. After 6 years they move to junior high school. After studying for two more years, students decide whether to continue their studies or go to work.
Class schedule
Argentine schools have a regular five-day period. In elementary schools, classes usually start at 8:30, but in middle schools, the first period may begin an hour earlier, at 7:30. Morning training lasts there, as a rule, until 13:00, and evening training lasts from 13:00 to 17:00. School starts within half an hour to an hour in most other countries Latin America. The academic year there lasts on average from 180 to 190 school days.
Beginning of the school year
Since winter in Latin America begins at the same time as summer in Russia, their school year starts in different months. For example, Brazilians, Argentines and Costa Ricans start school in the first week of February. And in Chile and Uruguay, students start school in March. The exception is Mexico. There, the school year begins in September and lasts until June 30, with holidays in December and April.
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Education in Cuba consists of several stages. From grades one to five, children study mathematics, computer science, natural history, receive artistic education and attend physical education classes. At the sixth stage, several more subjects are added: English, history of Cuba, geology of Cuba and labor education. It is also worth noting that previously in Cuba there were from 30 to 45 people in one class, but after the modernization of the education system, the number of students in one group decreased to 15 people.
In Argentina, for example, bilingual schools are popular. There, the school day consists of two shifts, with the second shift taking place on foreign language. In regular schools in Argentina, students begin to study a second language in the fourth grade. In addition to English, children can also choose French and Italian languages. Special attention devoted to musical and theater education. Students have the right to choose a direction in their studies, one of which is dedicated to art. Among the most popular clubs are gymnastics, choir and dance.
In addition, the literary program of Latin American countries attracts attention. Works that are studied in higher educational institutions in Russia are compulsory in Colombia. school curriculum. There you cannot go to university without reading “One Hundred Years of Solitude” by Gabriel García Márquez, “Hopscotch” by Julio Cortázar, the poetry of Pablo Neruda, “The Humble Hero” by Mario Vargas Llosa and other works by the masters of “magical realism.”
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Rating system
Ratings are given on a 10-point scale. At the end of each trimester, students receive a score, which is calculated based on the results of intermediate tests. A passing grade is considered to be 7. But even if a student does not pass all subjects, he can continue studying. However, he will not receive a certificate of completion of high school until he pays off his debts.
Some schools use a 5-point grading scale. Such institutions are found in Colombia. According to local system scoring, 0 to 2.9 - unsatisfactory result, from 3.0 to 3.4 - acceptable, from 3.5 to 3.9 - good, from 4.0 to 5.0 - excellent.
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Education levels in Latin America have increased dramatically in recent decades. Cuba especially stands out against the general background. Back in the mid-1950s, about 1 million children were not in school at all. Now Cuba spends, according to some sources, 10% of its budget on public education, ahead of both the United States and Great Britain in this indicator.
Nevertheless, the palm in terms of the quality of higher education belongs to Brazil. According to rating best universities Latin America, the first place is occupied by the University of Sao Paulo, and in second place is State University Campinas, which is also located in Brazil. The top three is completed by the Catholic University of Chile.
At the same time, the focus of training varies greatly depending on the country. In Brazil, about 60% of universities are humanities. At the same time, in Argentina there is growing interest among applicants in nuclear energy, although medicine continues to be the leading field of science there.
In addition, most universities in Latin America provide free education. The only exception is Chile: there the state pays only for primary education, while the cost of education in Chilean universities is second only to the United States.
“Municipal entity” - Control and other bodies municipality. The contract with the head of the local administration is concluded by the head of the municipality. Competition for the position of head of local administration. Head of the municipality (continued). Keywords. Municipal service as a comprehensive institution of municipal law.
“Textbooks for education” - Cut material is used for counting, design and modeling. English language. 3 classes; 3. Baranova K. M., Dooley D., Kopylova V. V. et al. English language. 2 classes; 2. Baranova K. M., Dooley D., Kopylova V. V., etc. Educational system “Perspektiva” http://prosv.ru/umk/perspektiva/. Music by Usachev V.O., Shkolyar L.V.
“Education system” - 4. The procedure for including qualifications in the national framework or describing the place of qualifications in the framework are clear and do not require additional explanations. 5. National systems quality control of education and training are correlated with the national qualifications framework and the relevant European principles and standards (as specified in Annex 3 of the Recommendations). 6. The framework matching process must include an agreement accepted by the competent quality control authorities. 7. International experts should be involved in the framework matching process.
“Development of the education system” - The share of teachers who are winners of PNGO. Average for the area. Ruo advice. Results of monitoring surveys in grades 2-3, 5-6-7 ( GPA in Russian and mathematics). The best teachers PC. Preschool education. Innovative development education systems are the basis for increasing the effectiveness of personal education.
"Development of Education" - Schools-leaders in quality of service: Children's public organizations. Subventions. Students. Direction: "campus". Lips. Kudymkar. Olympiad performance. Primary School. Strengthening the competitive environment among international institutions. Education development strategy and new tasks for the 2010-2011 academic year. Iup. Receive information, form groups, conduct training.
"Project Education" - New financial and economic mechanism. Expanding public participation in education management. Expected results of the first year of project implementation. A comprehensive project for the modernization of education in the Republic of Karelia. Modern model education. Modernization of the advanced training system. Organizational support for the implementation of regional complex project(ORU).
In Brazil, there is a network of public non-state nurseries and kindergartens // Training and development: modern theory and practice. Materials XVI International readings in memory of L.S. Vygotsky. - 2015.
Preschool education in Brazil and a network of public non-state nurseries and kindergartens
Brazil, compared to European countries, is a very young country. From the day when the Portuguese patrons sailed to the land inhabited by the Indians on their Caravels, only a little more than 500 years have passed. For a long time, our country was a colony of Portugal and only won its independence on September 7, 1822. Therefore, the history of our public preschool education as part of educational system is also very short, since almost until 1888 our state regime relied on the enslavement of the local population (Indians) and the use of blacks from Africa for slave labor on coffee plantations and in serving families belonging to the elite.
Today the population of our country consists of immigrants various countries, nationalities, cultures. Here in certain regions there are colonies of different nationalities who were forced to leave their countries due to various reasons. There are still Indian tribes, but every year there are fewer and fewer of them, although they are the ones who lived here before colonization.
If we talk about the very beginning of our educational process, then it is necessary to say a few words about Jesuit education, which was aimed especially at local population, in particular, on the Indians, that is, we are talking about their catechesis or “civilization” by representatives of the Catholic Church. The specific target of the “educational activities of the Jesuits” from Portugal were children and adolescents who were taken from their tribes to areas populated by the Portuguese, where they were dogmatized and then returned to the tribes in order for them to reproduce “ educational activities"Jesuits in their tribes. It is important to note that each Indian people has its own culture and language, and the upbringing and training of the Jesuits was carried out on Portuguese, so when these children and teenagers returned home, they encountered a huge linguistic barrier, since they could only speak Portuguese.
Because of this and for various other reasons, many no longer got along in their tribe, and the tribes also no longer recognized them as one of their own. Thus, children who became teenagers and teenagers who became adults returned to cities where they, too, were not accepted as one of their own. This is how the story of street and poor children in Brazil begins, and they are then joined by the so-called “orphans of the earth” - these are children born to women who had relationships with whites, blacks and Indians. Usually women abandoned their newborn children to the mercy of fate and this happened for various reasons. One of them, for example, is the Indian belief that real kinship goes through the father's line and since the father, in most cases, was not from the tribe, the child was not recognized. And children born to Portuguese parents, for example, were usually considered illegitimate, especially those born to black women (BAZILIO, 1998).
This situation leads to the emergence of the so-called Casas de Muchachos, where, under the pretext of caring and educating the already huge number of street children and adolescents, the work of catechesis in the Catholic faith was carried out. It is important to note that at that time, in the middle and late XVI centuries, in Brazil the state and the church represented the same ideology - “the preservation of absolutism and the power of the King, who, in countries with monarchical regimes, was considered the representative of God among people” (BAZILIO, 1998, p. 21). Main feature Our history of caring for children in Brazil is the "collection" of children and adolescents in institutions under the administration of the Catholic Church. Together with government agencies, we established various shapes“collecting” abandoned children in order to remove them from sight, from the streets. Of course, this only applies to children from the poor segment of the population, since the children of rich families were mainly raised at home or in educational institutions intended only for this segment.
For a long time, this policy of "educating" poor children - "collecting" them in certain institutions, as well as removing them from their poor families - would exist in Brazil as a way to solve the problem, first of poverty, and then of juvenile delinquency. And at the head of these " government organizations", almost until recently, will stand Catholic Church, which also has a huge network of “educational and training” institutions, from nurseries to universities. But since the purpose of this text is not to deepen this topic, which is undoubtedly very interesting in various additional details and which cannot be avoided for a discussion of early childhood education in Brazil, we make a big leap in history to discuss the topic posed in the title.
It is important to note that in Brazil it is difficult to talk about any single and specific concept of childhood. Our history shows that we have a variety of childhoods due to specific social, cultural, political aspects.
A network of public non-state nurseries and kindergartens began to form in Brazil in the early 70s of the twentieth century, and its organization is closely related to the process of industrialization of the country and the inclusion of women in the production process. Of course, this refers to women from the poor strata of the population who went to work in factories and factories and had no one to leave their children with. Children of the upper classes attended private paid kindergartens. At that time, especially in big cities near the places of work of these families began to appear populated areas, where the workers built their houses, without electricity, without sewerage and satisfactory sanitary conditions. These were the places where the poor lived. IN different cities this process took place in different ways, and in some places they are still located in areas where it is very expensive square meter, and in some, in accordance with city rules, they were simply relocated to special areas built outside the city.
The women's movement took a large part in organizing public non-state nurseries and gardens, and other social and popular movements. Thanks to this, in poor areas of different cities in Brazil, sometimes with the support of religious movements, institutions appeared for children of poor people and close to where they lived. It is important to note that they began to organize and work without any support from the state and thereby set the goal of their work to educate and educate children, although they are classified in the field of philanthropy, that is, in the field of social assistance.
In some regions of various cities, these institutions appear within already existing projects for the poor, but elsewhere these are isolated initiatives. Over time, many organize themselves into social movements With common goal– Movement Struggle for the Nursery, the Center for Public Non-State Nurseries and Kindergartens of the cities of Baixada Fluminense (in the state of Rio de Janeiro) and the Articulation of the Public Non-State Nurseries of San Gonzalo (also in the state of Rio de Janeiro), and their main demand - this is financial support for their work by the state. This requirement is due to the fact that almost all workers in public non-state nurseries and kindergartens are volunteers without any professional pedagogical training.
Only in the late 70s and early 80s of the twentieth century, under the slogan of democratization of the country and with the promise of popular participation in this process, after almost 30 years military dictatorship, government bodies begin to enter into contracts with these institutions to financially support their work. But these monetary resources are in the regional budget in the department of social assistance, and not education, and thus these institutions will for a long time be considered philanthropic, those that do not engage in education, but only care. Because of this, they are still the target of criticism from those who do not know or do not want to acknowledge their role in raising poor children in Brazil.
It should be noted that during the last decade of the last century, various laws were adopted in Brazil aimed at regulating and organizing the country’s education. The National Education Directives Act (1996) states for the first time that nurseries and kindergartens are entry level primary general education and thus a requirement is imposed on all employees of these institutions - the presence of secondary or higher pedagogical education. It is not difficult to imagine how this Law was used to justify refusals to conclude agreements on financial support from the state for public state nurseries and kindergartens, since the Law states that teacher education everyone who works with children in nurseries and kindergartens, and the majority of volunteer workers did not even have a primary education, and some did not even know how to write and read. They worked out of a sense of solidarity, and also because many had their own children attending these institutions. And it was precisely this character of solidarity among the population in areas where public non-state nurseries and gardens appeared that put them on their feet, gave them life and does not allow the state and governments to destroy this work.
At the same time, the same above-mentioned Law confirmed the article of the Brazilian Constitution on the right of children to preschool education. And since the network of state nurseries and kindergartens was and still remains very small, public government agencies are simply necessary, especially since now, in connection with a significant cut in the budget of the Ministry of Education by 9.2 million reais (and 37% of this amount was supposed to go to expanding the network of public public nurseries and kindergartens), announced in 2015, the question arises : where will these children and the children of future generations of these settlements what if public non-government institutions close?
Studying the history of one of these institutions in the city of San Gonzalo (in the state of Rio de Janeiro) it becomes clear what a huge role it played in the education of entire generations of children. And this role is only growing. Today it is still possible to observe how in different areas of the city of San Gonzalo, especially where there is at least one children's public non-state preschool institution, there is not a single state preschool educational institution. Moreover, the question of their closure is a goal in National Plan on Education of Brazil, adopted in 2014. This plan aims to prohibit government funding of public non-government preschool institutions, but at the same time it is not guaranteed that children raised in them will be ensured their right to development in state nurseries and kindergartens.
Literature
- BAZÍLIO, Luiz Cavalieri; SÁ EARP, Maria de Lourdes; NORONHA, Patrícia Anido. Infância tutelada e educação: história, politica e legislação. Rio de Janeiro: Ravil Recursos Audio Visuais Ltda, 1998.
- BRASIL. Senado Federal. Lei de Diretrizes e Bases da Educação Nacional: nº 9394/96. Brazil: 1996.