Daniel FerrazDept of Modern Languages-University of Sao PauloFATEC – FACULDADE DETECNOLOGIA DE SÃO PAULO
ABSTRACT In my short presentation to the Language and    Literacy Research Group, I will discuss   some general informat...
 I will then focus on foreign languages education and  will present how English departments from some  universities in th...
INTRODUCTION: Brazil
 Brazil is the fifth largest country in the world 5 regions Tropical climate Fauna and flora Huge urban areas
Jungles
Demographics Colour/Race (2008) White 49,4% (? – census is done through questions in Brazil) Brown (Multiracial) 43.80%...
Sao Paulo: economic centre,megalopolis São Paulo: 10,990,249   inhabitants Greater Sao Paulo: 19.889.559   inhabitants
Illiteracy...
EDUCATIONAL SYSTEM LEVELS
EDUCATIONAL SYSTEM –Sistema BÁSICO EDUCAÇÃO BÁSICA PUBLIC X PRIVATE
portal.inep.gov.brBASIC EDUCATIONMEDIUM LEVEL: 8,9 million students:PUBLIC                 X           PRIVATE88%         ...
General Characteristics More students in PUBLIC education: More dropout % = 30% Usually considered of LOW quality Fewe...
 WHAT IS HAPPENING IN PUBLIC BASIC EDUCATION?
EDUCATIONAL SYSTEM –SISTEMA SUPERIOR DE ENSINO EDUCAÇÃO superior
Higher educationwww.inep.gov.br 2,252 institutions( 2,016 –private       X       236 – public) 340,000 professors230,000...
General Characteristics fewer students in PUBLIC UNIVERSITIES: Usually considered of HIGH quality, research    instituti...
CRITIQUE: Educational paradox    PUBLIC BASIC EDUCATION:   PRIVATE BASIC EDUCATION:    Most students (88%)       Fewer st...
Challenge: Educational cycle The fact that many of these university students lack these critical practices but become tea...
OTHER BIG ISSUES REPRODUCTIVISM (Bourdieu) MEMORIZE = LEARN BANKING EDUCATION EPISTEMOLOGY
Humanities Paradox EPISTEMOLOGIES Alan Liu – The map of human knowledge
HE in Brazil: great challenge Conventional / tradicional = grounded on Illuminism, positivism REPRODUCTIVISM, REPETITION...
Pedagogy = FREIRE´S BANKING         CONCEPT of education. Students         as mugs, teachers as jugsJugandmug...
Novos letramentos
HE in Brazil: move to … or add… Contemporary epistemologies: dialogism, digital/ multi epistemologies = grounded on post-...
Leite (2010) Anthropofagic HIGHER EDUCATION = at structural level Reproductivist HIGHER EDUCATION = at epistemological l...
Possible answers?
NATIONAL PROJECT of ForeignLanguages Teacher Education Project initially designed by Lynn Mario Menezes T de  Souza and W...
 English departments (some professors of those  departments) Portuguese Departments (2 universitites) Who participate: ...
Actions Yearly encounters where we discuss the project and construct it together. In these encounters, there are round-ta...
 Supervisions: professors supervise dissertations and theses connected to the issues proposed by the Project: in the area...
 International partnership – TRANSNATIONAL LITERACIES PROJECT- exchange between scholars who have developed similar proje...
To close... In order to fully embrace a humanizing pedagogy, we must go beyond the technicism in classroom instruction   ...
 THANK YOU!
Brazilian education and foreign languages teaching facing contemporary challenges
Brazilian education and foreign languages teaching facing contemporary challenges
Brazilian education and foreign languages teaching facing contemporary challenges
Brazilian education and foreign languages teaching facing contemporary challenges
Brazilian education and foreign languages teaching facing contemporary challenges
Brazilian education and foreign languages teaching facing contemporary challenges
Brazilian education and foreign languages teaching facing contemporary challenges
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Brazilian education and foreign languages teaching facing contemporary challenges

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Brazilian education and foreign languages teaching presented at Monash University in 2011

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Brazilian education and foreign languages teaching facing contemporary challenges

  1. 1. Daniel FerrazDept of Modern Languages-University of Sao PauloFATEC – FACULDADE DETECNOLOGIA DE SÃO PAULO
  2. 2. ABSTRACT In my short presentation to the Language and Literacy Research Group, I will discuss some general information about Brazilian educational systems. Based on Leite (2010) and on MEC – Ministério da Educação e Cultura, I will problemitize some of the challenges we have faced in relation to the tensions between public and private education, Federal and State curricular orientations, traditional and critical literacies
  3. 3.  I will then focus on foreign languages education and will present how English departments from some universities in the country have responded to these challenges through a National Project of foreign language teacher education. Key words: Brazilian education, critical education, foreign languages teaching
  4. 4. INTRODUCTION: Brazil
  5. 5.  Brazil is the fifth largest country in the world 5 regions Tropical climate Fauna and flora Huge urban areas
  6. 6. Jungles
  7. 7. Demographics Colour/Race (2008) White 49,4% (? – census is done through questions in Brazil) Brown (Multiracial) 43.80% Black 6.84% Yellow 0.58% Amerindian 0.28%- The population of Brazil, as recorded by the 2008 PNAD, was approximately 190 million, Southeast, urban, young.
  8. 8. Sao Paulo: economic centre,megalopolis São Paulo: 10,990,249 inhabitants Greater Sao Paulo: 19.889.559 inhabitants
  9. 9. Illiteracy...
  10. 10. EDUCATIONAL SYSTEM LEVELS
  11. 11. EDUCATIONAL SYSTEM –Sistema BÁSICO EDUCAÇÃO BÁSICA PUBLIC X PRIVATE
  12. 12. portal.inep.gov.brBASIC EDUCATIONMEDIUM LEVEL: 8,9 million students:PUBLIC X PRIVATE88% 12 %7,8 million students 1 million
  13. 13. General Characteristics More students in PUBLIC education: More dropout % = 30% Usually considered of LOW quality Fewer students in PRIVATE sector Less dropout Usually considered of HIGH quality:
  14. 14.  WHAT IS HAPPENING IN PUBLIC BASIC EDUCATION?
  15. 15. EDUCATIONAL SYSTEM –SISTEMA SUPERIOR DE ENSINO EDUCAÇÃO superior
  16. 16. Higher educationwww.inep.gov.br 2,252 institutions( 2,016 –private X 236 – public) 340,000 professors230,000 private; X 110,000-public (70,000 are PhD) 5 million students ( 2,5 % of population) 800,000 conclude
  17. 17. General Characteristics fewer students in PUBLIC UNIVERSITIES: Usually considered of HIGH quality, research institutions MORE students in PRIVATE sector Usually considered of LOW quality, not focused on research
  18. 18. CRITIQUE: Educational paradox PUBLIC BASIC EDUCATION: PRIVATE BASIC EDUCATION: Most students (88%) Fewer students (12%) “inferior” quality Excellent quality PRIVATE UNIVERSITIES: PUBLIC UNIVESITIES: Most students Fewer students Inferior quality Excellent quality Corporate, business Academia, research
  19. 19. Challenge: Educational cycle The fact that many of these university students lack these critical practices but become teachers in elementary and secondary schools indicates the gravity of this situation and how its negative aspects may be multiplied and reinforced in the school system (Monte Mor 2007: 49).
  20. 20. OTHER BIG ISSUES REPRODUCTIVISM (Bourdieu) MEMORIZE = LEARN BANKING EDUCATION EPISTEMOLOGY
  21. 21. Humanities Paradox EPISTEMOLOGIES Alan Liu – The map of human knowledge
  22. 22. HE in Brazil: great challenge Conventional / tradicional = grounded on Illuminism, positivism REPRODUCTIVISM, REPETITION, LINEAR thinking, Pedagogy = authoritarian in many instances,
  23. 23. Pedagogy = FREIRE´S BANKING CONCEPT of education. Students as mugs, teachers as jugsJugandmug...
  24. 24. Novos letramentos
  25. 25. HE in Brazil: move to … or add… Contemporary epistemologies: dialogism, digital/ multi epistemologies = grounded on post-movements PRODUCTION, CREATION, NET thinking, Pedagogy = negotiation, Pedagogy = critical pedagogy, critical literacies, new literacies
  26. 26. Leite (2010) Anthropofagic HIGHER EDUCATION = at structural level Reproductivist HIGHER EDUCATION = at epistemological level
  27. 27. Possible answers?
  28. 28. NATIONAL PROJECT of ForeignLanguages Teacher Education Project initially designed by Lynn Mario Menezes T de Souza and Walkyria Monte Mór (USP) who designes the latest National Curricular Orientations for Medium level Foreign languages Education ( OCEM 2006) 26 Universities around the country ( show LIST)
  29. 29.  English departments (some professors of those departments) Portuguese Departments (2 universitites) Who participate: undergrads, graduate students (Master´s and PhDs), professors, teachers of foreign languages (English and Spanish) and Portuguese language areas.
  30. 30. Actions Yearly encounters where we discuss the project and construct it together. In these encounters, there are round-tables for theoretical studies on new literacies, multiliteracies and critical literacies, and also round tables for discussion of the research from each locality. Research in public schools (basic education). Each university develops projects on teacher education and basic education though English courses.
  31. 31.  Supervisions: professors supervise dissertations and theses connected to the issues proposed by the Project: in the area of critical education ( Publications – Publications of articles and books related to the researches of the Project.
  32. 32.  International partnership – TRANSNATIONAL LITERACIES PROJECT- exchange between scholars who have developed similar projects. They are invited to join our discussions every year ( Partner institutions – University of Manitoba – Dr Diana Brydon, Univ of York Brian Morgan and Dr Ian Martin, University of |Toronto Dr Monica Heller, among many others)
  33. 33. To close... In order to fully embrace a humanizing pedagogy, we must go beyond the technicism in classroom instruction and engage other fundamental knowledges that are seldom taught to us in our preparation as teachers. These knowledges include, according to Freire: the courage to dare, in the full sense of the term, to speak abou tlove without fear of being called a-scientific or anti-scientific. (MACEDO
  34. 34.  THANK YOU!

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