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10/1/1987 - Day of the Child and the Teacher by Ann Mische

NOT FOR PUBLICATION WITHOUT WRITER S CONSENT INSTITUTE OF CURRENTWORLD AFFAIRS Rua Diogenes Ribeira Lima Alto Lapa So Paulo Brazil 05458 AEM October Day Child Teacher Mr Peter Martin Institute Current World Affairs West Wheelock Street Hanover NH 03755 Dear Peter During October Brazil celebrates holidays Da Child Oct Day Teacher Oct Since during those I living family containing several teachers parcel grandchildren I ideally situated watch festa For schools So Paulo nothing parties organizing games activities ranging obligatory futebol dancing contest painting street colored chalk I observed school A local television station mobilized workers create massive parade spanning starring super heroes Superman recent arrivals Rambo He She These heroes appearance stores along bicycles dolls games The commercialism reached point Dona Dulce mother house where I staying refused presents grandchildren despite raised eyebrows children parents The could Christmas insisted since opinion Day Child invented stores means robbing Brazilians She however required school which teaches large class expense spent several evenings constructing cardboard animals decorate school occasion She complained helped raise school through cookies donated principal broken windows school because principal timid delaqacia repairs As result party would limited cotton candy homemade sugar donated teachers She grumbled principal afraid everything unwilling accept advice which Dona Dulce years experience school system And rather disorder activities which everyone could participate principal proposed program games which could while others watched It right Dona Dulce click tongue And other children supposed There several contradictions built Brazil early idealization youth education idealization which Brazilian Ann Mische Institute Fellow studying youth educational movements Brazil AEM history The sociologist Gilberto Freyre relation Paulo Freire writes The Mansions Shanties during patriarchal centuries child idealized point exaggeration Identified angels Raised angel going about house naked infant Jesus But changed child older between sixth seventh tenth turned child devil Vestiges contradictory attitude I gathered television productions dedicated Day Child In rcial single child appears holding candle alter style while clear angelic voice sings T V The child mounts stairs symbolic judge where voice joined multitude singing angel faced children outstretched toward future Contrast image popular children follows A studio appears filled children dancing clapping watch women prancing around bikinis oggling sides mugging kissing camera complete confetti balloons banners music waving stomping The title Calcinhas underpanties idealized waved crooning crazed accompanied shouts children In cases there exists projection child something Either ultra symbol future cheering onlooker sexual exhibitionism reducing child bobagems trivialities while dding already adult Another contradiction appears terms class differences evident Brazil It small portion children country stores reach futures promised television prizes gleeful children dancing Calcinhas The Day Child different meaning child viewing crcial promises favela especially given favela children exposed television promises middle upper class In deference these facts television clips discussing plight street children forced rather school conditions FEBEM delinquent detention center logically programs these better themselves But clips remain taste paternalism upper class guilt generosity which little takes itself examine social economic structures leading plight these coitadinhos little things I received first upper class attitudes I invited party given moderately wealthy family honor Day Child This family whose youngest daughter nearly cerebral hemorrhage before invited group twelve orphans house lunch games receive presents orphanage The children watchful large beautifully manic house bathrooms I proudly shown earlier They seemed enjoy games required great pepping daughters cousins family dressed clown order insure level merriment After games I stage Here American questions about United States Most reluctant despite pumping daughters seemed incredulous questions since herself Finally questions began Do there Do family there Do people Do orphanages I asked dreams future The girls model singer actress crcials One refused smiling consciously lowered although indicated dream The futebol players scientist oldest years plans stone layer H practical immediate response although turned answering discuss Next surprise presents everyone The girls received plastic jewelry chess sports One older girls jealousl chess One small started crying because present Themother family bustled apologies promising orphanage bring wanted Then returned orphanage Afterwards various daughters cousins aunts grandparents around courtyard discussing event Do think liked I asked anxiously They tried account shyness hesitancy children people different lifestyle house novelas But liked right seeking reassurance upper class paternalism Since I pressed answer I could Some would would their experience Others would resentment compare their wonder instead return The family nodded talked about orphanage experiences deepening their understanding attitudes children But parents returned dropping again question Did Yes loved reassured A Visit School As I earlier October month Da Teacher Like children education value assne cnicall everyone likes going And children there contradictions built valuation education I spent month visiting schools discussing their situations students teachers administrat The illustrate contradictions I begin concretely description visit particular school I invited visit EEPG Dr Felicio Laurito assistant principal I classes I attending EEPG Escola Estadual Primeiro Grau State School First Degree Schools divided three levels Primeiro Grau grades Segundo Grau years equivalent school Terceiro Grau university Within So Paulo exist separate autonomous public school systems administered state other municipality AEM Pontifical Catholic University PUC about Questions Public School This course fairly radical orientation taught Moacir Gadotti close friend Paulo Freire I interested practice would school administrated people least struggling visions questions raise Freire Freire appeared several times classes I sitting PUC having recently returned Sweden Denmark series conferences education He changed previous plans return Recife origin remain So Paulo consultant educational matters although after formal teaching He remains impassioned about education historical process interesting watch those listening catch passion reflect their political educational experiences EEPG Dr Felicio Laurito smallish school middle class industrial neighborhood Santo Andre cluster small municipalities outside So Paulo under joint Cidade Industrial Within attending distance favela Brazilian consisting makeshift shacks ranging cardboard plaster Ozeneide assistant princi invited visit children school favela eighth series equivalent eighth grade which marks obligatory schooling according Brazil current Thus public school gradual social scaling Those graduating primeiro grades I coming mostly lower middle class since favela children dropped middle upper class beginning placed private schools university track The school situated traditional thick walled building courtyards covered walkways It oldest school neighborhood Ozeneide drove train station school Compared other schools I seemed clean latter because older students neighboring school exhibtion cultural weekend theme Brazil The cleanliness other seems something school fighting Ozeneide showed classrooms disastrous disrepair paint peeling chunks missing floor windows broken everything covered Until recently giving classes rooms explained since school unable money state board education repairs The parents began complain rather reclamar great Latin American which falls between complain clamor picture noisy group mothers congregating outside principal office expressing their indignation steady pitched stream dexnanding something The principal succeeded organizing group parents pressure state until school finall received needed repainting Now school tring awaken parent clamoring order finish repairs clean school Ozeneide mobilize these parents second It worse bigger schools space clean funcionarios eaployees ranging principle janitor space student things dirty windows brokenb gangs leave their signatures walls At least small school relatively clean newly painted rooms bright about attractive unadorned square I spent morning talking group teenagers eighth series oldest group school ranging When I first entered classroom Ozeneide hushed little motion blackboard covered words divided syllables letters accent marks small boxes The began giving other alert looks disclosed I American I wanted Noticing eyeing lackboard teacher explained since helping arrange exhibition class doing review always needed these forget But something I noted other schools Diversion welcomed teachers students alike seems heavily invested sticking schedule getting through material What comes comes Ozeneide later these teachers attitude worth exertion since anyplace The teacher handed class interrupting about relatives United States My strategy visiting schools write paper things which consider important their lives start dialogue there The willingly began write initially about speaking seeing I weren I after Later I found response question would change their lives entire group girls classroom timidity courage But class began around heard their responses Studies number answer first second choice followed closely family This illustrates value given education least official consciousness The number answer friends usually mentioned later The problem things methodology while serving dialogue usually leads pretty official responses still testing I Later question educational value began contradictory I tried issue asking where learned school street The diate answer street Me What learn street A Clamor How smoke about drugs All vices giggles No street learn I tried press explicits would moment I asked about their perceptions problems world their perception their power effect changes The number problem which listed street children What would President Republic Build school homes Next their consciousness violence economy Salaries prices What would change Ldgico raise salaries lower prices laughter The burden change invariabl thrown government vague those changes would entail Once again I witnessed almost diate rejection government which seems Brazilian least Paulista trademark When I asked thought government should changed hands except alert independent never arrives being student because there interesting things happening The other turned incredulous You government No government might worse laughter point Idealism returned objection haired wants artist still Brazilian happil identifies herself feminist But I change course change better But answers change could about When I asked about connunit organization looked confused They became interested I example parent clamoring painting school objected conmunity organization rarel found I asked Once again clamor It people level They stupid organize And doesdrac exist Brazil It their confusion ambiguity strongest Right media receiving messages about transition elections constitutional process They vivid Brazil markedl undratic although could remember militar could notare today though supposed things But there difference between society which enough allow think which genuine participation decisions directions country I asked definition Here problem people participate government But Brazil right democracy Frcm shrugging shoulders appearance being again swung shaki indicating reall think deaxrac democrac really At point teacher watching discussion laughing jokes bemused class officially I could I liked would leave This perfect since I wanting about views education frankness would willing front teacher I freed leave liked continued talking hours AS I noted earlier students express contradictory attitudes toward schooling education I everything without exception wrote extreme generally acritical attitude expressed first But talked their criticisms began although unfocused scarcely articulated I asked things liked about school The enerally wrote liked teachers friends recess school general which friendly place I nowhere encountered prison conditions sometimes New York other North American cities The lists likes scant principal although I heard praise others geography wanted longer recess Several thought classes should monotonous listening talking Despite references boredom disinvolvement I articulated resentment rejection school On contrary I asked write studying value education responses without exception positive muitissimo importante wrote But these responses orientation toward distant future alienation present livin right Without studies anyone Education important future transform important person I better future enjoy studies bring happiness education something everyone values No studying because liked learn because helped understand their lives Education something endure later And answer without hesitation learn streets pleasurable teenager their lives double character We somehow around talking about teenage slang I explaining double entendre Michael Jackson BAD which means trick meaning which volunteered school completel differentl streets In school right because teachers correcting streets their language personality It double personality And contradiction tacit criticism hidden their attitudes toward education reverse Michael Jackson Good means schooling which praise realit little their lives And their lives Here I vague surface based which evolved conversation I I would field questions about United States Everyone rearranged themselves around classroom sitting desks eager lively clusters striking transformation hushed orderly disengaged group I earlier The question arose Is films beautiful clean contrary exaggeratedly violent crime AEM They wanted music people dance dress groups punks heavies darkies which representatives Brazil The question AIDS repeatedly conversations people seeing Brazil cases The while people worry worry really affected attitudes toward The seemed agree sexual activity among teenagers generally begins around years being start staying person Most girls married until after They report pressure drugs Crack arrived although doesn conmx The seemed generall optimistic about their futures seeming opportunities although depth optimism short Their concern independence focused around having freedom The girls especiall protected respect complaining double standard which freedom One defined freedom Freedom right I To shout loose I To dance But share everything abuse From things minds teenagers So Paulo might surmise different middle class teenagers United States I understand I expect differences I learn about culture their specific experiences concerns desires Private Public Schools Before ending letter I discuss background education So Paulo introduction conflicts debates running countr During first weeks President Sarne fired Minister Education opening resolution radically restructure political makeup cabinet Jokes class PUC about noticed since little difference operations schools Last Sarne finall appointed Minister purely political aimed securing opposition seeing appointee experience education This indication communication between those schools those upper level bureaucracy Meanwhile constitutional assembl Sating structure education New Republic Potent issue debate include amount money contributed federal state municipal levels compulsory schooling currently years establishment fought public daycares schools But divisive issue whether public money should solely public schools whether state should continue current policy giving financial assistance including scholarships private schools This debated issue Brazilian educational politics The original public schools actually church gradually through constitutional changes transferred state under slogan compulsory laical schooling But privileged families still their children almost exclusively private schools Educators concerned class divisions promoted separation schools those those waged fierce fight exclusive support public schools opposed supporters independence pluralism educational choice rhetoric among supporters private education In result compromise Congress which viewed defeat public education passed dividing public money between public private schools The military government later wrote policy constitution began pursue active policy privatizing public schools universities While universit education students today privately controlled charging tuitions while receiving support government This takes reach population giving government degree control ideological directions universities The result privatization primary secondary levels So Paulo three school systems The first state including school described earlier second municipality under unsteady jurisdiction Jnio Quadros third consists_ private schools ranging elite ademies religious institutions toccial training programs alternative experimental projects And United States result middle class flight public schools extreme discrepancy between terms resources quality teaching hence preparation higher education College entrance depends vestibular state which measures accumulated knowledge history geography science literature language The vestibular extremel dramatic affair I learning sharing apart woman studying vestibular extremely competitive University So Paulo Every television augnnts drama student overslept missed chance future mothers crying reclamando suicides nervous breakdowns Like SAT classes United States small cursinhos proliferate those prepared Although there exceptions general higher education without payment without private schooling little chance mastering extensive material trick structure which would right enter public university And poorly vestibular enter diploma factories housemate scoffingly calls I visited these expensive upper class faculties which their course offerings conservative orientation judging several conversations I various groups students permeated languor general I I doing I diploma attitude which often found among upper class All since probably government business procured family members The stronger students middle upper asses those personal motivation solid private school background public universities which challenging their offerings Hence contradiction higher education rather being poorer classes breaking educational reality extremely class exclusive reinforces belief higher classes public lower education inadequate their needs The concrete result situation I spoke EEPG Dr Felicio Laurito little chance reaching university This despite declared their intention continuing school through university assertion purpose which surprised Ozeneide I discussed later At another poorer school I visited sizable group declared planned leave school possible which right years primeiro The principal school which right favela district solely merenda snack Many older having gotten morning school afternoon evening tired disinterested without concentration spend hours sitting listening teacher about conjugations natural resources northeast Brazil The nourished television street culture little family support studying Add teaching methods largely static traditional acute resources books classroom materials laboratories aLmost existent public schools teaching staff acconmated fatalistic cycle described earlier worth exertion because And Ozeneide principal second school there opening abertura possibilities public schools after closure military period Methods structures courses being reviewed levels influenced would Paulo Freire An example teaching history positive dialectic marxist language which seems roughly context conflicts Latin American history rather imported abstract History West which predominated until The trouble these initiatives coming which opposite Freire intention which reality change process stage The teachers asked changes which understand purpose For example I asked Dona Dulce about Freire methods municipal schools She Jnio Quadros initiated exper iment having classes which talking extreme simplification Freire which neither students parents teachers considered classes It seemed other teachers essence method correct students making mistakes which conscientious teacher appears ridiculous In EEPG Dr Felicio Laurito Ozeneide working together principal stimulate dialogue reflection among teachers these Working Freire ideas tring movement change going opposite direction bottom having teachers reflect about problems encounter think mobilize order surmount those problems But Ozeneide explained teachers point The teachers alienated They coming years military government which Initiative suppressed conditions stayed Even things watched their opinions being asked secretary education disappear To ideas about dialogue education coming above change nothing And opinions usually trivial level mostly complaints about workload suggestions exert themselves The teachers I spoken slightly different version Because extremely teacher salaries forced possibly three turns A working might This leaves little planning correcting homework little homework given simply living their lives And military government means things gotten worse rather better One teacher complained discip worse authority teacher declining freedom punishment allowed And rather wanting parent participation teacher wanted since parent clamoring teacher autonomy example authority student One policies educational reform refrain failing students product progressive movement imported U S which there reinforced decline quality schools since simply passed grade grade without addressing weaknesses schools which first place And I returned where I started Day Teacher ironies contains Recently group teachers municipal schools organized demonstration front Jnio Quadros office requesting higher salaries improved working conditions Jnio ordered guard throw water Now teachers state schools organizing general stoppage place November manifestation planned front offices state Secretary Education I listened rather voiced geography teacher become animated mobilized group students along The caught spirit although passeo outing promise excitement This prove genuine Day Teacher months holiday But whether succeeds resolving multiple difficulties faced teachers remains Schools organized schedules three distinct groups students arriving morning afternoon evening classes My housemate Mirian reading letter objected question Don anything about Brazil Things She right It spring flowers brilliant pinks blues yellows I learning beans Brazilian style myself system select mango market And educational front there alternatives motion struggling obstacles front without falling fatalism despair Next month I discussion debates proposals initiatives among those looking change education opinions whether those changes Good BAD Um abraqo brasileiro Received Hanover