Infrastructure - the situation of Brazilian schools
by supplementaryschool, Window Shopper
- Created: April 28, 2014, 8:13 am
Infrastructure - the situation of Brazilian schools Investments have not attempt to diminish the opportunities of disadvantaged students who come to school more lagged Investment in Education in Brazil has been one of the most debated topics in the area in recent months . Some studies indicate that there is a clear relationship between spending and outcomes in education, however , this relationship depends on the level of investment . Simon Schwartzman placed very well in his blog that " money makes much difference when resources are too few, and schools can barely function ." Maybe some problems in some studies are due to the fact that Brazil is so large and populous , and with a very large diversity of schools , they do not undermine the fact that in Brazil there are so many schools that are in extremely precarious conditions and " barely functioning " . School Census data from 2010 show that in some states a considerable percentage of schools has very poor infrastructure conditions . The lack of electricity, sewerage and water supply situations are not so rare in schools located in rural areas . Have even in urban areas occur up many schools without library and internet . Responses from teachers of classes evaluated in Brazil Evidence also revealed problems of predation and poor conditions in classrooms . About a quarter of the teachers who responded to the questionnaire Amapá , for example , stated that the conditions of the classrooms are bad . On these numbers a few considerations are necessary . The lack of electricity, sewer or water supply are issues that go beyond the school, are matters of basic infrastructure locations . These problems appear more significantly in rural areas ( especially in the North and Northeast regions ) are resolved and that there will be a considerable investment in those regions ( and inter -sectoral effort) . Moreover , problems of those regions and the level of investment needed to solve them can not be a justification for students attending schools in these localities have less chance to get a proper apprenticeship . In places that no longer have electricity and that parents have low education could not be a school that had no library, for example . A high qualification of teachers is also more essential in these schools . It is known that the North and Northeast regions and rural areas as a whole have many worst educational indicators : students have fewer educational inputs at home, teachers can meet a smaller percentage of the expected contents , etc. . This results in a very bad scenario: few students learning . If we look at the investment per student in the North and Northeast will see a box that does not seem to help that inequality in these regions relative to the other country decreases. The table below shows that states with less investment per student are in those regions . For each state is calculated a value per student / year, based on estimated revenues of Fundeb within their own country in the number of elementary education students ( regular , special, EJA , integral, indigenous and maroon ) public networks state and local education , according to the school census and the most updated weighting factors set out in Law 11.494/2007 for each of the steps , methods and types of schools of basic education . Although through Fundeb already exists aid to some states which have a very low investment per student , are more focused initiatives necessary to seek to ensure that all students , regardless of where they live , have similar conditions for an appropriate learning . This problem occurs not only between regions , because in the same municipality situations of inequity also appear blatantly . Countries like Chile ( financial incentives for teachers who work in difficult working conditions) , Ireland ( reduced student-teacher ratio in primary schools located in urban areas with more disadvantaged and bonus based on the level of disadvantage of the school ) and Belgium ( support schools students lower socioeconomic class ) are more attentive to the issue of equity . It's no mistake to say it's past time for Brazil to study the policies of these countries to build their own policies that promote equity ..
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