OVERVIEW OF THE BRAZILIAN EDUCATION SYSTEM - Inep
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OVERVIEW OF
THE BRAZILIAN
EDUCATION SYSTEM
MINISTRY OF
EDUCATIONFEDERATIVE REPUBLIC OF BRAZIL Michel Temer MINISTRY OF EDUCATION | MEC José Mendonça Bezerra Filho VICE MINISTER OF EDUCATION Maria Helena Guimarães de Castro ANISIO TEIXEIRA NATIONAL INSTITUTE FOR EDUCATIONAL RESEARCH AND STUDIES | INEP Maria Inês Fini
OVERVIEW OF
THE BRAZILIAN
EDUCATION SYSTEM
BRASILIA-DF
OCTOBER / 2016Anisio Teixeira National Institute For Educational Researsh and Studies (Inep)
It allowed the total or partial reproduction of this publication, provided the source is cited.
Equipe Técnica
Diretoria de Estatísticas Educacionais
Coordenação-Geral de Controle de Qualidade e Tratamento da Informação
Coordenação de Estatísticas Internacionais Comparadas
Revisão
Assessoria Internacional da Presidência do INEP
Diretoria de Avaliação da Educação Básica
COORDENAÇÃO DE EDITORAÇÃO E PUBLICAÇÕES
Clara Etiene Lima de Souza
Roshni Mariana de Mateus
DIAGRAMAÇÃO
Lucas Ribeiro França
Projeto Gráfico
Marcos Hartwich
Raphael Caron Freitas
EDITORIA
INEP/MEC – Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira
Setor de Indústrias Gráficas – Quadra 4 – Lote 327, Ed. Villa Lobos, Térreo
CEP 70610-440 –Brasília-DF – Brasil
Fone: (61) 2022-3070
editoracao@inep.gov.brBrazil is a Federal Republic occupying an area of 8.5 million km², half the
land mass of South America. More than 200 million inhabitants are distributed
very unequally throughout the national territory, most of them along the coast.
The Brazilian population is very heterogeneous thanks to successive waves of
immigration throughout the centuries which has resulted in a mixed population
of native inhabitants, Europeans, Africans and Asians, amongst others. Even
so, the country enjoys a remarkable linguistic unity. With the exception of the
approximately 360,000 indigenous people belonging to 219 ethnic groups that
speak more than 180 languages, Portuguese is the Brazilian mother tongue.
This linguistic homogeneity is overlaid by a striking cultural variety and
profound economic inequality among the country’s various regions, a situation
that has had a marked effect on the Brazilian education system. In 2010, Brasilia,
the capital city of Brazil, had the highest human development index (HDI) in
the country (0.824) while the state of Maranhão had the lowest HDI (0.612).
By means of comparison, the Brazilian average is 0.699.
200 million inhabitants 48% white
44% brown
15.6% living in rural areas 7% black
0.5% yellow
42% younger than 24 years old 0.2% indigenous
3The normative benchmarks of formal education in Brazil
There are three main normative references for formal education in Brazil:
the 1988 National Constitution, the 1996 National Law of Education and the
National Plan of Education, decreed by the National Congress and approved
under Law 13005 of June, 2014.
Ministry of Education (MEC)
Holds overall responsibility for the
organization of education in Brazil
and direct responsibility for funding
Federal Universities and Schools.
Public Sector National Council for Education (CNE) Private Sector
Establishes norms and core
Federal Schools Higher Education
curriculum for all levels of education
Federal Universities Instituions – subject to
recognition/approval
State Department of Education
Establishes detailed norms for
education in the state often through
an optional State Council for ISCED 2 and 3
ISCED 2 Education, especially Secondary Schools must be
ISCED 3 Education. licensed by State
State Universities Secretariet
Municipal Department of Education
Works closely with the State
Department, responsible for
Elementary Education
ISCED 0 (compulsory education – 6-14 years ISCED 0
ISCED 1 old/ 1st-9th year) ISCED 1
ISCED 2 ISCED 2
4According to the current educational legislation, it is the responsibility of
the Federal Union to co-ordinate the national educational policies linked to
the different levels and systems, to provide technical and financial assistance to
the states, the Federal District of Brasilia and the municipalities for the develop-
ment of their educational systems. That is, to perform a normative (basis and set
of guidelines), redistributive and supplementary functions beyond the resource
allocation function aiming at reducing regional and social inequalities. Within
this scenario, the federal government is primarily responsible for the provision
of higher and professional education in the form of federal schools, including
universities, institutions of higher education, technical schools and technological
education centers. It also supervises the private higher education network. It is
the responsibility of individual state governments to also provide elementary
education and, as a priority, upper secondary education.
According to the Brazilian Federal Constitution, the Union must invest
annually at least 18% of its net revenue from taxes towards the maintenance
and development of education, while the states, Federal District of Brasilia and
municipalities at least 25% of their net revenue from taxes, including those result-
ing from transfers by the Federal government. In addition to public funds, a 2.5%
payroll tax contributes to public education financing. The public resources allo-
cated to education, in 2013, were equivalent to 6% of the national GDP. The
proportions of educational finance are: federal 20%, state 41% and municipal 39%.
The organization of the Brazilian education system
In terms of organization, the Brazilian education system is structured on two
levels: basic education and higher education. Basic education consists of three
stages: 1) early childhood education, which includes provision for children from
0 to 3 years of age (nursery schools) and from 4 to 5 (pre-school); 2) elementary
education from 6 to 14 years of age and 3) upper secondary education, the final
stage of basic education, with a minimum of three years’ attendance, from 15
to 17 years of age. The education is compulsory from pre-school to upper
secondary (4 to 17 years old) and free in public schools.
5ISCED 2011 Mapping of the Brazilian Basic Levels of Education
Professional upper secondary
diploma – Subsequent
1 Upper secondary Professional upper Upper secondary
8 diploma secondary diploma Year 1 diploma
17 12th 12th 12th
ISCED 3
11th 11th 11th
10th 10th 10th
15
Upper secondary Professional Education Teacher Education
education at the upper at the upper
secondary level secondary level
9th
Adult education
ISCED 2
8th
7th
6th
11
Special needs education
5th
4th
ISCED 1
3rd
2nd
1st
6
Elementary school
ISCED 020
ENEM
4
Pre-school
ENEM
ISCED 010
Nursery school
0-3
Pre-primary education
Source: EducationGPS
6Monitoring and Evaluating Brazilian Education
The Instituto Nacional de Estudos e Pesquisas Educacionais Anisio Teixeira
– INEP (Anisio Teixeira National Institute for Educational Research and Studies)
is responsible for collecting data and evaluating the Brazilian educational systems
at national level. The main activities of INEP are:
(i) development of indicators to measure the capacity of educational
services, their efficiency, quality and expenditure;
(ii) dissemination of the data to the general public, media and policy-
makers; and
(iii) development and implementation of an integrated education infor-
mation system.
Education Census
Once a year, INEP carries out two censuses: The School Census on Basic
Education and the Higher Education Census. They collect data for planning and
implementing educational policies at every level of government.
School Census on Basic Education
The School Census on Basic Education is carried out annually at federal level.
It collects information about all modalities of basic education: early childhood
education, elementary education, secondary education, professional education
and education for the young and adults.
Since 2007, teacher and student related data has been collected individu-
ally. Through the teacher’s questionnaire, it’s possible to identify the adequacy
of their level of training and teaching activities, individualized teaching data,
amongst other information. The student’s questionnaire provides informa-
tion from the school population; identify personal data, location, the need for
specialized educational services and/or different locations of the school, and
7other support services for school development such as provision of school
meals and transportation.
The goals of this Census are to provide information to analyze, diagnose
and plan the Brazilian educational system and guide the definition of policies in
order to promote the improvement of quality in education.
It is also used to subsidize federal government programme such as the
School Textbook Distribution Programme (PNLD), the National School Transport
Programme, the National School Meals Programme (PNAE) etc.
Higher Education Census
INEP also carries out the Higher Education Census which is the official sta-
tistic data base of higher education in the country. It collects information on
undergraduate courses in public and private institutions of higher education
on an annual basis. As in the Basic Education Census, the unit of data collection
is the individual (student or teacher) which can be grouped by courses or institu-
tion. Besides individual data provided by teachers and students, the Census also
collects information on the courses, personnel (administrative), financing and
infrastructure of the higher education institutes (library, equipment, and other
institutional resources).
Big numbers of 2015 School Census on Basic Education
Schools 186 thousands
Teachers 2 millions
Students 49 millions
Source: Censo Escolar INEP/Deed
8National Assessments and Evaluations
The Brazilian experience of educational evaluation, taking into account the
fact that it is a large continental country and its federal structure, is character-
ized by the implementation of a set of action and indicators involving the various
participants, schools and educational systems in the country. INEP is the agency
responsible for major educational assessments at the national level within the
structure of Brazilian government:
National Assessment System for Basic Education (SAEB); National Second-
ary Education Examination (ENEM); National System for Evaluation of Higher
Education (SINAES); National Examination for Certification of Adult Competen-
cies (ENCCEJA)
ANA
National Literacy ENEM SINAES
Assessment
ISCED 1 ISCED 2 ISCED 3 ISCED 6
SAEB SAEB
(All public schools – “Prova Brasil”
and sample of private schools) (sample of schools)
The National Assessment System for Basic Education (local acronym SAEB
– Sistema Nacional de Avaliação da Educação Básica) is the national system for
evaluation of the basic education (ISCED 1, 2 and 3) in Brazil based on a rigorous
sample methodology. It has been carried out on a bi-annual basis since 1993
and assesses the quality of teaching in Brazilian schools by measuring the
achievements and performance of students at different stages in their studies
and monitors changes in these achievements overtime, considering the existing
conditions of the Brazilian education system.
9The National Literacy Assessment (local acronym ANA – Avaliação Nacional
da Alfabetização) is the first component of SAEB. The assessment is carried out
every two years of all students enrolled in the third year of the primary level in
public schools, covering basic literacy and numeracy.
SAEB has also been regularly conducting assessments of samples of national
students from both public and private schools in the last year of primary (ISCED
1), lower secondary (ISCED 2) and upper secondary (ISCED 3) levels. Scientific
procedures are used to ensure reliable national and state level sampling
Prova Brasil is a national assessment programme based on student achieve-
ment tests implemented as a component of SAEB. The tests are the same from
SAEB, however the Prova Brasil is given to all public school students attending
the last year of primary (ISCED 1) and lower secondary (ISCED 2) levels, every
two years since 2005.
Both programs are the reference for evaluation of basic education qual-
ity at a national level. The results provide the data source for the construction
of Basic Education Development Index (IDEB), the main indicator of quality of
basic education in Brazil. The index comprises of the students’ performances
in Mathematics and Reading and also the approval rates of schools. The index
uses the school as the lowest level of aggregation, which allows analysis for
higher levels such as municipalities, states, regions and the country as a whole.
The index scale is from 0 to 10.
Municipal IDEB Averages for primary public schools – Brazil, 2005-2015
2005 2007
102009 2011
2013 2015
Up to 3.7 3.8–4.9 5.0–5.9 6.0 or more No Ideb
Source: INEP
The IDEB is used by policy makers and researchers for planning, implementa-
tion and evaluation of educational policies. Every municipality has a target index
to be achieved during each cycle of IDEB, besides a national target index for 2021.
The SINAES evaluation system involves all the institutions of higher educa-
tion in an on-going process. It comprises of a global and integrated evaluation
system for academic activities consisting of three different processes, namely:
(i) Evaluation of institutions of higher education;
(ii) Evaluation of undergraduate courses of study; and
(iii) The National Examination of Student Performance (ENADE).
11As components of one and the same evaluation system, each of these pro-
cesses is carried out in different situations and at different points in the process.
They all make use of their own instruments but are coordinated among them-
selves. These processes look at specific dimensions and indicators, with the aim
of identifying strengths and weaknesses in areas of study and institutions, as well
as promoting enhanced quality and relevance and, as a result, fostering educa-
tion and providing society with information related to higher education in Brazil.
Other aspects to be considered as part of the process of evaluating institu-
tions include access to additional information from the Higher Education Census,
CAPES (Brazilian Federal Agency for Support and Evaluation of Graduate Education)
reports and appraisals of graduate programmes, as well as documents for (renew-
ing) accreditation of institutions of higher education and any other data CONAES
(National Commission for Higher Education Assessment) may consider relevant.
Progress of the Brazilian Education System
Undeniably there has been progress in the Brazilian educational system.
However, it still has serious problems, worsened by the strong social inequali-
ties that persist in the country. The following charts present some evidences of
these two facts:
Iliteracy rate of 15+ population – Brazil – 1940-2010
60%
56.0%
50%
40%
30%
20%
9.6%
10%
0%
1940 1950 1960 1970 1980 1990 2000 2010
Source: IBGE – Censo Demográfico 1940-2010; elaborated by INEP/Deed
12Out-of-school population from 4 to 17 years old – Brazil, 2014
1000000 932829
900000
800000
690104
700000
600000
500000 460574
400000
300000 264020 265895
200000
115553
85250
100000 38803
62237
25358 18468 26331 24307 16139
0
4 5 6 7 8 9 10 11 12 13 14 15 16 17
Age
Source: IBGE – PNAD; elaborated by INEP/Deed
Mean Years of Schooling of the 18 to 29 years old population by age,
family income, region, location, color/race – Brazil, 2014
Income top quartile 12.0
Yellow 11.6
White 10.7
Southeast 10.5
South 10.3
Urban 10.3
Central-West Region 10.2
Brazil 10.0
Black 9.5
Brown 9.4
North 9.3
Northeast 9.1
Rural 8.2
Indigenous 8.1
Income bottom quartile 8.1
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Source: IBGE – PNAD; elaborated by INEP/Deed
13Primary schools by type of school – Brazil, 2015
Federal: 0.02%
Private: 17.8%
State: 10.5%
Municipal: 71.6%
Source: School Census, INEP/Deed
Basic education schools by location – Brazil, 2015
Rural:
34.7%
Urban:
65.3%
Source: School Census, INEP/Deed
14Percentage of schools with internet access by municipality – Brazil, 2015
Above 80%
60 ˫ 80%
40 ˫ 60%
20 ˫ 40%
Below 20%
NA
Source: School Census, INEP/Deed
Primary and Secondary Enrolment
by distinct school location type – Brazil, 2015
Indigenous land 232,108
Land remaining from
settlements founded by 246,404
fugitives slaves
(quilombos)
Land reform settlements 398,698
Prison units 219,991
Instituition for deprived
97,025
of freedom
0 50,000 100,000 150,000 200,000 250,000 300,000 350,000 400,000
Source: School Census, INEP/Deed
15Approval rates by level of education – Brazil, 2008-2014
100
95 92.7 92.7
91.7
89.9
90
87.0
84.1 85.1 84.8
85 82.7
79.9
80
80.1 80.3
78.7
75 77.2
74.9
70
65
60
55
50
2008 2010 2012 2013 2014
ISCED 1 ISCED 2 ISCED 3
Source: School Census, INEP/Deed
Percentage of over-age students for grade by municipality – Brazil, 2015
Below 5%
5 ˫ 10%
10 ˫ 20%
20 ˫ 40%
Above 40%
NA
Source: School Census, INEP/Deed
16MINISTRY OF EDUCATION
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