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Primary education is the basis of the educational process that has developed and is still constantly evolving because of the different thinking of students in our current time from their thinking in the past, so we have to develop our curricula in any country in a way that suits their level of thinking and the scientific and technological development in their countries.
Dear Murillo, I think there will be significant changes, with the change of government. Best regards
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Education and development projects in Brazil (1932-2004): Political economy perspective Bernardo Stuhlberger Wjuniski
Brazilian Journal of Political Economy, vol. 33, nº 1 (130), pp. 146-165, January-March/2013
"Conclusions
Today Brazil is considered one of the most important emerging countries. This happens because many institutional, social and economic achievements have been accomplished in the last years: democracy, economic stability and growth, reduction of poverty etc. However, it is clear that the country still needs to improve its human indicators, catching-up to developed levels. The case of education is part of this objective. Education is an end in itself, and deserves more attention in Brazil.
The objective of this paper was to contribute to this goal, discussing ideas that may help to improve and develop the Brazilian educational system.
By analysing the educational backwardness through a historical perspective, this paper reached the following conclusions. In first place, it argued that political interests really account for a significant part of the lagged situation, with these interests reflecting the different development projects of the country in its distinct periods. Second, it also provided quantitative evidence to support this argument, showing that the political interests can be seen in the light of the allocation of resources between the different levels of education during history. The pattern of structural breaks in the econometric analysis reflected quite well the evolution of the political environment. It was also possible to see, based on the direction of the breaks, the misallocation of public resources between the levels, favoring higher education in the long-run and leaving secondary education behind. Finally, it was possible to see the consequences of these politically-based policies for the Brazilian educational system: (i) by observing how long it took for the country to start investing in all levels of education, a practice that only began in 1961 (ii) by observing the strong level of expenditure in higher education in comparison to the other levels, which created an unequal distribution of education in Brazil that persists today; (iii) and more importantly by demonstrating that the educational policies of the military period created the most significant negative path dependency in Brazilian education. It created underinvestment in secondary education, devaluing its quality, and also leading to a strong inequality between the levels of education .
Clearly, based on this discussion, the country needs to find a way to reduce and come to an end with the disequilibrium between the educational levels, with the allocation of resources that still reflect that 1970s. This is the most important conclusion that emerged from the analysis. Two main policy implications come directly from this. First, the country needs to focus and increase investments in secondary education. It is still clearly behind the other levels. Expenditure should increase and a better quality must be targeted. Second, a reduction in higher education expenditure is necessary. There is obviously an over expenditure in this level compared to the others which needs to be restricted. In practical terms, it is very complicated to reduce spending in the already existing public university system. The only possible solution seems to be at least stop increasing it in the long-run. And together with the rise in investments in secondary education, the misallocation may be reduced in the future. This suggestion seems to go completely against the policies that are being adopted by the current government, which is maintaining the pattern of increasing expenditure in higher education. New public universities have been created and the government is also developing a system of subsides to private colleges. It is evident that the present government is trying to correct the gap created by the incorrect policies of the past. They are trying to provide poor students, which come from public secondary schools, a way to enter into private universities. But the fact is that this does not appear to be the best option in the long run. Instead, the government should use this money to improve secondary education, in order to develop its quality and in the future allow its students to enter the existing public university system. Only then may the target be transferred to the tertiary system once again. It is important to stress that these conclusions are not going against the existence of free public universities, just arguing that the current situation of Brazilian education is extremely unequal, and by now the target should be on secondary education."
I have completed my Primary and Secondary School in Brazil. Comparing it with the UK and Middle East teaching strategies, I believe Brazilian education should go through reform. Teachers need to be better trained and use different pedagogy methods of teaching. Also the foundation subjects such as History and Geography should cover different countries, societies and cultures to make it more inclusive as Brazil has a huge number of refugees.