Education Policy Outlook 2021

Brazil

Figure 5.34. Selected indicators of education resilience in Brazil

Self-reports of students, teachers or principals by percentage

 

 

Sources: OECD (2020_[1]), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/19cf08df-en; OECD (2020_[2]), "Learning remotely when schools close: How well are students and schools prepared? Insights from PISA", OECD Policy Responses to Coronavirus (COVID-19), OECD Publishing, Paris, https://doi.org/10.1787/3bfda1f7-en; OECD (2019_[3]), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/1d0bc92a-en; OECD (2019_[4]), PISA 2018 Results (Volume II): Where All Students Can Succeed, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b5fd1b8f-en; OECD (2019_[5]), PISA 2018 Results (Volume III): What School Life Means for Students’ Lives, PISA, OECD Publishing, Paris, https://doi.org/10.1787/acd78851-en.

Statlink

Selected education policies for Brazil

Internal Commissions for the Prevention of Accidents and School Violence (Comissão Interna de Prevenção à Acidentes e Violência Escolar, CIPAVE, 2012)

►. Level of resilience: Learner

The CIPAVE is a network of support around schools in the state of Rio Grande do Sol, which works to prevent and respond to bullying, school violence and other issues affecting the learning climate in schools. CIPAVE was first developed in the city of Caixias do Sul (2013), where schools formed an internal commission involving different stakeholders to discuss issues affecting the school community, and established partnerships with local actors such as the police, fire departments, and non-governmental organisations (NGOs). Implemented across the state in 2013, the training and implementation of the internal commissions became a state priority in 2015. The commissions work on issues such as conflict resolution, forming a regionalised support network and planning actions in collaboration with different members of the school community. At the state level, the Secretariat of Education works with other government departments to provide guidance on issues that affect the school climate, and with schools to identify negative behaviours, their causes and frequency, and to take preventative action. Schools register the incidents that occur in the community on the programme’s website, and the state uses this information to invite partners to develop projects in schools. In 2020, the state launched the CIPAVE+ platform to facilitate monitoring and collaboration.

State-level data from 2019 suggests the preventative actions developed under CIPAVE have contributed to a 65% reduction in violent incidents since 2015. School leaders have highlighted preventative actions – drawing on conflict resolution approaches such as peace circles and restorative circles – as key success factors (Federal Ministry of Education of Brazil, 2019_[6]). Many of these actions have continued in the context of the COVID-19 pandemic, with activities moving online when schools closed. For example, a restorative justice programme organised in partnership with the police provided mediation training for students via distance learning.

Further reading: CIPAVE (n.d._[7]) O que são as CIPAVEs? [What are CIPAVEs?], CIPAVE, https://cipave.rs.gov.br/o-que-e (accessed on 4 May 2021).

Learning Inside and Outside the School (Projeto Aprender: Dentro e fora da escola, 2020)

►. Level of resilience: Broader learning environment

In the early stages of the COVID-19 pandemic, the Brazilian state of Maranhão collaborated with the non-profit organisation Education Laboratory (Laborarório de Educação) to develop an engagement strategy for parents and guardians of children in ECEC. The main aim of the strategy was to assist them in providing care for young children at home while ECEC centres were closed, particularly those from low-income families. With this in mind, the Maranhão Secretariat of Education consulted with the Laborarório de Educação who adapted their evidence-based family engagement curriculum for use across the state. Laborarório de Educação’s video, photo and audio content gives suggestions for transforming daily household discussions and interactions into learning opportunities without the need for additional resources. The use of a range of communication channels were key factors in the success of the strategy. The resources reached over 10 000 people within two weeks of the launch of the strategy.

Further reading: Paulet Piedra, N. and F. Reimers (2020_[8]), Brazil: Educação Infantil no Maranhão (Early Learning in Maranhão), https://oecdedutoday.com/wp-content/uploads/2020/05/Brazil-Educacao-Infantil-no-Maranhao.pdf (accessed on 1 April 2021).

References

CIPAVE (n.d.), O que são as CIPAVEs? [What are CIPAVEs?], https://cipave.rs.gov.br/o-que-e (accessed on 4 May 2021). [7]

Federal Ministry of Education of Brazil (2019), Rio Grande do Sul reduz em 65% a violência nas escolas do estado [Rio Grande do Sul reduces violence in state schools by 65%], http://portal.mec.gov.br/ultimas-noticias/211-218175739/74691-rio-grande-do-sul-reduz-em-65-a-violencia-nas-escolas-do-estado-2 (accessed on 4 May  2021). [6]

OECD (2020), Learning remotely when schools close: How well are students and schools prepared? Insights from PISA, OECD Publishing, Paris, https://dx.doi.org/10.1787/3bfda1f7-en. [2]

OECD (2020), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris, https://dx.doi.org/10.1787/19cf08df-en. [1]

OECD (2019), PISA 2018 Results (Volume II): Where All Students Can Succeed, PISA, OECD Publishing, Paris, https://dx.doi.org/10.1787/b5fd1b8f-en. [4]

OECD (2019), PISA 2018 Results (Volume III): What School Life Means for Students’ Lives, PISA, OECD Publishing, Paris, https://dx.doi.org/10.1787/acd78851-en. [5]

OECD (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris, https://dx.doi.org/10.1787/1d0bc92a-en. [3]

Paulet Piedra, N. and F. Reimers (2020), Brazil: Educação Infantil no Maranhão (Early Learning in Maranhão), https://oecdedutoday.com/wp-content/uploads/2020/05/Brazil-Educacao-Infantil-no-Maranhao.pdf (accessed on 1 April 2021). [8]