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A tentative curriculum model for the undergraduate program in education at the Federal University of Rio de Janeiro

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A tentative curriculum model for the undergraduate program in education at the Federal University of Rio de Janeiro

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Content TENTATIVE CURRICULUM MODEL FOR TIJE UNDERGRADUATE
PROGRAM IN EDUCATION AT THE FEDERAL
UNIVERSITY OF RIO DE JANEIRO
by
Junia Flavia d'Affonseca Johnson
A Dissertation Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(Education)
January 19 77
UMI Number: DP24207
All rights reserved
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a note will indicate the deletion.
Dissertaion Publishing
UMI DP24207
Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.
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UNIVERSITY OF SOUTHERN CALIFORNIA
THE GRADUATE SCHOOL
UNIVERSITY PARK
LOS ANGELES, CALIFORNIA 90 0 0 7
PK.D.
'77
> 1 6 7
This dissertation, written by
.^H1 . Y . - k J? a J ohn s on..
under the direction of h.$.X... Dissertation Com
mittee, and approved by all its members, has
been presented to and accepted by The Graduate
School, in partial fulfillment of requirements of
the degree of
D O C T O R O F P H I L O S O P H Y
Dean
Tint? January 5, 1977
DISSERTATION COMMITTEE
TABLE OF CONTENTS
LIST OF
Chapter
I.
II.
III.
IV.
TABLES.
THE PROBLEM .................................
Introduction
Background of the Problem
Statement of the Problem
Purpose of the Study
Importance of the Study
Definition of Terms and Abbreviations
Assumptions
Delimitations
Limitations
Organization of the Remainder of the Study
REVIEW OF THE LITERATURE....................
The Legal Framework of Brazilian Under
graduate Programs in Education
The Purposes of the School of Education,
UFRJ
The Professional Education of Teachers
and Specialists in Education
Preparation for Teaching and Other
Professional Specialties
Curriculum Development Theory
METHODOLOGICAL PROCEDURES ..................
Basic Steps Followed in the Study
Selection of Literature Reviewed
The Selection of the Samples
Instruments
Data Collecting and Processing
ANALYSIS AND INTERPRETATION OF FINDINGS,. .
Legal Prescriptions for the Schools of
Education
The Objectives of the Schools of Education
in Terms of the Needs of Society
Adequacy of the Present Curriculum of the
School of Education, UFRJ
Page
iv
1
i
16
46
60
Chapter
The Cultural Knowledge (Content) of the
Undergraduate Program in Education
The Curriculum as a Means of Profes
sional Growth
Analysis of Documento I (MEC,DAU,CEAE,
1975)
V. THE TENTATIVE CURRICULUM MODEL FOR THE
UNDERGRADUATE PROGRAM IN EDUCATION AT
THE FEDERAL UNIVERSITY OF RIO DE
JANEIRO ...................................
Guidelines for the Construction of the
Model
; The Model Curriculum
! Basic Course
; Specialization Courses
VI. SUMMARY, CONCLUSION AND RECOMMENDATIONS . .
Summary
1 Conclusions
; Recommendations
REFERENCES............................................
i
! APPENDIX..............................................
Page
i
96
i
I
i
i n !
i
J
126 I
LIST OF TABLES
Table
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Page
Number of Faculty Responding Questionnaire I
by Rank and Department...................... 55
Number of Questionnaires Completed by Alumni
Respondents................................. 57
Number of Participants by Type of Institutional
Affiliation and Locale of Meeting - September
1974 to June 1975........................... 58
Opinion of Faculty on the Adequacy of Legal
Objectives.................................... 64
Opinion of Faculty on Adequacy of Present
Curriculum................................... 6 6
Opinion of Alumni on the Adequacy of Under
graduate Program...................... .. 68
Areas of Deficiency Indicated by Alumni Con
sidering the Curriculum not Adequate, by
Number and Per Cent ...................... 6 9
Median Level of Necessity of Each Subject
According to Faculty Judgment on a Scale
of 1 to 4 by Area of Specialization .... 74
Faculty and Alumni Opinion.on Curriculum
Emphasis by Number and Per Cent........... 77
Distribution of Faculty and Alumni Opinion on
Level where Specialization Studies should
be Placed ........................... 79
Faculty Opinion on Proportionate Allocation of
Program to Areas of Emphasis in Curriculum 81
Alumni Opinion on Proportionate Allocation of
Program to Areas of Emphasis in Curriculum 8 2
Disciplines Considered "Useful" by Fifty Per
Cent or More of the Responding Alumni . . . 83
Table Page
14. Selection of Subjects According to Date
Sources................................... . 105
v
CHAPTER I
THE PROBLEM
Introduction
The Brazilian University Reform Law No. 5540/1968
transformed the traditional Pedagogy Course of the Schools
of Philosophy, Sciences and Letters - where specialists in
education and secondary teachers had been trained during
the previous thirty years - into a professional School of
Education. This transformation was expected to mean more
than a mere structural change; it was meant to provide an
answer to the need to develop and bring up to date the
cadres of teachers and specialists in education (Sucupira,
1972).
Following the Reform Law the Parecer 252/69 of the
Federal Council of Education prescribed a new curriculum
for the undergraduate programs of education and dictated
minimal course requirements for the major areas of
specialization and for the teaching credential major.
This legislation^charged the Schools of Education with the
responsibility for the preparation of secondary school
teachers and of specialists in planning, supervision,
school administration, school inspection, and counseling
(art. 30, Law No. 5540/68).
1
Background of the Problem
In conformance to the forementioned legislation the
School of Education of the Federal University of Rio de
Janeiro (UFRJ) began to implement, in 1969, the required
changes in the curriculum of the old Pedagogy Course of
the former School of Philosophy.
Successive yearly changes followed, as the Faculty
Curriculum Committee evaluated further the.' newly en
countered task of creating an entirely new institution out
of the remains of a traditional and inadequate program.
However, the comparison among those modified curricula
(Appendix A) showed that no significant change was
introduced which would bring a closer approximation
between the curriculum and the objectives of the law
(Law 5540/68 and Parecer 252/69) and the stated purposes
of the School (Regimento da Faculdade de Educapao, 1969).
Despite the efforts conscientiously and diligently
made to create a coherent whole which promoted the
student's learning of the knowledges, abilities and skills
that would enable them to do the work society expected of
them, there were still discrepancies between the curricu
lum and the proposed legal and statutory goals. Although
a more objective basis for curriculum development and
improvement was provided by the new legal statutes, there
persisted the need for the development of more adequate
programs of teachers' and specialists' training in
2
education as identified by Feres (1971) in a study of the
alumni of the Pedagogy Courses in the State of Guanabara.
The new Schools of Education emerging out of the
Pedagogy Courses of the Schools of Philosophy, with
hardly anything more than their past experience to grow
on, were running the risk of remaining, for some time to
come, mere residues of the previous courses. They were
retaining their inadequate characteristics, making the same
mistakes which had caused the students, throughout the
years, to anxiously question the future of their vaguely-
defined profession (Martins, 1969). By the same token,
and because of the fact that they were an entirely new
type of institution in the system of higher education in
Brazil, a certain degree of perplexity confronted those
responsible for the organization and administration of
the Schools of Education.
In 19 71, before the above situation could properly
be resolved, an additional piece of legislation, the
Elementary and Secondary Education Law No. 5 692/71 (ESEL),
emphasized further the societal need for trained teachers
and specialists in education. The implementation of the
modifications stipulated by the ESEL depended clearly on
the sound preparation of the professionals to be formed by
the Schools of Education. It prescribed alternative short
cycle programs for the preparation of elementary and
junior high school teachers (grades one through eight) and
_____________________________________________________________ 3—
required a full four year college degree for the teaching
in senior high schools. This modification allowed for
the necessary adjustments the diverse cultural, geographi
cal, and social economic regions of the country might
require.
Even if the Schools of Education had not been
established as a separate institution of higher learning,
with more encompassing purposes than those of the
Pedagogy Courses, the passing of the ESEL would, by it
self, suffice as a justification for a curricular
modification in the undergraduate programs of education
aimed at relating their curriculum to the changing
conditions of society therein reflected. But, not only
forces external to the schools were asking for rapid and
effective change. Internal conditions were being
identified as requiring change along with a clearer
definition of tasks more consistent with the purposes of
the institution. Indeed, a closer look into those
conditions seemed to indicate that among the circumstances
pointed out by Dressel (1964) as requiring new curricular
models for undergraduate education, at least five seemed
to be applicable to the case of the School of Education,
UFRJ. These were:
1. The need for balancing the core of common educa
tional experiences in the basic and the
professional segments of the curriculum. This
_______________________________________________________________ 4
balance should guarantee the offering of the
essential elements of a liberal education while
providing the needed competency for entry into
the profession.
2. The need to have each departmental faculty
organize its efforts in order to facilitate the
students integration of their knowledge of the
several disciplines of the curriculum as a whole,
while encouraging the development and mastery of
specialized professional competencies.
3. The need to organize essential knowledge into
fewer and larger blocks with the elimination of
duplication. Overlapping and duplication of
courses are a waste of valuable student time and
students must be motivated and must develop
abilities to continue their own education.
4. The need to make all faculty members aware of
what is current about learning, motivation and
instructional technology, with the purpose of
providing greater incentive and the development
of more student responsibility.
5. The need to define and accept the responsi
bility of higher education for some impact
on student values. Higher education does
have a responsibility in helping the
student to become aware of his own values,
helping him to see value differences among
vastly different cultures, helping him to
recognize some of the factors underlying
these value systems, and finally encour-
aging him to reassess and decide upon his own
set of values (Dressel, 1964, p. 144).
The above discussion clearly shows that a more
elaborate and thoughtful strategy than the mere re
shuffling of courses, or modification of existing
procedures, was needed in 'order that the actual education
al experience of the students could be significantly
altered in a fashion more in agreement with its purpose.
Statement of the Problem
The added responsibilities imposed by the new
legislation (Law 5540/69; Parecer 252/69; Law 5692/71);
the irrelevancy of the adopted curricula as discussed by
Martins (1969) , Sucupira (1969) , Teixeira (1969) , Gois
Sobrinho (1969), Lauwerys (1969) and Feres (1971); the
rapid changes in societal needs, as reflected by the laws
and advances in cultural knowledge; the circumstances
requiring newccurriculum models and found to possibly
exist within the Schools of Education, and more specifi
cally within the School of Education, UFRJ; the
successive unsuccessful curricular changes implemented at
the School of Education, UFRJ; were all calling for the
proposal of an adequate model curriculum in order that the
new responsibilities be properly discharged, the
discrepancy between law and implementation be reduced,
and a qualified professional be produced capable of
carrying out the objectives of Brazilian education as
6
part of a larger program of social and economic reform.
Purpose of the Study
This study focused on the School of Education of the
Federal University of Rio de Janeiro and was aimed at the
construction of a model curriculum for the bachelor's
degree program in education, expected to narrow the gap
between the objectives of the law and the demonstrated
capabilities of the graduates of the Schools of
Education.
Four types of criteria served as a basis for the
construction of the model: (1) criteria assessed from the
legal framework of the undergraduate programs of education
inrBrazil; (2) criteria derived from a review of the
literature related to professional education and under
graduate curriculum theory; (3) criteria constructed on
the basis of expert opinion as obtained from professors
of education and a panel of Brazilian experts on the main
value referents for decision making in curriculum
development; and (4) criteria developed from the critical
evaluation done by alumni of the Schools of Education in
Rio de Janeiro.
The model aimed at the specification of the appro
priate set of disciplines that, according to the criteria
developed by the study, should constitute the basic and
professional courses of undergraduate programs in
7
education in Brazil.
Questions to be Answered
The answers to the following set of questions served
as a basis for the development of parameters and
criteria used for the construction of the model.
1. What are the legal prescriptions for the Schools
of Education?
2. What should the objectives of the Schools of
Education be in terms of specific needs of
society?
3. Is the present curriculum, in the light of the
prescribed objectives, adequate?
4. What is the cultural knowledge (content) that,
in view of the general objectives, is relevant
for the basic and specialized segments of the
curriculum of the School of Education, UFRJ?
5. How could the curriculum, given the widely
different intellectual and experiental back
grounds of the students, meet their varied
interests and career goals and make for their
professional growth?
Importance of the Study
The comparison of the curricula adopted by the School
of Education, UFRJ, between 1969 and 19 74 depicted in
Table 1 revealed that, despite the genuine effort made, not
8_
much was being accomplished in the way of transforming
the Pedagogy Course into a professional School of
Education capable of meeting the demands which both the
law and society were placing upon it. It was important
that a solution for that problem was sought in a more
systematic way; that the problem be looked at from a
larger perspective than just a mere reshuffling of courses
or changes in procedures related to administrative prob
lems. A study seemed to be needed in which a tentative
effort was made to bring together the legal, the theoreti
cal and authoritative, and the clientele points of view,
in order to bring new light into the matter, and to serve
as a first step down a, hopefully, more fruitful road of
curriculum development. Changes in curriculum will only
be significant if they can be adapted in method and
content to both societal demands for qualified manpower
and students' demands for and educational experience rele
vant to contemporary times.
Definition of Terms and Abbreviations
For the purpose of this study, terms and abbrevia
tions were defined as follows:
Basic courses. The segment of the curriculum of the
undergraduate programs of education, in Brazil, common to
all areas of specialization offered by the Schools of
Education.
9
CFE. Conselho Federal de Educagao (Federal Council
of Education).
Curriculum. A specification of the content and
duration of a course of studies in a school of any level.
Licenciatura courses. Teacher training courses
offered at the Schools of Education to students who take
the remainder of their undergraduate work at other divi
sions of the university.
ESEL. Elementary and Secondary Education Law
No. 5692/71.
Parecer. A report of studies undertaken by the
Federal Council of Education (CFE) on specific educational
matters which becomes mandatory once endorsed by the
Minister of Education.
Professional (or Specialization) courses. The seg
ment of the curriculum of the undergraduate programs of
education, in Brazil, composed of diversified content
according to the areas of professional specialization
offered by the Schools of Education.
UFRJ. Federal University of Rio de Janeiro.
Assumptions
The model proceeded from the basic assumption that
presently teacher and specialists training in education,
in Brazil, was not adequately preparing the majority of
these professionals.
10
For the purpose of constructing a model curriculum
four other assumptions were made:
1. The selection of part of the criteria for the
construction of a model curriculum for the under
graduate program of education at the present
stage of development of Brazil may be more
effectively done through expert opinion.
2. A critical evaluation by alumni of such courses
is a sound means for the identification of strong
points, discrepancies and weaknesses, and for the
discovery of realistic ways of improving the
curriculum.
3. The assertion of authoritative opinion in the
relevant literature may offer an additional
source of criteria to be used in the construction
of the model.
4. A curriculum model constructed on the basis of
such criteria will tend to bring practice closer
to theory, or the real closer to the ideal.
Delimitations
The study was subject to the following delimitations:
1. Although the model curriculum proposed was
constructed having in mind the realm of the
Federal Universities in Brazil, the focus of the
study was centered at the School of Education of
11
the UFRJ for reasons of economy of time and limi
tation of resources.
The criteria developed by the study were restrict
ed to those areas which seemed more compatible
with the assumptions made. Two reasons kept the
investigator from including criteria developed \
from a catalog survey - a commonly used method of i
i
setting parameters for studies such as this: j
(1) they are often repetitious and, as Dressel j
i
(1969) noted, their ambiguities and contradic- j
tions bring difficulties in their use in research I
especially due to their poor organization and
readability along with the problem of reconciling
their internal inconsistencies; and (2) the
materials which usually comprise college and
university catalogs in the United States, are
seldom found under the same cover in the case of
Brazilian universities, thus securing the neces
sary elements for a catalog search in Brazil
would be a difficult, if not an impossible task.
The study was also limited to the specification
of purposes and of the disciplines which, in the
light of the criteria developed, should enter
into the basic and professional segments of the
undergraduate programs in education. This study
did not try to go out into the world to discover
2 12
the activities that constitute good teaching and
good professional practice. Although aware of
the fact that a curriculum for education cannot
be perfected without an objective analysis of
activities in which educators should be skilled
to appropriately perform their roles, to extend
the investigation to them would amount to having
a study within a study. Furthermore, the specif
cation of professional activities tends to lead
to the building of a performance curriculum.
Since a performance curriculum is designed for
the attainment of a very particular set of
objectives, it does not apply to the entire
education of teachers and professionals. Such a
curriculum leaves out the elements believed to
make for the development of a liberally educated
person. It will not suffice for the "complete
and generous education" of which Milton (Morris,
1911) talks about in his Tractate on Education.
Nor does it provide for the education - which
"involves knowledge, attitudes, values and
skills" (Pullias, 1963, p. 18).
On this account, to serve both the School
of "Education, UFRJ, and perhaps other schools in
the country, the model designed was intended
only as a starting point from which courses of
instruction could be devised, then based on the
analysis of professional activities, and guided
by their preferred educational philosophy on
which statements of purpose, method and scope
should rest.
4. The review of the literature was selective rather
than comprehensive, illustrative rather than
exhaustive, limited, therefore, to major findings
and theories relevant to the problem.
The study was restricted to the Pedagogy Course
of the Schools of Education precluding any
discussion of the Licenciatura Courses.
Limitations
Circumstances placing constraints upon the investiga
tion were the following:
1. Much of the Brazilian literature relevant to the
subject could not be obtained. Only occasional
titles were secured and used where pertinent.
2. The criticisms and opinions offered by the alumni
were limited to the findings expressed as
responses to the items on the questionnaire. It
would have been helpful to complement these with
an in-depth interview with a selected sample of
alumni, but the circumstances did not permit such
interviews.
______________________________________ 14_
Organization of the Remainder
of the Study
The remainder of this study is. composed of five
chapters, a bibliography and appendices. Chapter II
reviews the selected literature concerning: (1) the legal
framework for the organization of the undergraduate
curriculum of education in Brazil; (2) the literature on
the professional education of teachers and specialists in
education and that on undergraduate curriculum theory.
Chapter III describes the methodological procedures
followed to achieve the purpose of the study. Chapter IV
includes the findings and a discussion of the results. In
Chapter V the model curriculum is presented based on the
criteria resulting from the review of the literature
undertaken in Chapter II and the findings in Chapter IV.
Chapter VI is the final chapter consisting of a summary of
findings, conclusions and recommendations. Following
Chapter VI a selected bibliography and appendixes are
found.
15
(CHAPTER II
REVIEW OF THE LITERATURE
The purpose of this chapter was to search for what
the relevant literature disclosed as to each of the three
sections comprising the chapter. In the first section the
legal framework of the undergraduate programs of education,
in Brazil, is defined and the purposes of the School of
Education, Federal University of Rio de Janeiro, (UFRJ) are
presented. The next section presents a review of
selected works and research relevant to the professional
education of teachers and specialists in education. The
third section, about the curriculum development theory,
focuses primarily on identifying a theoretical framework
for curriculum development.
The Legal Framework of Brazilian
Undergraduate Programs in Education
Presently the basic legal document for the organiza
tion of higher education in Brazil is the Law No. 5 540.
Enacted in 196 8, it clearly establishes that the prepara
tion of teachers and specialists in Planning, Supervision,
Inspection, Administration and Counseling be provided at
the higher education level. In its article 27, it
establishes that the preparation for the practice of
____________________________________________________________L6_
professional education, in the entire country, will be
provided in three ways: (a) through courses in the areas
established by the law and which will have the curriculum
and duration determined by the Federal Council of
Education (CFE) in the terms prescribed in its article 26;
(b) through courses which the CFE may establish as an
answer to a need for other kinds of professionals in the
field, and for which the curriculum and duration shall be
established according to article 26; and (c) through
courses which the universities and other institutions of
higher education may decide to offer in view of their
specific purposes and to answer specific needs of their
respective constituencies, and according to the prescrip
tions of article 18 of the law.
The number of such courses may vary and their
duration may follow the short cycle model or the regular
college model.
According to the minimum curricular plan proposed by
the CFE in its Parecer 252/69, the so-called Pedagogy
Course is composed of two parts: (a) the basic course,
common and required of all others, and (b) the specializa
tion courses (majors).
The specialization courses encompass the areas
specified in article 30 of the law with the exception of
educational planning which is restricted to the graduate
level. The courses offered in the regular duration
_____________________________________ 17
program for the preparation of normal school teachers,
counselors, administrators, supervisors, and inspectors
are five in number. To these, three ; more ;short cycle
programs are added for the preparation of inspectors,
supervisors and administrators of elementary schools.
Although recognizing that the natural place for the
preparation of specialists in education is the graduate
school, the urgent need for professionals in the areas
above specified is the rationale of the CFE for the
placing of the specialization programs at the under
graduate level.
Since all majors are part of the Pedagogy Course of
the Schools of Education, all graduates receive the same
college level degree, that of Licenciado. The licenciados
(bachelors in education) are all credentialed to teach.
In reference to the duration of the instructional
program the Parecer establishes: 2,200 hours and 1,100
hours of academic work and practicum (at least 5 per cent
of the total number of hours in the major) which can be
completed in 3 to 7 years in the longer option, and lh to
4 years in the shorter option. The latter constitutes the
short-cycle modality.
An additional requirement is made of those who wish
to major in counseling, administration or supervision:
proof of previous teaching experience.
The diploma of Licenciado in Pedagogy is a credential
1.8_
to: (a) practice the profession and the specialization
acquired in the entire country; (b) teach the disciplines
of the basic course, and those of the specialization major
in normal schools, provided that the requirement of 2,200
hours has been met; and (c) teach in elementary schools
when the required courses for that purpose have been
taken.
In order that the licensure to teach or to practice
the specialization be valid, all programs must be
previously approved by the CFE.
The minimum curriculum for the Pedagogy courses
includes the following:
For the basic course:
a) Sociology
b) Sociology of Education
c) Psychology of Education
d) History of Education
e) Philosophy of^Education
f) Didactics
For specialization courses the minimum listing of
subjects is:
a) Elementary Education in Brazil
b) Secondary Education in Brazil
c) Higher Education in Brazil
d) Methods and Procedures in Educational Counseling
e) Methods and Procedures in School Administration
_________________________ 19_
f)
Administration of Elementary Schools
g)
Methods and Procedures in School Supervision
h) Supervision in Elementary Schools
i)
Methods and Procedures of School Inspection
j)
Inspection in Elementary Schools
k) Educational Statistics
1)
Legal Aspects of Education
m) Vocational Guidance
n) Educational Measurement
o) Curriculum and Instruction
P)
Methods in Elementary Education
q)
Practice Teaching in Elementary School
The minimum requirements for the different majors
are: (a) completion of courses in all of the subjects
listed for the basic course; and (b) completion of the
following grouping of subjects for each major:
Educational Counseling - a, b, d, m, and n.
School Administration - a, b, e, and k.
School Supervision in Elementary and Secondary
Schools - a, b, g, and o.
School Inspection in Elementary and Secondary
Schools - a, b, i, and k.
Normal School Teaching - a, p, and q.
School Administration for Elementary Schools - a, f,
and k.
Elementary School Supervision - a, h, and o.
20
Elementary School Inspection - a, j, and 1.
Besides the subjects included in the above minimum
listings, the following are suggested as possible
additions by the schools as they are appropriate to their
particular curricular plans:
a) Economy of Education
b) Pedagogical Anthropology
c) Comparative Education
d) Audiovisual Aids in Education
e) Educational Radio and Television
f)
Programmed Instruction
g)
Adult Education
h) Special Education
i)
Remedial Reading
j)
Remedial Speech
k) School Hygiene
1) Research Methodology in Education
Furthermore, other majors may be added to the
Pedagogy Course for the purpose of preparing technicians
and consultants in the areas of specialization. In both
cases the requirements are: (a) completion of the
following subjects from the listing of the basic course:
b, c, d, and f; (b) completion of the following subject-
matter courses and activities from the minimum listing of
requirements for the specialization: a, b, c, k, 1, m, n,
and o; and (c) completion of the electives included by the
21_
individual institutions of higher education offering the
majors as they see appropriate.
A conventient degree of flexibility was introduced by
the Parecer 252/69. Universities and other institutions
of higher education may expand their curriculum for, the
purpose of, still preserving the goals of the common
objective, adjust their offerings to the peculiarities of
the regionaluand local needs. For that reason the content
prescribed in the Parecer is intentionally neutral: it is
not a listing of disciplines, but of subject-matters to be
arranged in the way which most appropriately can suit each
particular plan.
The Purposes of the School
of Education, UFRJ
The Regimento Interno of the School of Education,
UFRJ, states that the purpose of the school is twofold:
(a) to teach and do research in education in connection
with the preparation of educators, teachers and other
specialists in education, and (b) to contribute to the
development of the fields of educational theory and
practice, and to that of the related fields from which
education depends.
In addition to the enumeration of the specific goals
stated according to the dictations of the law, the
Regimento emphasizes the following: (a) to do research for
the development of the science and technology of educa-
22
tion; (b) to offer technical assistance to soliciting
institutions; (c) to cooperate with the local school
system for the solution of their educational problems;
(d) to contribute for the solution of pedagogical problems
within the UFRJ; (e) to enlighten public opinion on the
matters of educational concern through active cooperation
with the public media; (f) to develop the process of
educational documentation and to make it available to the
public; (g) to establish and maintain cooperative contact
with national and international institutions of education;
(h) to establish the proper climate for an effective
democratic education aimed at the common goal of social
welfare and the good society through enhancing the values
of cooperation, fraternity and human loyalty within its
context (Regimento Interno, School of Education, UFRJ,
1969) . ' v
The Professional Education of Teachers
and Specialists in Education
Social changes are more than ever demanding expansion
and change in the professions. These changes are a
result not only of the expansion of knowledge related to
the basic disciplines of the professions, but of changes
resulting from the technological explosion affecting the
social and psychological settings in which the profession
al performs his role (Muller, 1974).
There is general agreement that a profession is
_________________________________________________________23
characterized by: (a) a body of knowledge needed to make
clinical decisions about goals and methods, in terms of
general principles, theories, or propositions; and (b) a
repertoire of skills and behaviors which favor the prac
tice of the profession (Howsan, 1970; Schein, 1974;
Mayhew, 19 74). Another dimension is added by Meyerson
(19 74) to the concept of a profession: "A profession is
not only the trusteeship of a body of learning; it is a
commitment to service" (p. 175). Further still, a pro
fessional can be defined, as a poet once suggested, by his
feeling of duty to die if necessary for the cause to which
he is committed.
Schein described professional knowledge as consisting
of "an underlying discipline, and applied science, and a
component of skill viewed as the art of professional
practice" (p. 305). Professional schools are expected to
impart this knowledge to students. It is a common thing
to see educators disagreeing on the proportion with which
these three components should come together in profession
al preparation. It is, in fact, a perplexing problem in
curriculum work to achieve an acceptable enough balance
of these elements to please all concerned - the clientele,
the faculty, and the student. This situation is further
complicated by the advancement of knowledge broadening
the limits of formal schooling to life-span, and creating
the need for programs of continuing education.
_______________24_
At the undergraduate level the problem of balancing
the professional components of the curriculum is aggravated
by the existence of the dilemma posed by the liberal
i education-professional education controversy. Not that
I the graduate professional education can dispense with the
I
i light of general culture to illuminate the technicalities
i
^ of a special pursuit, but because the purpose of under-
j graduate education is, first of all, to impart general
<
I
education. At this level education should offer, together
j with vocational training, an understanding of the nature
i
I
I of the world and the nature of man. "Specialization, if j
I I
| it begins too soon, has a narrowing effect not only upon
| vision but also upon values" (Craig, 1974, p. 45). Never- :
theless the understanding of the meaning of a profession
need to be postponed to graduate school. "Imaginative
teaching that links the arts, sciences and professions
can satisfy the inner hunger for moral commitment and
self expression, while answering the outer call for
service by providing a vehicle for social regeneration"
(Meyerson, p. 19 75).
Despite the bitter resistence from liberal arts
colleges to incorporate the new proposals for professional
education in the latter half of the nineteenth century,
today professional training of one kind or another
engages as much as 50 to 60 per cent of the college
population in the United States (Kayen, 19 74).
25
Recently an increasing movement is being witnessed for the
repossession, by general education, of at. least a larger
portion of its natural habitat - that of the undergraduate
college curriculum. "Just as liberal learning can enlarge
understanding of professions, so comprehension of profes
sions illuminates liberal learning. It is not speciali
zation or dedication to a discipline that is troubling.
It is overspecialization" (Meyerson, 1974, p. 174).
A pleiad of specialists in higher education (Almond,
1974; Connant, 1963; Craig, 1974; Haskins, 1975; Meyerson,
1974; Muller, 1974; Muscatine, 1966; Skinner, 1974;
Tussman, 1969; Ziegler, 1975) is vigorously making the
case for "a merger of the liberal and professional which
maintains the essential elements of a liberal education
while providing the minimal competency for entry into some
vocation" (Dressel, 1964, p. 143).
In an effort to neutralize the effect of the fragmen
tation affecting the survival of thei:university, Hutchins
(1936) states:
Unless students and professors (and particularly
professors) have a common intellectual training,
a university must remain a series of disparate
schools and departments . . . we shall have
neither general education nor universities; and
we shall continue to disappoint the hopes of our
people' r (p. 59; 87).
Combs, Blume, Newman, and Wass (1974), however,
think that "the ancient argument between scholar and
practitioner will probably never be fully resolved"
26
(p. 31). They remind us that as long as people see what
they do as important, they will feel that what others do
is not as important.
From another angle, a word of caution is offered by
Almond (19 74) on the ability of the faculties to give the
academic curriculum the appropriate balance between
reduction!smm and holism. "The academic faculties which
have been trained in the last decades would lack the
scholarly values and breadth of knowledge to do it"
(p. 186). Pullias (1965) leads one further in the
analysis of the implications of this situation. He says:
"liberal arts colleges are staffed very largely by
teachers unprepared, personally and professionally, to do
the job of general education,"1 1 , and warns responsible
curriculum makers that: "until this serious condition is
remedied, no amount of superficial reorganization of
'ground to be covered and time to be spent' will make much
difference" (p. 64).
Bok (1974) addresses this problem in an article
where he spells out the purposes of undergraduate
education. There he states that university professors are
increasingly torn between the interests of their graduate
students, their research and their careers. And concludes
the article saying:
If they cannot articulate convincingly the ulti
mate aims of undergraduate teaching, they will
fail not only in persuading students, parents
27
and legislators of the worth of what they do:
they may fail even to persuade themselves,
and once this occurs, there will be little
left of a college education that is worth
preserving > (p. 172).
More recently, pressures from other forces, philosoph-
ical, psychological, socio-economic, which have for long
been working in the context of undergraduate education -
not to say in society at large - prompted the appearing
of a series of reforms, changes, experiments, innovations
of all kinds at all phases of undergraduate programs.
Some of these changes found their origins on a whole new
series of new concepts about man and his behavior (Combs
et al., 1974). The impetus of the movement, however, took
momentum since the sixties, when a massive proliferation
of innovations in undergraduate education appeared on the
scene (Clarke, 1971; McKeachie, 1970; Smith, 1971;
Travers, 19 73).
Whether inspired in higher-order considerations of
goals and objectives, or based on some second-order
criteria of administrative consequence,Lthe new models for
undergraduate education, and among them, new teacher
education programs constitute presently a large body of
evidence requiring integration and evaluation.
McKeachie's and Kulik's concluding words in a review on
effective college teaching are pertinent here: "Unfortu
nately, simple generalizations are suspect. Progress has
been slow not just because of our lack of theorists and
: 2 8_
researchers; but because education _is complicated "
(p. 199). This point is also a caution to faculties, who
desirous of unraveling the knots caused by the complicated
nature of education, are sometimes tempted to try and
1
experiment with models that though proposed with the !
j
intention of offering a solution to instruction are
running the risk of menacing still further the integrity
of higher education if not viewed and evaluated from |
higher order philosophical syntheses (Almond, 1974). j
For the purposes of this study and in order to caution
i
| against the temptation of hastily adopting propositions j
\ from new models not properly evaluated so far, a selective I
i
i review of the relevant literature is undertaken in this the1
i I
j I
following sub-section. j
i
It should, however, be noted that although most of the
sources reviewed do not address themselves to the prepara
tion of specialists in education at the undergraduate
level, it is assumed that teacher education involves the
preparation for the numerous specialities in education
which, in elementary and secondary schools, are opened for
the advancement of certified teachers (Chandler, Powell,
and Hazard, 1971).
In Brazil, the undergraduate professional training of
teachers and specialists recognizes two separate avenues
for the preparation of the two groups by providing dis
tinct core programs for those majoring in the areas of
____________________________ 29_
supervision, school administration, school inspection,
counseling, and, of course, teaching.
Preparation for Teaching and
Other Professional Specialties
According to Chandler et al. (1971) educators seem to
I agree that the preservice preparation of teachers and
| other professionals of education rests on: (a) a broad
j liberal education? (b) specialization in a subject or
j field to be taught or applied in activities such as
j guidance, supervision, or administration; and (c) profes
sional knowledge and skills. Disagreement is likely to
i occur, however, among educators around questions of how
: much time to devote to each of these areas.
| "Ideally, a new student in the professional field
I needs some direct guidance as to the nature of the field,
!
| some early practice in the field, and the opportunity to
select for himself a concentration and a way to achieve it"
(Mayhew, 1974, p. 13). Larger blocks of integrated
material help orient the new student.
The typical proportionate allocation of the college
programs for teacher preparation to the areas of the
trilogy mentioned above is as follows: (a) specialization
in the teaching field, 35-40 per cent; (b) liberal educa
tion, 40-50 per cent in courses which enroll students
with varied and diverse occupational goals? and (c) pro
fessional education, 10-25 per cent in courses that pro
vide knowledge of education as a process and skill in
the art of teaching (Chandler et al., 1971).
Howsan (19 70) conceptualizes teacher education as
consisting of an effort to modify the bahavior of students
from that which characterizes the lay person towards the
behavior of a professional. The Schools of Education have
the responsibility to present a product which is a capable
professional. According to him a teacher must have six
things: (a) general education; (b) academic specializa
tion - content; (c) basic disciplines - education is an
applied science and a profession, a part of teachers'
training has to be basic training in the fields of the
social behavioral sciences; (d) applied disciplines -
foundations of education; (e) didactics*— methods, and
(f) practice. The first three parts are done in an
institute, and the last three in the professional School
of Education.
Other sources specify the main areas of teacher
education in a slightly different manner which include
under other labels the same categories of the one above.
Smith (19 71) , for example, reporting on a symposium on
contemporary issues and research on teacher training held
by the American Educational Research Association, says
that any adequate program of teacher education provides
for; (a) training skills, (b) teaching of pedagogical
concepts and principles, (c) developing relevant atti
tudes, and (d) teaching the various subject matters of
31
instruction.
The first three aspects are succinctly reviewed in
the following paragraphs. The fourth, though one of the
major goals of teaching, will not be reviewed because
subject matter knowledge is traditionally acquired outside
the Schools of Education.
First, the question of how to train in teaching
skills as part of the professional preparation of teachers
has been a justifiable preoccupation of teacher educators
for a long time. The apprenticeship pattern and the
practice-teaching system traditionally used have been shown
by research to "have some of the intended effects, but
they also have some quite undesired effects" (Peck and
Tucker, 1974, p. 943).
The traditional ways of educating teachers are in the
process of being replaced since McDonald and Allen (1967)
conceived teaching behavior to be a "complex of skills
that could be identified and practiced systematically
under specified conditions" (Smith, 1971, p. 2).
So far none of the models implemented on the basis of
performance criteria have shown that the behaviors identi
fied have any relevance to the classroom situation. For
this ‘they need to be shown to have a relationship to
student outcome measures. ' ■ Until this is done not much
improvement can be expected in either teacher training or
student education conducted by these processes (Rosenshine
32
and Furst, 19 71). The transmission of that body of
knowledge and skills which comprise the teaching profes
sion must - yes - says Hawson (19 70), be done under the
assumption that to know is not to do, and, in order to do
this efficiently teacher education has to be able to
produce the change in behavior it seeks to promote. To
achieve this end the focus must be on learning not on
teaching. Since all learning is individual the program
should be tailored by the students' needs. Barr (19 6 7)
states that "the curriculum for each student should be a
conversation, not a lecture" (p. 379). Trump (1974)
contends that only one reason justifies a curricular
change: the need to improve the quality of instruction
for each student. And Bok (19 74) reiterates that to
improve the quality of education an effort must be made to
#
identify the effects of educational programs on the
student. Even under the best of circumstances, research
on this subject is difficult, but it will certainly not
prosper while only a few institutions have made an effort
to define the effects that they are seeking to promote.
A different view from that sponsored by the perfor
mance criteria model of teaching and of training for
teaching is that of Combs et al. (1974). They have a firm
belief that the education of a teacher is a process in
personal becoming. This belief is reinforced, among other
things, by the fact that research on teacher competencies
33
has not been able to isolate any common trait of good
teachers. Good teachers, they say, "each stand out as a
person, an individual, some for one reason, some for
another. Each has his own peculiar methods, values, and
techniques. Good teaching is like that, an intense
personal thing" (p. 6). Therefore it is their view that
teacher preparation programs must be concerned with
persons, not competencies. A good teacher is competent,
but does not have the same set of competencies others
have.
A good teacher education program, insist Combs et al.
(19 74) leads the student to find the methods "best suited
to him, to his purposes, his task, and the peculiar popu
lation and problems with which he must deal on the job"
(p. 26). This is not teaching methods as much as helping
¥
students to discover methods. Thus, teaching cannot be
done by formulas: "you must throw your heart into it, or
you will spoil your work, and your pupils and yourself"
(Highet, 1950, p.VIII). The condition for effective
teaching is the personal discovery of the teacher's own
appropriate and authentic ways of teaching. This point
is discussed at length in A Teacher is Many Things
(Pullias and Young, 1968) where teaching is described as
intimately related to the personality of the teacher.
The varied activities involved in teaching "have reality
and meaning only as they are expressed by an individual
________________________________________, _______________________34
personality; further, these activities work back upon and
profoundly influence that personality" (p. 253). In fact
"the essence of the teaching art lies in the character of
the person" (p. 254) and the key to the process of
becoming an effective teacher is continuous growth. The
most important phase of teacher education is then, not the
gathering of information, or the making of information
available to students; but it is helping them to
discover the personal meaning of information so they can
behave differently as a result of this teaching. This
approach, according to its many advocates, would produce
students who are self-directing, divergent-thinking, self-
actualizing, and self-disciplined, while, they say, the
performance approach would be more in line with the per
spective of teacher-controlled instruction.
Basically there is no difference between the two
approaches reviewed above except in regard to what they
are used for. "Thus the conventional distinctions between
heuristics and didactics.1 ' appear to. be questionable bn
theoretocal grounds" (Smith, 1971, p. 5).
The next question is training in pedagogical theory
which has been the part of teacher education to which more
or less emphasis has been given at different places.
There have been those, though, who claim that seldom
sophisticated concepts and principles learned in profes
sional training are used, or found to have relevance to
______________________________________________________________ 35_
classroom and related work (Jackson, 196 8). One explana
tion found by the observer was that such knowledge is not
taught in a meaningful context and that very. little
research has been done on the subject to clarify the
problem.
One attempt to explore empirically the usefulness of
pedagogical concepts was made by a group in New Zealand
(Wright, Nuthall, and Lawrence, 19 70). There were no
claims made by the authors as to the outcomes of the study
but the researchers commented that an appreciable shift of
concern from content to teaching strategy was noticed
among teachers in the study.
Criticism often made of the way in which Schools of
Education handle the teaching of pedagogical knowledge
center on two major points: first, it is said that they
deal with untested and contradictory theories, and second,
that there is usually too much duplication of material
which is many times poorly presented (Chandler et al.,
19 71). The source of the problem of overlapping and
duplication of materials in such courses can, perhaps, in
part, be traced back to the failure to understand and
apply the principle which Brubacher (1965) clearly states
saying that "there is nothing inherent in subject matter
along which determines whether a subject is general or
special. The distinguishing mark inheres rather in the
purpose one has in view and ultimately, of course, in his
_______________________________________________________________36.
theory of higher education" (p. 21).
The proper emphasis to be given to pedagogical
knowledge in the curriculum must finally rest in the hands
of the faculty and its philosophy (Dressel, 1964).
The third point illustratively surveyed in this
section refers to the developing of- relevant attitudes'in.
teachers. Educators agree that teachers' attitudes
influence teaching behavior. It is also strongly believed
that teachers' attitudes towards their students affect
their achievement. Rosenthal and Jacobson's study (1968)
on the expectations of teachers represents an effort to
clarify this :point.
One question of concern in teacher education is to
know how the elements of personality which make a differ
ence in their behavior can be modified in the direction
that renders student growth. The problem of identifying
attitudes related to teaching competencies is complicated,
however, by the difficulty in defining teaching effective
ness. Therefore, to include in any teacher preparation
program an educational objective having to do with
developing relevant attitudes calls for the making of at
least two assumptions: first, that the attitude in view
facilitates the acquisition of teaching competencies, or
is characteristic of the "good teacher", and second, that
it is possible to develop in him the attitude involved in
the objective (Loree, 19 71).
______________________________________________________________ 37_
A second question concerning the developing of
teacher's attitudes has to do with the extent to which it
is possible to modify attitudes in the proposed direction.
Several studies have reported attitude change in
student-teachers. Brim (19 66), Jacobs (1968), and
Remmers, Dodds, and Brasch (1942) have reported positive
changes in students after theory courses in education.
Callis (1950) and Ragsdale (1967) , reported no influence
of education courses on student-teachers' attitudes toward
their pupils. Tuel and Shaw (19 66) showed that besides the
one-to-one relationship of teacher with each student, the
teacher sets the tone of the classroom social climate
through his philosophy, educational beliefs and values,
strategies of instruction, and methods of administering
reward and punishment.
In reviewing research on instructional methods of
shaping teachers' attitudes McGuire (1966, 1969), Zajonc
(1968), and Sears and Abeles (1969) say that more research
is needed before firm ground is established in this area.
In summary, the research in general competencies
(Bowers, 1961; Filson, 1957; Flanders, 1960; Hughes, 1959;
Smith, 19 61) though more successful in discriminating good
from poor teaching still does not provide the definite
distinctions needed by the profession. It fails to show
how changes in students are related to changes in
teachers. No result from research has offered meaningful,
_______________________________________________________________3-8._
measurable criteria around which the majority of the
educators can rally (Fattu, 1964). Neither is any bearing
found by research on the proposition that liberal arts is
crucial to teacher education (Travers, 1940).
The absence of empirical evidence to clarify curri
culum issues, being debated by many theoretical positions
and many theories of teacher education, led Denmark and
McDonald (19 6 7) to conclude that most needed are large
resources put into theory-based complex programs of
research and development in teacher education.
Precisely, one of the difficulties facing those
responsible for curricular matters in schools derives from
the fact that practical decisions are often based on
second-order criteria, and this, for two reasons: one
related to the lack of theory-based research, the other
related to budget limitations, for instance, or faculty
scarcity, or students' demands. While all criteria in
this second group are relevant to curriculum making, "none
speaks directly to the problem of improving the quality of
education" (Bok, 1974, p. 170).
Curriculum Development Theory
Curriculum making as an independent field of
endeavor came about as the concept of scientific curricu
lum making developed in the beginning of the twentieth
century.
Up to the twenties the empirical sciences model was
___________________________________________________ : ___________39—
used to determine the_>"what" of the curriculum. The
quantitative approach applied to curriculum building was
used to determine the skills and behaviors most frequently
observed in everyday life. The content of the curriculum
was thus determined. Bobbit (1918) prescribed job
analysis as the best way to go about the business of
curriculum making. However, criticism was soon presented
by Bode (1927) who expressed his doubt that Bobbit's
scientific analysis of "what is most worthwhile knowing"
could reveal the desirability of abilities and needs to be
fulfilled by the curriculum. All through the twenties a
shift is noticed from a concern with the "what" (the con
tent) to a preoccupation with the "how" the content should
be taught. Due to the increasing expansion of knowledge
reflecting on the amount of content to be taught Charters
(19 29) though still applying the activity analysis for
curriculum development, used it for the analysis of the
task of teacher education as a response to the need to
find a more effective way to teach more knowledge. There
is then a shift from content concerns to teaching con
cerns. In that sense Charters can be considered the
precursor of the competency-based and the performance-
based teacher education programs of the present (Kliebard,
19 75). Present-day critics of these approaches (Hubner,
1975; McDonald, 1975; Pinar, 1975; Apple, 1975), although
recognizing that certain teaching-learning principles can
_______________________________________________ ! ______________40.
be used to teach skills, say that the empirical analytical
framework used by these models presents a problem related
to their use of skills-as-orientations. Their contention
is that these models do not lend themselves to an adequate
demonstration of the differential effects of the curricu
lum on student growth. Rosenshine and Martin (19 74) say
that although teachers can generally be trained in a
variety of skills, the utility of these skills has to be
accepted by faith because they have not been validated in
terms of behavioral outcomes. These can be more easily
related to home background and the cultural environment of
the community than to any systematic curriculum treatment.
The question asked, and not answered by the advocates of
the curriculum based on a measurable objectives frame of
reference is: "how can the curriculum be organized so
that a certain set of orientation skills can be attained
by students?" From the performance based framework no
adequate answer can be given (Daniels, 1975).
The concept of orientation is equivalent to that of
"worldview >*M "outlook*," "perspective',’" or "general
schemes" utilized by people to define their situation and
interpret reality. Since underlying every orientation
there is an epistemology, an axiology, and an ontology, a
person's orientation includes what he believes to be true,
valuable and real. When the notion of orientation is
brought into the curriculum it functions as a way to
________ , _________________________ 41_
clarify how each disciplinary area is in itself a way of
making sense of the world facilitating communication among
teacher and students in the classroom, and among the
members of the curriculum committee in their deliberations.
The development of the communication model centered around
the hermeneutic phenomenological framework looks at the
curriculum as the analysis of educational experience
perspectives and orientations (Hubner, 1975; Pinar, 1975),
as decision making, and as consensus-seeking (Schwab,
19 73). The hermeneutic phenomenological approach consti
tutes a higher level of rational deliberation than that
offered by the empirical sciences approach based on a
cognitive interest of technical control and guided by the
criteria of efficiency, effectiveness and economy with
emphasis in the systems approach, input-output, skills
oriented type curricula. According to Habermas as these
models are based on the concept of "practical ability,"
which makes it possible to predict possible consequences
of anticipated alternatives, they offer a paradigm for
acting in a technically appropriate manner to achieve a
proposed end. Knowledge guides action instrumentally for
the effective control of the curriculum.
Within the framework of phenomenology instead the
concept of "practical understanding" makes it possible to
use knowledge for the understanding of social meanings,
values and experiences, and to know how to analyze the
______________ 42_
curriculum conceptual framework - knowledge guides action
communicatively towards the end of common understandings
in curriculum. This new emphasis is on modes of. inquiry
of scholars as contrasted to curricular content of factual
and descriptive materials. The difficulty with this
conceptual approach, says Lee (196 7), is "the question of
whether all disciplines are sufficiently structured for
such logical ordering and analysis . . . and to find a
structure of knowledge which is sufficiently acceptable to
scholars of different disciplines so that a curriculum
can be organized in a more coherent, sequential manner"
(p. 393). Nevertheless, he goes on to say, "it serves as
a heuristic blueprint that puts the issues of curriculum
reform on neutral ground and engages the participants in
a common enterprise. Whatever the discipline, it is,
after all, an inquiry into truth" (p. 402). According to
this approach, then, practical curriculum decisions are
based on the cognitive interest of communicative under
standing and guided by the criteria of defensibility of
position among alternatives and true communication of
educational experience. At this level of practical deli
beration choices about the curriculum are made in the
light of the relativistic value orientations of those
involved in the curriculum process. The Berkeley experi
ment with the College of Letters and Science (Muscatine,
196 8) is an example of this approach theoretically
______________________________________________ 4 3_
supported by the work of people like Bruner (1961),
Schwab (1962) and Ausubel (1964).
"In order to deliberate issues of worthwhileness of
educational goals and of educational experience,1 1 says
van Manen (19 76) "a yet higher level of deliberative
rationality is needed" (p. 16). At this level the concept
of "practical criticism" used for that purpose takes on
the classical political-ethical meaning of social wisdom.
MacDonald (1967) explains that "curriculum theorizing, in
this instance, is aimed at constructing a basic framework
in the light of commitment to freedom" (p. 170) guided by
aesthetic rationality (instead of technical) which enables
man to cope with the world on an intuitive basis moving
from the present systems of thought to new paradigms. At
this level the dialectic, self-reflective paradigm based
on the cognitive interest of emancipation, guides practical
action through criteria of norms of justice, equality,
and critical self-understanding, toward curriculum models
such as the problem solving, dialogical, self-determina
tion, free school, the alternative curriculum and the
"subversive" approach to curriculum. Examples of this
approach are the alternative schools, the curriculum
practices of minority groups such as women's and black's
studies, and the free and open universities.
"Perspective on Ourselves" is the title of an
article in which Mooney (196 7) analyzes the present state
______________________________ 4_4_
of curriculum theory in America. He says:
We have come to the pause at the end of the
long pendulum swing that has put institutions
first, and we are now entering the swing that
puts persons first. And in the heart of the
person, it is the life-giving that we seek.
Once knowing that, we can again build our
institutions, seeking to form them to serve
the life-giving, not the death-giving . . .
The curriculum builder is caught, in his
social role, where the physicist and the artist
were caught before him. The mood is invitation,
and humbleness, and deep searching, first, for
the germ of life in oneself and, then, in man.
(p. 211)
Dressel (19 64) reminds curriculum reformers that any
model for curriculum change should, be based on a well
thought out rationale. The elements to be included in
this rationale include: (a) a philosophical statement,
that translates the views of the curriculists on the
nature and objectives of higher education; (b) a psycholo
gical statement on the nature of learning and instruction;
(c) a sociological statement relating the curriculum to
societal and individual needs; (d) an economic statement
about cost per student and other dollar requirements; and
(e) a definition of basic curriculum concepts, which
result from a careful discussion of the assumptions and
planned outcomes related to the preceding statements, and
the resulting evaluation plans.
The philosophical statement made by the curriculum
committee or the group in charge of the reform should
clearly express the preferred orientation of the group.
From that position all else should emanate.
____________________________ ; _____ _ _ ________________ 45.
CHAPTER III
METHODOLOGICAL PROCEDURES
This chapter deals with the methodological procedures
followed to achieve the purposes of the study. The first
section describes the basic steps taken to arrive at the
model curriculum for the bachelor's degree in education.
The four following sections describe: the rationale for
the selection of the literature reviewed, the rationale for
the selection of the samples, the instrlaments, and the data
collection and processing.
Basic Steps Followed
in the Study
The basic steps followed to achieve the purposes of
the study involved:
1. A review of the literature related to the legal
framework of Brazilian higher education in order
to assess the legal criteria to which the under
graduate programs in education must conform.
2. A review of the literature related to the profes
sional education of teachers and specialists in
education and that of undergraduate curriculum
building to ascertain theoretical and authorita
tive criteria to be used in the construction of
the model.
Selection of the samples of: (a) teachers and
experts in education, and (b) alumni.
Construction of the questionnaires for the
gathering of part of the data needed for the
study.
A survey of teachers of education by means of
Questionnaire I devised to secure their opinion
on objectives, course content, and the process of
curriculum review.
A survey, of the alumni of Schools of Education
in Rio de Janeiro, byrmeans of Questionnaire II,
to assess their opinion on the effectiveness of
the curriculum they followed, to serve as a basis
for improving the curriculum.
An analysis of the Report "Documento I" prepared
by the Committee for the Study of the Area of
Education (CEAE) of the Brazilian Ministry of
Education and Culture (MEC). The objective of
this analysis was to gather the opinion of
Brazilian experts representative of the several
regions of the country where the CEAE met to
discuss with them, among other things, the topic
subject of this study.
The design of the model curriculum including the
purposes, the core subjects for the basic and
each specialty area, and the electives.
Selection of the Literature
Reviewed
The review of the literature covered the following
areas: (1) the legal statutes to which undergraduate
I programs of education, in Brazil, must conform; (2) the
literature related to the professional education of
teachers and specialists in education; and (3) to under- j
graduate curriculum theory. This review was pursued under :
i
the assumption that it could provide both the theoretical
and normative bases upon which the model curriculum could
: i
i be built. The first area covered was expected to provide ;
, i
| the delimiting legal parameters imposed on the under- j
I ;
! graduate programs of education. The second and third were
expected to furnish a conceptual basis for the construc
tion and implementation of the curriculum.
The Selection of the Samples
Two populations of interest were defined as follows:
the population of persons whose opinions, decisions, or
behavior influence the education curriculum making proc-
cess at the university level in Brazil; and the population
of alumni from the Schools of Education of Rio de Janeiro.
An account of the sampling procedure follows:
1. The first population was divided into two sub
groups: (a) the group consisting of the facuity^g
of the School of Education of the Federal Univer
sity of Rio de Janeiro (UFRJ), and (b) the group cf
Brazilian experts in education, from sectors
other than the UFRJ, and selected from among
state and local educational administrators,
members of the Federal Council of Education,
professors of education from universities other
than the UFRJ, writers and other professionals.
The faculty of the School of Education was
included in its entirety in the survey.
Questionnaire I was administered to all 82 mem
bers of the faculty probing for their views on
the objectives and content of the curriculum,
their criticisms thereof, and their opinion on
the process of curriculum development that might
be adopted in order to help in the implementation
and future evaluation of the curriculum.
In reference to the second sub-group a
decision had to be made regarding the selection
of a sample. Due to the size and heterogeneity of
this sub-group a random sample would probably
leave out some of the persons whose experience,
expertise and opinions were important for the out
come of the study. Had the circumstance
described below not existed, the criteria of most
visibility and degree of activity in the field, as
_____________________________ : _________ ! ______________4.9-
revealed by a content analysis of papers, and
other pertinent sources would have been used for
the selection of a sample. As it happened,
between September, 19 74 and June, 19 75, the
Committee for the Study of the Area of Education
(CEAE), created by the Department of Higher
Education (DAU) of the Ministry of Education and
Culture (MEC), called seven successive regional
meetings with prominent experts, representatives
of the various sectors of educational endeavor in
the country, to discuss the problems related to
the development of human resources for education
in Brazil.
As an outcome of those meetings, the CEAE
drafted a report entitled Documento I (MEC/DAU/
CEAE, 19 75) offering, in the form of recommen
dations, a condensation of the participants'
views and opinions on an array of themes studied
by them, and which included the subject of this
investigation. A decision was then made to use
the Documento I above mentioned, as a secondary
source for the gathering of the data needed, and
to consider the participants of those meetings as
an adequate and acceptable sample for the group
of experts as above defined. The method utilized
by the CEAE to obtain those data was more meticu-
_________ ; _________________________________________ 50__
lous and thorough than what the limitations of
time and resources inherent in a study such as
this, could have permitted to achieve. The data
are, therefore, richer, and include / the items of
information which this investigation had hoped to
gather by interviewing the experts. Of the 1265
participants in the 7 meetings 405, or 32 per
cent, were representatives of a total of 52 7
institutions of higher education.
The population of alumni from the Schools of
Education of Rio de Janeiro, was also divided in
two sub-groups: those graduating before 1969,
and those graduating on/or after 1969. The
rationale for this division was that 19 69 was the
creation date of the Schools of Education; the
curricular changes, then prescribed and the auto
nomy of the school, then more definitely charac
terized as a professional school, might possibly
have determined a difference in the two groups.
Random samples of 120 and 200 were selected
from the first and second sub-groups of alumni
respectively. They were both asked to respond to
Questionnaire II aimed primarily at obtaining
their views on the effectiveness of their under
graduate curriculum and their opinion on the
changes they felt could be made to improve the
________ 51_
preparation of teachers and specialists in
education.
Instruments
Three instruments of data collection were used by the
study: two precoded questionnaires and the analysis of a
document prepared by the Committee for the Study of the
Area of Education of the Ministry of Education, in Brazil.
Questionnaire I was administered to the Faculty of the
School of Education, UFRJ, and Questionnaire II to the
alumni sample from the Schools of Education in Rio de
Janeiro.
1. Three sources were used in generating items for
Questionnaire I: (1) from the "Questions to be
Answered" by the study a first set of items was
derived; (2) from Gustafson (1975), a set of
statements was selected, and adapted to the
particular setting of the School of Education,
UFRJ, regarding the elements of the process of
curriculum development; (3) from the content of
the curricula adopted from 1969 to 19 74, by the
School of Education, UFRJ, a listing was derived
from which respondents were asked to select, for
each area of specialization, those disciplines
of: (1) major necessity, (2) average necessity,
(3) minimal necessity, and (4) no necessity.
52
Questionnaire II was constructed partly on the
basis of the "Question to be Answered" by the
study, and partly from the content of the under
graduate programs in education followed by the
alumni of the Schools of Education in Rio de
Janeiro. A listing of disciplines was derived
from the content of those curricula. Respondents
were asked to indicate the degree of usefulness
they felt could be attached to each. Thirty-
eight disciplines were listed with provisions for
responses under: (1) useful, (2) fairly useful,
and (3) not useful, for the two categories "Did
take Course,’" "Did not take the Course."
The first draft of the questionnaires was
pretested on a sample of seven alumni and five
faculty members at UFRJ. Items were checked for
appropriateness and clarity. Corrections were
made according to the criticisms offered. The
second draft of the questionnaires was reviewed
by a panel of two faculty members belonging to the
Educational Research Department of the School of
Education, UFRJ. Changes were made according to
their suggestions.
The third means of data collection utilized was
the analysis of the Documento I (MEC/DAU/CEAE /
19 75) as a secondary source of data relevant to
the study.
Data Collecting and Processing
For the purpose of data collecting, in the Summer of
19 76, a list of graduates from the Schools of Education in
Rio de Janeiro was prepared with the assistance of the
Research Methodology Department from the School of Educa
tion, UFRJ. A random sample of 120 was selected for the
sub-group of alumni graduating before 1969, and one of
200 was selected for those graduating on or after 1969.
The reason for the difference in group size was that the
available name list with updated addresses for the first
group was smaller than the one for the second group. From
the administration of the School of Education, UFRJ, a
roster for the entire faculty was obtained.
The procedure utilized for the distribution of the
Questionnaire I to the faculty included a letter to each
Department Chairman (Appendix B), asking for their cooper
ation in distributing the questionnaires to the members of
his department. Each faculty also received a letter
descriptive of the study for which their cooperation was
being solicited. The completed questionnaires were
returned to each departmental office where they were sub
sequently picked up. From the 83 questionnaires distribu
ted, 30 or 36 per cent were returned. Table 1 shows the
distribution of the faculty of the School of Education,
54
UFRJ, returning the questionnaires by rank and department.
Table 1;
Number of Faculty Responding
Questionnaire I by Rank and Department
Rank
Department
Total
1 2 3 4 5 6 7
Professor 1 - - 1 1 - -
3
Associate 2 - 1
- - 1 1 5
Assistant 2 2 - 1 - - 3 8
Teacher
Assistant 2 1 1 1 - - 5 10
T o t a l 7 3 2 3 1 1 9
a
26
Legend: 1 = Dept, of School Administration
2 = Dept, of Educational Psychology
3 = Dept, of Research Methodology
4 = Dept, of Educational Biology
5 = Dept, of Social Foundations of
Education
6 = Dept, of History and Philosophy of
Education
7 = Dept, of Didactics
aFour of the 30 respondents did not indicate the
department to which they belong.
The small return from the faculty was not an unusual
event in Brazil. Regular research activity on the part of
the faculty was only recently given official support from
the university in funds and released time for research.
Although many of the faculty recognize it as an important
aspect of their work, the tradition is absent of accepting
the task of actually "getting the hands dirty" with data.
Once again the help from the Research Methodology
Department was obtained for the distribution of Question
naire II to the alumni included in the samples. Completed
questionnaires were either brought back by some of the
respondents to the Department, or picked up at their home,
or returned by mail. Of the 320 questionnaires distribu
ted, 188 or 59 per cent, were returned. For the two sub
groups taken separately the return number and proportion
were: 65 or 54 per cent, for the first group; and 123 or
61 per cent for the group graduating in 196 9 or after.
Table 2 shows the number and percentage of question
naires completed and returned for each alumni sub-group.
Data was also collected from Documento I (MEC/DAU/
CEAE, 1975). The recommendations examined resulted from
seven regional meetings of the Committee for the Study of
the Area of Education (nine members) with the participants
representative of the seven regions. For the 49 problems
identified and reported under five different themes around
which the debates took place, 141 suggestions were
offered, and further condensed into recommendations.
These recommendations were analyzed and summarized by the
investigator in Chapter IV.
_______________________________________________________________5_ 6_
Table 2
Number of Questionnaires Completed
By Alumni Respondents
Questionnaires
Year of
Graduation Distributed
Completed
N %
Before 1969 120 65 54
1969 or After 200 123 61
T o t a l 320a 181 59
aSeven of the respondents failed to supply the
date of their graduation.
The total number of participants in the seven meetings
with the CEAE was 12 85. Of these 405 were members of
higher institutions of education; 876 were members of
other institutions preparing personnel for the field of
education, or were persons whose expertise fell within the
parameters descriptive of the population of interest
previously defined. The above 405 participants represented
73 per cent of the 527 institutions of higher education in
the country offering training programs in education of one
kind or another.
Table 3 depicts the number of participants by type of
____________________________- 5 - 7 -
institutional affiliation and locale of meeting,
September, 1974 to June, 19 75.
Table 3
Number of Participants by Type of
Institutional Affiliation and Locale of Meeting
September 19 74 to June 19 75
Participants
From Other
From Higher Institutions
Education in the Field Total
Institutions of Education
Belo Horizonte 47 180 225
Porto Alegre 42 138 180
Joao Pessoa 9 101 110
Fortaleza 12 128 140
Rio de Janeiro 48 122 170
Sao Carlos 231 143 380
Brasilia 16 64 80
T o t a l 405 876 1265
P e r c e n t 32 68 100
The questionnaire data were computer processed.
Information from Documento I (MEC/DAU/CEAE, 1975) was
manually organized from which pertinent items were
extracted and utilized in the construction of the model
_____________________________________ _ sa
Locale of
Meeting
curriculum.
Upon the processing of the data from Questionnaire II
responded by both sub-groups of alumni it was ascertained
that these sub-groups were not significantly different in
their responses, and a decision was made to use all 320
respondents as a group with no relevant subdivisions.
59_
CHAPTER IV
ANALYSIS AND INTERPRETATION OF FINDINGS
The first five sections of this chapter are devoted
to the analysis and interpretation of the findings of the
investigation within the context of the research questions
posed in Chapter I. The sixth section presents an exerpt
of the recommendations made by the Committee for the Study
of the Area of Education (DAU/MEC, 19 75) in Documento I
which have a direct bearing on curriculum matters. In the
last section the model curriculum for the undergraduate
program in education at the Federal University of Rio de
Janeiro (UFRJ) was developed within the parameters provi
ded by the results of the investigation and the pertinent
findings of the review of literature presented in
Chapter II.
Legal Prescriptions for the Schools
of Education
The review of literature on the legal framework of
Brazilian undergraduate programs in education provided the
information needed to answer the first research question.
The search revealed that the Brazilian undergraduate
programs in education aiming at the preparation of normal
school teachers and specialists for the activities of
counseling, administration, supervision and inspection
within the scope of the school systems of the country must
.6 -0 -
conform to the requirements related to: (a) the structure
organized around a basic course common to all areas, and a
professional segment constituted by a major specialty area
of studies; (b) the minimum content related to the areas
prescribed by the Parecer 252/69, which is composed of the
subject matters listed for both segments of the Pedagogy
Course as described in Chapter II; (c) the number of 2,200
and 1,100 hours of instruction required for the completion
of the degree in the long and the short cycle modalities
respectively; and (d) the degree requirements which in
clude for each area of specialization besides the comple
tion of a specific combination of required subjects and
electives, at least five per cent of the total duration of
the course earned in supervised practicum in the area of
specialization.
Within the mandated guidelines individual institu
tions are free to expand and innovate in order to achieve
their goals. More electives can be added, new areas of
specialization can be created and other curricular and
extracurricular activities can be organized according to
the purposes of each institution and the needs of the
school system(s) and the community it serves.
The analysis of the purposes of the School of
Education, UFRJ, indicate that not only the generally
mandated legal objectives are to be pursued by the institu
tion. There is an explicit commitment to the following
61
which have either a direct or indirect bearing on the
curriculum: (a) to do research for the advancement of
educational knowledge; (b) to make its services available
for technical assistance to soliciting institutions, to
the school system and to the other divisions of the UFRJ;
(c) to develop educational documentation; (d) to develop a
network of communication with other institutions of higher
education in the country and abroad; and (e) to develop a
proper climate for the enhancement of democracy and the
human ideal of the good society.
The implications of these purposes for the curriculum
are numerous. Research activities can engage students and
make for a live and rich learning experience in content,
method and attitudinal development. Similarly, technical
assistance and consulting activities to other institutions
and especially to the school system, if carefully planned
could offer opportunities for valid learning in both
curricular and extracurricular activities. Some of the
practicum could, perhaps, be planned in connection to this
point. The development of educational documentation could
engage the interest of students who show a desire to enter
the "great conversation," either by writing original
papers or reviewing works of others. Contact with other
institutions through seminars, symposia and even consortia
would widen the views and abilities of promising students.
Special attention to the elements of the school environ-
62_
ment - physical plant, grounds, students, administration,
faculty, services, scholarship, leadership - conducive
to the ideals of truth, wisdom and beauty would help much
in promoting the last stated purpose of the School of
Education, UFRJ.
To respond to the legally mandated and the institu
tionally-stated purposes the School of Education, UFRJ,
needs to devote a great deal of "educated imagination,"
careful planning and much effort. The comparison between
the actual situation and the law and the Regimento
(Statutes) of the School indicates that there is a long
way to go for those aims to be fully reached. The model
proposed in this study represents just a first step toward
that end. It aimed at discerning a balanced distribution
of requirements in the light of the above findings and the
results of the investigation analyzed in the following
sections corresponding to the remainder of the four
questions to be answered by.the study as previously
mentioned.
The Objectives of the Schools of
Education in Terms of the Needs of Society
To answer the question related to the objectives of
the Schools of Education in terms of the needs of society
an assumption was made that the objectives legally and
statutorily stated are, especially in countries with a
tradition of centralized public policy making, an adequate
______ 63_
interpretation of those needs. In order to verify this
assumption, questions 1 and 2 were asked in Questionnaire I
administered to the faculty.
Table 4 shows faculty answers to question 1 about the
law adequately reflecting those objectives.
Table 4
Opinion of Faculty on the
Adequacy of Legal Objectives
Faculty
Opinion
N %
Adequate 25 83
Not Adequate 5 17
T o t a l 30 100
The high frequency of responses (25 or 83 per cent)
indicating that the law adequately reflects the needs of
society translating them into acceptable objectives seemed
to be a confirmation of the assumption made above. On the
other hand, the aspects mentioned as missing, by those who
considered the legal objectives not adequate, were found
to be included among the specific purposes of the School of
Education, UFRJ. Those were, according'to ,the five respon
dents who thought legal objectives were not adequate:
______64_
(a) "the legal objectives fail to mention the research
function of the schools of education" (3 respondents);
(b) they are "too general" (1 respondent); and (c) "they
omit the objective of both internal and external service"
(1 respondent).
Therefore, for the purposes of this study the general
objectives stated in the legal statutes were accepted by
the majority of the faculty as appropriately reflecting
the needs of society.
Adequacy of the Present Curriculum
of the School of Education, UFRJ
Regarding the adequacy of the present curriculum the
reaction of the faculty to question 3 soliciting their
opinion on this is specified in Table 5 showing the
number and adjusted per cent of answers to the four alter
natives offered.
The position of the faculty seemed to be clearly in
favor of an ample revision of the curriculum; 15, or 52
per cent favoring it, while 10, or 34 per cent, were in
favor of a slight revision.
The perception of the degree of preparation for the
profession provided by the schools on the part of the
graduate who is working in the profession, can be assumed
to be another indication of the adequacy of the curricu
lum. Therefore, the alumni were asked about the adequacy
of their preparation. Table 6 depicts their opinions in
_______________________________________________ : _____________________________________________________________________________________________6 5—
Table 5
Opinion of Faculty on Adequacy
of Present Curriculum
Opinion
Faculty
N %
Completely adequate 1 3
Satisfactorily adequate needing
slight revision 10 34
Relatively adequate needing
ample revision 15 52
Completely inadequate needing
profound revision 3 10
Total 29 99
number and per cent of respondents choosing each alterna
tive offered in question 11. About half of the alumni
(90, or 50 per cent) responding to the question were of
the opinion that the program was adequate, while 7
per cent of them (13) thought it was more than adequate,
and the remainder (78, or 43 per cent) considered it not
adequate.
This split in almost half, and half does not yield an
easy interpretation. The investigator would have had to
use, perhaps, more objective indicators to probe for the
opinion;,asked so that a clearer picture of the situation
could have been captured. Nevertheless it could possibly
be stated that in view of this kind of split the curricu
lum needs some revision. Moreover, upon the analysis of
the answers to the second part of question 11 asked of
those responding that the curriculum had not been
adequate, it became clear that almost half of those
responding had definite opinions about where the deficien
cies were. The number and per cent indicating the areas
in, which the curriculum had been deficient were as
depicted in Table 7.
The greatest complaint had to do with practical
activities the paucity of which the alumni resented.
Question 12 asked of the alumni if the Pedagogy
Course prepared adequately for progress in the profession.
The answers were: 82, or 45 per cent, "yes," and 99, or
__________ 6_7_
Table 6
Opinion of Alumni on the
Adequacy of Undergraduate Program
Opinion
Alumni
N
Q.
*o
More than adequate 13 7
Adequate 90 50
Not adequate 78 43
T o t a l 181a 100
aSeven cases did not
question.
reply to the
Table 7
Areas of Deficiency Indicated by
Alumni Considering the Curriculum not
Adequate, by Number and Per Cent
Areas of
Deficiency
In Curriculum
Humanities 10 8
Foundations 15 12
Theory 37 49
Practice 69 90
Other 2 2
Alumni
N
55 per cent, "no." This could possibly be an indication
that these alumni, and others which they typically repre
sent, might in the near future ask for opportunities of
continuing education, which would have an important
bearing in the curriculum.
In close connection to this last point another
question was asked of those responding "no" to the
question under analysis. They were asked about what they
did to remedy the insufficiency encountered. The answers
in number of respondents choosing each alternative sug
gested were: (a) independent study, 69; (b) in-service
training, 5; (c) training courses, 46? (d) specialization
courses, 35; (e) refresher courses, 48; (f) graduate
study, 34? (g) other means, 6.
Overall, between faculty and alumni the data seem to
indicate a need for a relatively ample revision of the
curriculum, with close attention given;to the need for
practical training.
The Cultural Knowledge (Content)
of the Undergraduate Program in Education
The opinion of the faculty and that of the alumni on
the content of the program for the preparation of profes
sionals in education was obtained from answers to questions
4, 5, 6, and 7 in questionnaire I, and questions 7, 8, 9,
and 10 in questionnaire II.
As described in Chapter III, from the content of the
__________________________________ _____________________70.
curricula adopted from..'1969 to 1974 by the School of
Education, UFRJ, a listing was derived from which the
faculty were asked to select those subjects of: (1) major
necessity, (2) average necessity, (3) minimum necessity,
and (4) no necessity for each area of specialization.
Table 8 shows faculty judgment on the necessity of each
subject by the median level of necessity indicated by the
faculty for each major area of specialization.
In order to determine the level of necessity of each
subject according to faculty judgment depicted in Table 8
a decision was made to round the median level found for
each subject to the nearest integer level in the scale of
1 to 4 above described. Therefore, each subject was
classified for each area of specialization and placed
accordingly in the listing below in which the numbers
correspond to the orders-in^which' they appear in Table 8 on
page 74.
Area of Educational Counseling
Major necessity - 3, 5, 7, 10, 11, 12, 29, 33,
and 34
Average necessity - 1, 13, 14, 15, 20, 23, 27,
28, 30, 31, 32, 41, 42, and 43
Minimum necessity - 2, 16, 17, 18, 21, 22, 24,
25, and 26
No necessity - 25, 36, 37, 38, 39, and 40
71
Area of School Administration
Major necessity - 3, 5, 9, 10, 13, 15, 17, 30,
31, 35, 36, 37, and 38
Average necessity - 16, 19, 25, 26, and 32
Minimum necessity - 21, 23, 34, and 4 0
No necessity - none
Area of School Supervision
Major necessity - 3, 5, 10, 11, 12, 14, 19, 20,
24, 25, 26, 27, 30, 31, 37, 38, 42, and 43
Average necessity - 1, 4, 5, 6, 8, 16, 17, 18,
23, 32, 35, 36, 38, 40, and 41
Minimum necessity - 34
No necessity - none
Area of School Inspection
Major necessity - 3, 5, 10, 17, 30, 31, 39, 40,
and 41
Average necessity - 4, 5, 8, 10, 11, 12, 13, 14
15, 16, 19, 22, 23, 24, 25, 26, 27, 28, 32,
35, 36, 37, 38, and 42
Minimum necessity - 1, 2, 6, 18, 25, 33, and 34
No necessity - none
Area of Teaching
Major necessity - 7,- 10, 11, 12, 14, 19, 20, 21
25, 26, 42, and 43
Average necessity - 1, 3, 4, 5, 6, 15, 16, 17,
18, 23, 24, 27, 28, 29, 31, 32, and 41
Minimum necessity - 2, 33, 34, 35, and 37
No necessity - 36, 38, 39, and 40
The data show that most subjects in the original
general list were placed by the faculty under the level of
either major or average necessity for the student of
education. Just ten subjects were considered of no
necessity for only two of the areas of specialization.
In general the results of the survey of the faculty
opinion on curricular content does not depart much from
that of the legally-required content. All of the subjects
listed in the minimum curriculum mandated by the CFE were
considered of either major, or average necessity by the
faculty.
It should be also noted that there were only three
subjects selected as of "major necessity" and included
under all areas of specialization. They were: Philosophy
of Education, Sociology of Education, and Psychology of
Education. These selections matched three of the six
subjects required by the CFE for the basic segment of the
curriculum. The fact that the faculty selected those and
no others as common to all majors could be considered as an
indication of the existence of a high consensus among
educators on the necessity of those areas of knowledge for
the preparation of professionals in education.
Under the category of "average necessity" no subject
was chosen as common to all areas of specialization, even
_________ 7_3_
Table 3
Median Level of Necessity of Each Subject According
To Faculty Judgment on a Scale of 1 to 4 by Area of Specialization
Areas of Specialization
Subjects Offered
iy UFRJ Curricula
From 1969 to
1974
Counseling
School
Administration
School
Supervision
School
Inspection Teaching
Median Median Median Median Median
1. Complements of Mathematics 2.6 2.1 .2.4 2.7 2.4
2. History of Philosophy 2.3 2.5 2.5 2.5 2.5
3. Philosophy of Education 1.3 1.2 1.3 1.5 1.7
4. General Sociology 1.9 1.7 1.9 2.2 1.3
S. Sociology of Education 1.5 1.3 1.2 1.3 1.3
6. Biology 2.2 2.5 2.6 2.8 2.2
7. Educational Biology 1.3 1.8 1.3 1.8 2.2
8. School Hygiene 2.3 1.8 2.4 2.4 2.2
9. General Psychology 1.7 1.8 2.0 1.8 1.7
10. Educational Psychology 1.6 1.4 1.3 1.6 1.1
11. Psychology of Adolescence 1.1 1.6 1.3 2.0 1.2
12. Psychology of Learning 1.2 1.5 1.3 1.7 1.0
13. Educational Statistics
1.6 1.3 1.5 1.7 1.7
14. Educational Measurement 1.6 1.6 1.3 1.0 1.5
IS. Research in Education 1.6 1.5 1.5 1.8 1.6
16. History of Education 2.4 1.9 2.4 2.1 1.9
17. School Administration 2.7 1.2 2.0 1.4 2.2
13. Comparative Education 2.5
I*5
2.1 2.5 2.0
19. Didactics 2.0 1.9 1.5 2.0 1.9
20. General Didactics 2.0 1.3 1.6 2.0 1.0
21. Special Didactics 2.6 2.4 1.4 2.3 1.2
22. Practice Teaching 2.3 2.3 1.5 2.3 1.3
23. Brazilian Culture 2.9 2.0 1.9 2.1 1.3
24. Curriculum and Instruction 2.6 1.6 1.5 2.0 1.6
23. Audiovisual Aids to Education 2.8 1.6 2.7 2.7 1.6
26. Instructional Technology 2.3 2.3 1.4 2.4 1.3
27. Theory and Practice of
Elementary Education 2.0 1.5 1.4 1.7 1.5
2S. Theory and Practice of
Secondary Education 2.0 1.6 1.6 1.7 1.7
29. Introduction to Educational
Counseling 1.1 2.6 2.3 2.7 2.4
30. Elem. Education in Brazil 2.1 1.2 1.5 1.4 2.0
31. Second. Education in Brazil 2.0 1.1 1.3 1.4 1.7
32. Higher Education in Brazil 2.0 1.6 2.0 2.1 2.0
33. Educational Counseling 1.1 2.7 2.3 2.3 2.3
34. Methods and Procedures in
Educational Counseling 1.3 2.6 2.6 2.7 2.6
3S. Methods & Procedures in
School Administration 2.9 1.2 2.0 2.0 2.7
36. Administration of
Elementary Schools 3.2 1.2 2.0 2.3 2.9
37. Methods and Procedures in
School Supervision 3.1 1.2 1.3 2.3 2.6
33. Supervision in Elementary
Education 3.3 1.1 1.5 1.3 2.7
39. Methods and Procedures in
School Inspection 3.4 2.5 2.1 1.5 3.0
40. Inspection in Elementary
Schools 3.3 2.5 2.3 1.3 2.3
41. Legal Aspects of Education 2.5 2.7 2.0 1.3 2.2
42. Methods in Elementary
Education 2.4 1.5 1.3 2.4 1.1
43. Practice Teaching in
Elementary Schools 2.5 2.6 1.5 2.6 1.2
though it seemed reasonable to expect that some of the
remaining required subjects would come under the second
level of necessity, at least. According to the data, the
faculty would have failed to recognize the necessity of
teaching those remaining required subjects to every
student. But no general statement could be made about
this because the sample, due to its size and composition,
could hardly be considered representative of the entire
faculty. The fact that there was only one representative
from the Department of History and Philosophy of Education
in the sample might well account for the absence of History
of Education in the list of the subjects common to all
areas. In addition the number of subjects chosen for each
area indicated a tendency toward an expanded curriculum,
perhaps a little too much along the horizontal dimension,
at the expense of the need for a greater degree of inte
gration at this level of learning.
This tendency is further evidenced, perhaps, by the
suggestions made in an open-ended part of the faculty
questionnaire as desirable additions to the areas speci
fied as follows: (a) Cultural Anthropology, Economics of
Education and Educational Planning, for the area of School
Administration; (b) Programmed Instruction, Independent
Study, and Social Sciences, for both the areas of School
Administration and that of Teaching; (c) Communication
Theory, Communication Technology, Participation in Group
______75
Therapy, Vocational Counseling, Theories of Personality,
Developmental Psychology and Social Psychology, for the
area of Counseling.
The alumni were also asked to offer suggestions as
to new subjects to be added to the curriculum. Their
suggestions were very-similar to those of the faculty with
the addition of the Portuguese Language, Foreign Languages
and Group Dynamics.
The opinion of the faculty on the content of the
curriculum was further probed by questions 5, 6, and 7 of
the questionnaire answered by the professors. Those
questions refer to the preferred emphasis of the curricu
lum organization, the proportionate allocation of the
program to the areas of emphasis of the curriculum, and the
level in which, preferably, each specialization should be
offered.
The same questions were asked of the alumni in
Questionnaire II. Their opinions on the emphasis of the
curriculum and the place of specialization are jointly
presented with those of the faculty, in Tables 9 and 10.
The distribution of faculty opinion on the allocation
of curriculum component parts is shown in Table 11 and
that of the alumni, in a more condensed form, in Table 12.
From Table 9 it was obvious that the faculty showed
a strong preference for a balanced curriculum in which an
appropriate combination of general and professional
76
Table 9
Faculty and Alumni Opinion on
Curriculum Emphasis by Number and Per Cent
Opinion
Faculty
N %
Alumni
N %
A curriculum strong in
Humanities with emphasis
on general concepts and
simple applications 2 7 4 2
A curriculum highly
specialized with a minimum
of Humanities 3 10 23 12
A balanced combination of
Humanities (general
education) and professional
studies 22 73 148 81
Another model 3 10 9 5
T o t a l 30 100 184 100
77
studies could be achieved. The same could be said for the
alumni opinions? they showed a slightly stronger prefer
ence for a balanced curriculum than did the faculty. If
superficially analyzed this finding could be considered
contradictory to the results shown in Table 2, but to this
investigator the seeming discrepancy in the results was a
sign of a clear view of reality on the part of the alumni
who, while showing their understanding that a good profes
sional preparation requires a broad basis and a sufficient
degree of the general education composite, they know that
the acquisition of professional skills is just as impor
tant a part of their preparation as it is to be "generally
educated." Moreover, this response could also be viewed
as a criticism to the traditional weakness of the curricu
lum regarding practical activities.
As to the opinion on the level at which specialization
should preferably take place in the sequence of higher
education studies, Table 10 presents the results for both
faculty and alumni by number and per cent.
The issue around the appropriateness of placement of
the professional studies of education at the undergraduate
level is much alive among the faculties of Schools of
Education in Brazil. The rationale in its favor, on the
part of the CFE, was that a practical decision had to be
made at a time when qualified human resources for educa
tion were so badly needed in Brazil. But faculties are
_______ 78
Table 10
Distribution of Faculty and Alumni Opinion
On Level Where Specialization Studies
Should be Placed
Opinion
Faculty
N
Alumni
N
All majors at the
undergraduate.] level
Administration at the
graduate level
Supervision at the
graduate level
Inspection at the
graduate level
Counseling at the
graduate level
12
14
12
15
40 111 59
46 47 25
40 39 20
23 18 10
50 55 30
Other at graduate
level 10
concerned about the advisability of trying to prepare
professionals too soon - before the student has a chance
to get a higher education. Table 10 is an indication that
the issue is very much alive. The faculty seemed to be
more aware of the debate than the alumni who, even though
having indicated the desirability of the change of the
specialties to the graduate level still had 59 per cent in
favor of the present arrangement.
Tables 11 and 12 depict the opinion of faculty and
alumni on the proportionate allocation of program to areas
of emphasis in the curriculum. The answers to question 6
(Table 11) to the faculty seemed to validate the opinion
previously expressed (Table 9) by the professors in favor
of a balanced curricular distribution among the areas of
emphasis of the program. It could perhaps be suggested
that if a preference for any area was detected that would
be the Foundations area as indicated by the slightly
higher mode and median percentages of 30 and 26.5 respec
tively. Table 11 in a more condensed form shows the data
for the alumni on the same question. There was an indi
cation of preference for more practice on the major. This
was already discussed in connection with results in
Table 12.
Question 9 in Questionnaire I sought for an evalua
tion of the curriculum followed by the alumni. The group
was asked to indicate the degree of usefulness of each of
____________________________________________________________________________S.Q_
Table 11
Faculty Opinion on Proportionate Allocation of
Program to Areas of Emphasis in Curriculum
Per Cent
of Total
Require
Humanities Foundations
More of
Theory
on Major
More of
Practice
on Major Other
ments
N
Q .
* o H
a
* o N
Q ,
* o N
Q ,
* o N %
0 - 9 1 3 2 7 2 6
- - -
10 - 19 4 13 3 11 2 6 9 32 2 50
20 - 29 13 43 10 36 22 74 9 32
-
30 - 39 6 19 12 43 3 10 5 18 1 25
40 - 49 5 17 1 3
- - 3 11
-
50 - 59
- - -
1 3 2 8 1 25
60 - 69
- - - - - - - - -
70 - 80 1 3
- - - - - - -
T o t a l 30 98 28 100 30 100 28 101 4 100
Modal
Per Cent 20% 30% 20% 10% 10%
Median
Per Cent 24.5% 26.5% 21% 24% 20%
I
Table 12
Alumni Opinion on Proportionate Allocation of
Program to Areas of Emphasis in Curriculum a
Per Cent
of Total
Require
Humanities Foundations
More of
Theory
on Major
More of
Practice
on Major Other
ments
%
Q .
'O
Q .
" 0
o.
■ © %
Modal 20 20 20 30 10
Median 20.1 20.4 20.4 29.8 9.2
aThe modal and median per cents of total requirements for graduation are indicated
according to the alumni opinion on the distribution of curriculum content through the
i
i
j areas of emphasis generally found in undergraduate education programs.
the 38 disciplines which entered the education curriculum
at one time or another. A provision was made for them to
offer their opinion as to the usefulness of each curricu
lar discipline. To facilitate the interpretation of
question 9 under discussion, Table 13 presents the
disciplines taken and considered useful by more than half
of the respondents.
Table 13
Disciplines Considered "Useful" by
Fifty Per Cent or More of the Responding Alumni
"Useful"
Subject Matters Per Cent
Psychology of Education 98
General Didactics 84
Philosophy of Education 80
Practice Teaching 78
Statistics 77
Sociology of Education 75
Sociology 73
Educational Biology 71
Organization of Elementary Schools 68
Organization of Secondary Schools 67
Biology 63
Special Didactics 58
School Administration 55
History of Education, Methods in
Elementary Education, and
Practice Teaching in Elementary
Education 54
Introduction to Educational Counseling 51
Research in Education 50
The comparison of the above selection with the CFE
_________________________________________________________83.
mandated list showed that all of the subjects included
there were also included in the CFE minimum curriculum.
The Curriculum as a Means of
Professional Growth
The fifth question posed by this study in Chapter I
expressed a concern with the ability of a curriculum to
meet the interests of different students in terms of
career development and professional growth. Although
authors concerned with this aspect of the curriculum tend
to argue for one or the other end of the continua -
Behavior Modification-Self-Realization, Didactics
Heuristics, or Empiricism-Dialetics - the literature is
replete with suggestions, insights, research findings,
etc., making the case for almost every possible position
within those ranges. Thus, a gamut of approaches, methods
and procedures were found in the literature claiming to
facilitate student growth, which can be equated with
personal growth. Unfortunately research has been unable
to show the connection between the two variables which,
after all end up by being reduced to the age-long duality
Pupil-Teacher/Teaching-Learning; and this seemingly simple
combination has so far defeated the greatest of human
minds by not letting its secret be known. No generaliza
tion made about changes in students being related to
changes in teacher has ever been held tenable universally.
Curricultists have produced a mass of findings in
84
their search for the magic formula. Proposals have been
offered based on so many different assumptions that it has
become difficult to create a learning environment in which
they could at least partially be met or tested. Research
into theory-baseck complex programs of research and
development in teacher and specialists in education is
most needed. Much of the research available is nonconclu-
sive according to the findings in the literature search
in Chapter II, and none speaks directly to the problem of
improving the quality of education.
Authoritative sources reviewed in Chapter II seemed
to reveal though that one point is clear: the person is
more than the method. To learn about human nature and
impart this knowledge would probably lead more rapidly to
an answer to the question here posed than would any amount
of concentration on classroom, or other specifics. These
might make educators run the risk of missing the forest
while looking at the trees. The search must go on, and
who knows if the being-in-the-process is not all there is
to growth?
Educators need to discover a way to facilitate the
process of growth and, consequently guarantee its contin
ued results through life. Parents, employers, legislators
are demanding that education makes a difference. A
follow-up on project TALENT (Flanagan, 1975) said that it
does. The date of the follow-up clearly indicated that
___________________________ 85
education was making a difference to the quality of life
of nearly all the young people in the United States. But
it also said that there was probably not one single
person in the study "whose life could not be significantly
improved if the opportunities now available to educational
programs had been fully and appropriately utilized"
(p. 15). The major opportunity missed, and which is re
lated to the most unfilled need of the majority of the
young people studied, was an opportunity to learn "about
themselves in relation to life and career planning"
(p. 16). They need to know more about how their values,
interests and abilities relate to their possible choices
of career and life style.
Even though project TALENT referred to the impact of
school on precollege level students, their conclusions
would seem to fit the college population just as well; the
only difference being that the latter should be somewhat
further along on the road to personal development. The
subjects of project TALENT indicated that there were two
areas needing improvement as they perceived them -
maturity and orientation - which they did not get from the
school program. These had to do more specifically with
their ability to use their minds through learning and to
be able to make mature decisions and plans for their
lives.
86
Analysis of Documento I
(MEC, DAU, CEAE, 1975)
The utilization of the Documento I (MEC, DAU, CEAE,
19 75) as a secondary source of data collection was done
with the purpose of ascertaining the opinion of experts
i
| outside the School of Education, UFRJ, on curricular and
other matters related to the preservice training of
educators.
The Committee drafting the report was composed of
nine members chaired by a professor from the University of
i
! Minas Gerais, and included educational authorities from
i the Ministry of Education, other federal agencies related
!
i
1 to education and Federal Universities. It was established
by the Minister of Education to review and evaluate the
quality of the courses in charge of the preparation of
I
| teachers and professional educators. Five hundred and
i
twenty-seven institutions were identified and representa
tives from 50 4 of them were heard by the Committee.
Due to the time limit imposed on the Committee to
report on its study it realized that a direct contact with
all 527 institutions would not be possible; therefore, a
nonconventional strategy was adopted to: (a) listen to as
many representative voices in the area as possible; (b) try
to understand the field of teaching in education in rela
tion to all others with which it is involved; (c) stimu
late the discussion of the problem among representatives
87
of all interdependent sectors in order to capture its
complex reality; (d) to involve representatives of such
sectors and institutions in the process of self-diagnosis;
and (e) to stimulate them to engage themselves in all
phases of the;'process meant to lead to desirable change.
Seven regional meetings were organized. They took
place between September 19 74 and June 19 75, and five
themes were discussed. A final document containing the
Committees' summary of the studies and recommendations was
published in November 19 75. Altogether 49 problems were
identified and 141 suggestions for their solution were
offered and further condensed into recommendations.
The Documento I is a mere report on opinions and
testimonies from faculty, students, administrators and
other specialists in education, taken in an effort to
bridge the gap pointed out by Pierre Furter (196 8) between
the contemporary educational theorizing and the living
reality of the educational systems.
The testimonies collected and reported brought forth
the difficulties, aspirations, perplexities, alternatives
visualized and contradictions found in the field of
teaching for education.
Problems were pointed out and suggestions made for
each of the themes studied and debated. Of these many had
a bearing on this study and were found to be either
directly or indirectly related to it.
88
Among the problems studied, one referred to the
deficiencies related to the practicum in teaching and in
the major specialties of the education programs. Demon
stration schools were not being properly used and other
schools in the system were not equipped or receptive
enough to offer the kind of practicum needed to prepare
skilled and knowledgeable professionals. No relationship
was found between the legal credential and the competen
cies acquired in the preservice training in education.
The graduates were not receiving proper training in order
to master the skills and performances needed in the pro
fession.
Another series of serious problems related to the
structural and administrative aspects of the programs as
a whole were found. They were:
1. The curriculum of the Pedagogy Course was not
meeting the present needs of the;profession;
there existed a confusion in relation to the
professional profile of each major area, and
consequently this was reflected in the selection
of program content for each one of them.
2. An in-depth revision was needed of the minimum
curriculum and of its complementation adopted by
the institutions.
3. A complete revision of the curriculum could not
be done prior to a delineation of the professional
_______________ 89_
profile of the specialists to be prepared, or
prior to a complete evaluation of the Pedagogy
Course in terms of content to be taught and
purposes to be achieved.
The implementation of the curricula was faulty in
that teachers of teachers were inadequately pre
pared; the preparation of professionals for the
school system from the didaQtxc-methodqlbgic; view
point did not meet the requirements imposed by
the special characteristics of the elementary and
secondary levels of teaching; the excessive
theorization of the training in pedagogical theory
had no relevance to the practical classroom and
related work for which the students were trained.
Teachers of teachers were not usually seen to
display a scientific posture in relation to the
use of methods and techniques conducive to the
optimization of the teaching-learning process;
the training institutions did not employ teaching
evaluation procedures.
The preparation for school supervision was
questioned as to the need on the part of the
supervisor to master specific content areas to
be taught. Two alternatives were proposed:
(a) the need for the future supervisor to learn
the content of the area in which he is to work
______________________ 9X>_
and to master the pedagogical knowledge related
to the speacialty; and (b) to place the pedagog
ical preparation above specific content even if
this meant the need for the supervisor to work
together with specialists in the content of the
area to be taught,
i 7. Special methodologies were not receiving the
i
j attention needed.
( From the 38 item-long list of suggestions offered by
:the experts for the solution of the problems raised in
irelation to the Course curriculum, the following were
i
i
i selected as having a special bearing on this study.
i
1. That the profile of the professional in education
be defined according to the needs ascertained and
delineated by the educational policy and educa-
| tional planning of the country, by the needs of
i
j the local and regional labor markets, and by the
i
goals, ideals and values of education specified
by the purposes of each individual institution of
higher education preparing personnel for educa
tion .
2. That the supervised practicum be developed so
that the student could acquire the skills and
i
knowledge needed, and that the practicum be
coordinated by a Committee composed of the
teachers involved in the teaching of pedagogical
91
disciplines related to supervision; and that
careful measure of what the student already
knows be made in terms of what he needs to learn
in order that no time is wasted in covering
material known or material not needed for the j
mastery of the professional skills and knowledge, i
3. That the practicum activities even though initia
ted earlier in the course so the student can
observe and identify problems related to his area
of specialty, be concentrated toward the end of j
the course after he has finished most of the J
I
other course work. i
i
4. That experimental programs for the education of j
teachers and specialists in elementary and |
I
secondary education be developed jointly by the
universities and local school systems using
different educational strategies for the prepara
tion of those professionals.
5. That the competency-based education strategy be
tried experimentally involving: (a) the defini
tion of the professional profile of the educator
on the basis of competencies to be exhibited dur
ing and at the end of the program; (b) the
organization of the programs around behaviors,
attitudes and skills to be demonstrated by the
student together with the specification of content
____________________________________9.2 _
expected to enhance such competencies; (c) the
establishment of a system of formative evaluation
with a built-in mechanism for adjustment and
modification of strategy when needed.
6. That the curriculum of the Pedagogy Course should ,
be revised in terms of two indispensable factors:
research data and the participation of all in
volved in curriculum implementation: teachers,
specialists, students and the community. Conse
quently, the curriculum should not undergo j
changes just for the sake of change without the J
i
t
contribution of those responsible for its execu- |
tion.
i
7. The purposes of the education programs should be !
redefined in operational terms incorporating the |
pedagogical preparation, the academic specializa
tion (subject matters of instruction), the
preparation for research, and the promotion of
personal growth.
8. That the Pedagogy Course be reorganized on the
basis of a careful examination of the curriculum
especially in that which concerned the prepara
tion of specialists in the major areas of the
course.
9. Regarding the curriculum itself it was proposed
that in the basic course besides the inclusion of
_________ 9_3_
Sociology of Education, History of Brazilian
Education, Contemporary Philosophies of Education,
and Educational Measurement including Statistics, j
i
there be included the following in order to en- ;
I
rich the preparation of the student in pedagogical!
knowledge: Biology Applied to Education,
Structure and Organization of Education in Brazil,
Applied Sociology, Applied Philosophy, and
Instructional Technology. To these a strong
emphasis on the Legal Aspects of Education should
be added together with Administration.
10. The number of disciplines of the Pedagogy Course !
should not be increased. i
I
11. The postponement of the option for a specializa- j
tion should be encouraged in order for the basic
content of Pedagogy to be given more depth. j
12. The task analysis of the profession should be
undertaken at two levels: the micro level for
the delineation of the professional profile of
the specialists, and at the macro level to detect
the characteristics of the labor market for each
education specialty in order that the agencies
responsible for their establishment could make
adjustments accordingly.
Some of the applicable suggestions and recommenda-
, were used in this study for the development of the
_____________________________________________________ : ____9_4__
tentative model curriculum proposed.
CHAPTER V
THE TENTATIVE CURRICULUM MODEL FOR THE I
UNDERGRADUATE PROGRAM IN EDUCATION AT THE
FEDERAL UNIVERSITY OF RIO DE JANEIRO
The model curriculum for the undergraduate program in
l education at the Federal University of Rio de Janeiro
i J j
(UFRJ) developed in this chapter was constructed within the!
limitations and delimitations stated in Chapter I, the
i
| parameters provided by the review of the literature under-
1 taken in Chapter II, and the findings presented in
( 1
Chapter IV. :
! I
I
Guidelines for the
Construction of the Model
Having proceeded from the basic assumption that
presently teacher and specialists training in education,
in Brazil, was not adequately preparing the majority of
i
these professionals, and that part of the reason for that
inadequacy was the existing gap between theory and prac
tice, the model curriculum,was developed on the basis of
criteria assumed by the study to,bring practice closer to
theory.
The model, as previously-'stated, was limited to the
specification of the purposes and of the disciplines which
should enter the basic and professional segments of the
undergraduate programs in education, in Brazil.
9 6_
As stated in Chapter I, the model tentatively
designed was intended to offer only a broad frame of
reference containing the general demarcations of under
graduate professional education from which courses of study
; could be devised and for which, on the basis of the
I
!analysis of professional activities and the preferred
1 I
educational philosophy of the faculty, statements of spe- j
!cific purposes, method and scope could be made. The I
i
1 i
j design of a comprehensive program was not attempted. That
i
|is a local problem to be worked out by the particular
t faculties.
! Two sets of guidelines were derived from the results
\
;of the study for the construction of the model. General
j guidelines were proposed to give the model a perspective
l
;against which it could be evaluated regarding the aims of
professional education. The answers to the questions
posed by the study provided the second set of guidelines
used for the construction of the model.
General Guidelines
Generally speaking the aim of quality professional
education should be directed toward objectives of
(a) professional competence, (b) understanding of society,
(c) ethical behavior, and (d) scholarly concern
(McGlothlin, 1964). These were adopted as guidelines
providing the general frame of reference for the model
curriculum. In either the organization of new programs,
________________________________— ______. ______ 9-7— 1
or the review of existing ones, proposals or modifications
should be made to insure that they are contributing to
movement toward those objectives.
Keeping this larger perspective in mind, but nar
rowing the focus to center on the professional education
of teachers and specialists in education, a second more |
restricted set of general guidelines was derived. A j
generalization could, perhaps, be made from the review of
< the literature on the preparation .for teaching and other j
I
professional specialties in education (Chapter II) that I
! I
I educators seem to agree that this preparation should rest
i !
on (a) a broad general education, (b) specialization in
the subject to be taught or the field of professional
activity, and (c) professional knowledge and skills.
|
Departing from this common understanding training programs
vary in the proportionate allocation of the program to the
areas of specialty, a decision which is usually dependent
on the educational philosophy guiding the program and
determining the emphasis placed on each portion of the
program. However, regarding the content for each area
disagreements are commonly witnessed. The selection of
content stems from the conception one has of the profes
sional role of the educator. Frequently this conception
is confused and is reflected in the program content. The
review of the literature on training programs indicated
that curricular modifications based on clear assumptions
98
about the student, about learning, and about the needs and
opportunities of society (Dressel, 1969) are.limited
precisely because such assumptions usually are not clari
fied when curricular changes are proposed.
A helpful conceptualization which specified aspects
of teacher education, and for that matter of specialist
i
j education was that of Howsan (19 70). He said that a
i teacher must have six things: (a) general education;
(b) academic specialization - content? (c) basic
disciplines - education is an applied science and a profes
sion, a part of teachers' training has to be basic
! training in the fields of social behavioral^sciences;
i
j (d) applied disciplines - foundations of education;
(e) didatics - methods? and (f) practice. The first three
can be done at the institutes, the last three are the
business of the professional School of Education.
Specific Guidelines
Specific guidelines were derived from the answers to
the study questions. A review of the findings related to
each of the questions posed in Chapter I, and analyzed in
Chapter IV, indicated that the following could be selected
as criteria for the construction of the model curriculum.
Legal prescriptions. Two kinds of prescriptions are
imposed on the curricula of undergraduate education in
Brazil: (a) structural-administrative prescriptions
99
having to do with the format of the course, duration in
number of hours and degree requirements; and (b) content
prescriptions establishing the minimum content related to
the areas of specialization specified by law. Apart from
these Schools of Education are to expand and innovate in
| order to achieve their goals. To both kinds of prescrip-
J tions the model conformed. From there it expanded to meet
i
: other criteria ascertained by the study.
i
i
i Objectives of the School of Education. In accordance
I
^ with the findings related to this question it could be said
I
I that the objectives of the Pedagogy Courses should be those
!
j stated in the law and the statutes. A proportion of 83 per
i cent of the faculty agreed that the law adequately stated
I
jthose objectives. They were: the preparation of the nor-
I
mal school teachers and specialists for the activities of
counseling, administration, supervision, and inspection for
the schools and school systems. The graduate from the
Pedagogy Course receives the degree of Licenciado.
At the institutional level the Regimento Interno of
the School of Education, UFRJ, stated its general purposes
as: (a) to prepare educators, teachers and other profes
sionals for the field of education through teaching and
research,, and (b) to contribute for the progress of edu
cational theory and practice and to the fields of the
sciences of the foundations of education.
The above-stated objectives were used for the
definition of the purposes of the model curriculum.
Adequacy of the present curriculum. Data from both
questionnaires having a bearing on this point indicated a
need for a relatively ample revision of the curriculum.
A number of alumni indicated their perception that
the weakest part of the program was in the practical as-
i
I pects of the instruction. A slight tendency toward pre-"
I
ferring_.a heavier emphasis on the practical aspects of the
major was also detected among the alumni (Table 12).
The faculty demonstrated a slight preference for a
heavier emphasis on the foundations composite of the \
curriculum (Table 11). |
i
The analysis of Documento I showed that the Pedagogy
Course was not meeting the present needs of the profession
due to the confusion about the professional profile of each
major area. This confusion was reflected in the selection
of the program content for each area. However, an effec
tive revision of the curriculum could not be done until
the profiles of specialists were available, and a complete
evaluation of the course in terms of content to be taught
and purposes to be achieved was done.
The experts also indicated an urgent need for the
organization and implementation of an effective system for
the practicum. They considered this aspect of the program
the one poor feature in all education programs in Brazil.
Alumni1s and faculty's views were in agreement with this^^
point.
Even though the model was not aimed at developing the
instructional aspect of the curriculum it was important
that this problem was detected and vividly raised by the
I
experts because it served as a reminder of the need to ;
j keep a proper balance in the curriculum neither over-
| looking an aspect nor overemphasizing another.
! Curriculum Content. Table 14 summarizes the infor-
i .
i mation obtained from the sources used to select the
I
i ,
! content. j
! I
i The selection of content by faculty was based on the I
criteria of major necessity as indicated by them. In
cluded in the content for the basic course were the
subjects selected by the faculty as of major necessity for
all areas.
Experts* selections for the basic course were the
listings included in the Documento I, and for the special
ization courses found in an appendix to the document.
Alumni selections were made according to their judg
ment by percentage of the usefulness of the curriculum
content for their professional preparation.
The legally mandated curriculum was included in
Table 14 to serve as a check list for the required content.
It should be noted that although the Parecer 252/69
included School Inspection as one of the specialties for
which the Schools of Education should prepare, in a new
10 2 J
Parecer 70/76, the Federal Council of Education (CFE)
proposed that Inspection becomes a function of Supervision
and be absorbed by it. On that account it was not included
in the listing originated by the experts, and it was ex
cluded from Table 14 under selections made by the faculty, i
|
The selection of the disciplines included in the
model was based, therefore, on (a) the legal requirements,
(b) the selctions made by the faculty, the experts and the
I
alumni, and (c) authoritative opinions ascertained by the
review of literature.
! Professional growth and the curriculum. The last
question to be answered by the study was: "How could the
■ curriculum, given the widely different intellectual and
experiential backgrounds of the students, meet their
i
varied interests and career goals and make for their pro
fessional growth?"
The literature search in Chapter II revealed that as
far as curriculum matters are concerned the person is more
important than the method. In relation to educational and
life goals the individual should be expected to take more
responsibility for participating in selecting and
achieving appropriate learning experiences (Flanagan, 19 75)..
This principle requires an extensive adaptation of the
educational program to the needs of each student which
means fitting his learning experience to his place in the
learning continuum. Too much repetition or not enough time
10 - 3 J
spent on a topic to learn would not happen if that princi
ple were applied. The approach to teaching would be
developmental and more in line with the concept of life
span learning. This concept of individualization of
teaching has considerable implications for the kind of
practicum that is being proposed by some of the experts and
authorities both in the United States and in Brazil.
The Model Curriculum
Purposes
The purpose of the undergraduate program in education
called the Pedagogy Course, is to prepare professionals in
education for the areas of normal school teaching, admini
stration, educational counseling, and supervision.
It aims ultimately at providing (a) professional
competence, (b) understanding of society, (c) ethical
J behavior, (d) scholarly concern.
!
More immediately, its goals are: to provide (a) gene
ral education, (b) academic specialization, (c) knowledge
of the basic disciplines of the social and behavioral
sciences, (d) knowledge of the applied disciplines - the
foundations of education, (e) didatics, and (f) practice.
The program as a whole is expected to enable the
student to move from the behavior that characterizes a lay
person toward the behavior expected of a responsible
citizen and a professional.
104
Selection of Subjects According to Data Sources
Law
(Parecer 70/76)
Basic Course
Sociology & Sociology
of Education
History of Education
Philosophy of Education
Statistics of Education
Counseling Area
Psych, of Personality
Social Psychology
Counseling Theory
Psycho-Pedagogic &
Social Diagnosis
Couns. and Coordination
Practicum
Administration Area
Introduction to Ed'l.
Administration
Ed'l Planning
School & School System
Management
Control & Evaluation
of Schools & Systems
Practicum
Supervision Area
Didactics
Curriculum Planning
Coordination of the
Didactics Proces.
Teaching & Learning
Evaluation
Practicum
Teaching Area
Sociology
History of Education
Philosophy of Education
Statistics
Practicum
Faculty
Basic Course
Sociology of Education
Philosophy of Education
Psychology of Education
Counseling Area
Philosophy of Education
Sociology of Education
Educational Biology
Psych, of Adolescence
Psychology of Learning
Introduction to Ed'1
Counseling
Educational Counseling
Methods & Proced. in
Ed'l Counseling
Administration Area
Philosophy of Education
Sociology of Education
Educational Psychology
Ed'l Statistics
Research in Education
School Administration
Elem. Ed. in Brazil
Second. Ed. in Brazil
Methods & Proced. in
School Administration
Methods & Proced. in
School Supervision
Superv. in Elem. Ed.
Supervision Area
Philosophy of Education
Sociology of Education
Educational Psychology
Psychology of
Adolescence
Psychology of Learning
Educ. Measurement
Didactics
Curriculum & Instruction
Audiovisual Aids
Instructional Technology
Theory & Practice of
Elem. Education
Elementary Education in
Brazil
Methods, and Proc. in
School Supervision
Supervision in Elem. Ed.
Methods in Elem. Ed.
Practice Teaching in
Elem. School
Secondary Ed. in Brazil
Teaching Area
Experts
Basic Course
Hist, of Braz. Educ.
Sociology of Education
Contemp. Philosophies
of Education
Measurement & Statistics
Counseling Area
Educational Counseling
Developmental Psych.
Psych, of Personality
Psychopathology
Diagnostic Techniques
Counseling Techniques
Special Education
Administration Area
Organizational Theory
Systems Analysis
Economics of Education
Personnel Administration
Administrative Process
Comparative Education
Legal Aspects of
Education
Supervision Area
Psychology of Education
Theory & Research in
Subject Matter
Teaching-Learning
Planning
Teaching Strategies
Educational Technology
Curriculum Development
Teaching Area
Philosophy of Education Not included
Sociology of Education
Educational Biology
Psychology of Adolescence
Psychology of Learning
Educational Measurement
School Administration
Didactics
Special Didactics
Audiovisual Aids
Instructional Technology
Methods in Elementary
Education
Practice Teaching in
Elementary Education
Alumni
Most Useful Subjects
Psychology of Education
General Didactics
Philosophy of Education
Practice Teaching
Statistics
Sociology of Education
Sociology
Educational Biology
Organization of Elementary
Schools
Organization of Secondary
Schools
Biology
Special Didactics
School Administration
History of Education
Methods in Elementary
Education
Practice Teaching in
Elementary Education
Introd. to Educational
Counseling
Research in Education
At the end of the program the student is expected to
be able to make clinical decisions about the learners as
well as to have a repertoire of behaviors and skills which
favor the practice of the profession.
Assumptions
1. The curriculum must conform to the requirements of
the Federal Council of Education regarding the
structural-administrative regulations and the
minimum content requirements.
i
2. The curriculum should provide a balance between
liberal and professional education through breadth
and depth requirements of general education and
the major or specialization. !
3. The curriculum is not comprehensive; it assumes
the following distribution of responsibilities for;
the development of a complete program: (a) curri
culum determination - usually a state function,
(b) curriculum planning - essentially a faculty
decision, (c) classroom implementation - all that
is to be done in the class is decided by the
teacher.
4. The decisions about specific purposes, method and
scope of the curriculum must be made by the
faculty on the basis of a well-thought-out educa
tional philosophy.
5. Decisions about the professional profiles of
1. 0_6_
specialists and an evaluation of the goals to be
achieved should precede the development of any
program based on the model.
6. A committee for the supervision of the Practicum
should be established and encouraged to develop
means for the individualization of learning
experiences of students.
7. Electives are regarded as providing opportunity
for professional preparation and as a means of
increasing breadth and depth or a sense of
personal development.
8. The subject matters listed in the curriculum
could be subdivided into disciplines to meet
either breadth or depth according to the purpose
for which it is to be used.
9. It is assumed that there is nothing inherent in <
discipline alone which determines whether it is
general or special, that would depend on the
purpose of its use and on the theory of higher
education underlying the curriculum.
Curriculum Profile
Basic Course
Sociology and Sociology of Education
History of Education with emphasis of History of
Brazilian Education
10
Philosophy of Education with emphasis on Contemporary
Philosophies of Education
Statistics and Measurement in Education
Elective from Basic Disciplines:
Examples: Anthropology, Social Psychology,
Political Science, etc.
j Elective from the Humanities
i
| Examples: Communication and Expression in
I
; Portuguese, Foreign Language, Ethics,
| Comparative Religion, etc.
i
Physical Education
Practicum
Specialization Courses
!Administration
Introduction to Educational Administration
Educational Planning
School and School System Management
Control and Evaluation of Schools and Systems
Organizational Theory
Economics of Education
Personnel Administration
Comparative Education
Legal Aspects of Education
Practicum
108
Supervision
Didactics
Curriculum Planning
Coordination of the Didactics Process
Teaching and Learning Evaluation
j Theory and Research in Subject Matter
j Teaching-Learning Planning
I Teaching Strategies
i
| Curriculum Development
i
| Educational Technology
Practicum
I
; Counseling
I
Psychology of Personality
J
! Social Psychology
1
j Counseling Theory
Psycho-Pedagogic
Counseling and Coordination
i
Developmental Psychology
Counseling Techniques
Special Education
Practicum
Teaching
Sociology of Education
History of Education
Philosophy of Education
109
Statistics and Measurement
Educational Biology
School Hygiene
i
■ Practice Teaching i
' i
Application ^
1 i
Any subject from an area from the one in which the |
student is specializing may be taken for breadth and depth
i
! or for personal growth as an elective.
| The Basic Course usually requiring one school year is
| generally taken prior to the choice of the specialization
I area. However, feasibility is recommended; if a student
| has already made a decision as to his major upon entering
I
the program, even his practicum could be started right at
first.
|
| Generally speaking, to complete the requirements for
I 1
i graduation at least the Basic Course disciplines and those
of one area of Specialization must be taken during an
average of three years. After the first licensure a
second major can be obtained by a student taking the
required number of units for specialization in another
major.
According to the assumptions posed by the model
curriculum planning is essentially a faculty decision.
Therefore, decisions about specifics such as purpose,
method, and scope must be made by each particular faculty
in the light of its stated educational philosophy
L 11.0_
translated as much as possible into behavioral objectives
where applicable. The development of a sound environment
founded on the principle of excellence and personal growth
on the part of the faculty and staff will enhance the
higher-order purposes of the program for the preparation
| of sound professionals of education.
CHAPTER VI
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
I
Purpose i
*
The purpose of this study was to develop a tentative :
i
model curriculum for the undergraduate program in educa-
| tion (Pedagogy Course) for the School of Education of the .
I
| Federal University of Rio de Janeiro (UFRJ). The model 1
» i
I
j was expected to narrow the gap between the objectives of \
the law and the demonstrated capabilities of the graduates.
Guidelines for the construction of the model were
developed from answers to five questions: (1) What are
the legal prescriptions for the Schools of Education?
(2) What should the objectives of the Schools of Education
be in terms of specific needs of society? (3) Is the
present curriculum, in the light of the prescribed objec
tives, adequate? (4) What is the cultural knowledge
(content) that, in view of the general objectives, is
relevant for the basic and specialized segments of the
curriculum of the School of Education, UFRJ? (5) How could
the curriculum, given the widely different intellectual
and experiential backgrounds of the students, meet their
varied interests and career goals and make for their
112 _
professional growth?
The model was aimed at the specification of the
purposes and of the appropriate set of disciplines for the
basic and professional segments of the Pedagogy Course.
Procedures
The procedures followed to achieve the purposes of
I
1 the study consisted of the following steps: (1) review of
I
; the literature on the legal framework of Brazilian higher
! education, on professional education of teachers and
! specialists in education, and on undergraduate curriculum
l
theory; (2) two questionnaire surveys on the opinion of
the entire faculty of the School of Education, UFRJ, on
i
curriculum objectives and content (36 per cent responded),
and the alumni of the Schools of Education in Rio de
Janeiro on the effectiveness of the curriculum for
entering and progressing in the career (59 per cent of the
sample responded); (3) analysis of the report Documento I
(MEC/DAU/CEAE, 19 75) to gather the opinion of Brazilian
experts on education on matters related to the pre-service
training of human resources for education, in Brazil;
(4) design of the model including purposes, core subjects
of the;majors, of the basic segment, and of electives
aiming at providing for breadth and depth and for personal
growth.
113
Findings
Within the limitations and delimitations of the study
and legal framework to which the model had to conform, the j
following findings were derived from the study: (1) The !
objectives of the Schools of Education as expressed by the
law were accepted by the respondents and the experts as
i
: adequately stated in terms of the needs of society and the j
E 1
needs of the profession. (2) The law allowed sufficient !
I
flexibility to individual institutions to organize their |
curriculum expanding from the minimum requirements to meet !
i
their particular goals and those of their constituencies.
I (3) Respondents, experts and authoritative sources clearly
|
; agreed that the Pedagogy Course was not meeting the needs
of the profession possibly because of the existing confu
sion about the professional profile of the graduate.
(4) The weakest aspect of the present curriculum was the
practicum in all areas. (6) Alumni selections of content
were limited to that which they were exposed to when in
school; this finding may be indicative of the need for
continuing education opportunities. (7) Curricular
provisions for personal and professional growth were
considered desirable by experts and authoritative sources.
(8) Within the limitations stated and the criteria
ascertained by the study, and the findings, the model
curriculum as proposed could be designed. This model
appears in full as Chapter V of this study.
________ 114__
Conclusions
The following conclusions seemed to be warranted by
the findings:
1. The literature does not provide a systematic
model for the development of undergraduate pro- i
i
grams of professional education. |
2. The present curriculum of the Pedagogy Course is
not meeting the needs of the profession and
findings indicate a need for a relatively ample
review of the curriculum.
3. Confusion about the professional profile of the
specialties for which the Schools of Education are
I
expected to train continues. j
4. Faculty and alumni in the profession can possibly !
!
profit from some kind of actualization process in
order to keep up with what is current about the
profession.
5. The number of disciplines in the Pedagogy Course
should not be increased. Larger and fewer blocks
of disciplines should be organized for the elimi
nation of the existing duplication and to help
the integration of content around each major area
of study.
6. There is urgent need for the professional profile
of the graduate to be delineated.
115
Recommendations
The findings and conclusions of the study suggest the
following recommendations:
1. Prior to the development of the courses of
instruction and the teaching strategies for the
model proposed the faculty should make a studied
decision and a statement on the philosophical
orientation it prefers in order that action can
be guided by a clear vision of the goals to be
reached.
2. It is also recommended to the faculty that it
establishes a curriculum committee to study and
report on findings about the various phases of
curriculum development required to implement the
new model in the light of the adopted philosophy.
3. Research should be conducted (a) to ascertain the
profile of the professional to be prepared by the
Pedagogy Course, prior to decisions as to the
implementation of any curricular change, and (b)
to ascertain in both the public and private school
systems the viability of supervised practicum
where the student can practice those skills and
behaviors which will favor the practice of the
profession.
116
i R E F E R E N C E S
i
i
117
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I
i
Zajonc, R. B. Cognitive theories in social psychology. ]
In G. Lindzey and E. Aronson (Eds.) The handbook of |
social psychology. Massachusetts: Addison-Wesley
Publishing Company, 1968, 320-411;*
124
APPENDIX
COVER LETTER TO QUESTIONNAIRE II
Dear Graduate:
You have been selected as a graduate from a school of
education, whose answers to the accompanying questionnaire
are considered very important for the good result of the
present study. We would be extremely grateful if you
would fill it out.
The information collected by the survey will be used
in a study aimed at the construction of a model curriculum
for the undergraduate program in education, in Brazil,
which aspires at making the preparation of professionals
graduating from such schools more closely related to the
| reality of the job to be done in the school system, and at
; the universities, while pursuing the attainment of the
jgoals set by the laws, and the objectives of the good
; society.
v - |
Your own answers will be kept confidential and your j
; questionnaire will not in any way be identified. All f I
! responses will be aggregated in the hope that a consensus 1
| will be found on which realistic criteria can be developed 1
i for the construction and implementation of the model
■ curriculum to be proposed. It is hoped that the end pro-
i duct of this research will contribute to improving educa-
| tion^in Brazil.
| If you have any questions about this survey, please
address them to the undersigned.
- Thank you for your cooperation in this study.
Junia Johnson
School of Education
University of Southern
California
Los Angeles, California 90007
Instructions
This questionnaire takes about 30 minutes to complete.
Please read the directions to each question before
answering it. If you feel that the alternatives offered
do not include your response just make a note in the
12 6 J
margin or attach an additional sheet with your answer.
You need not sign the questionnaire.
127
♦
Variable
Number
VARO 01
VAR00 2
VARO 0 3
QUESTIONNAIRE I
(As coded for computer use)
Variable Labels and Value Labels
Identification number of questionnaire
OBJECTIVES OF THE PEDAGOGY COURSE
Agreement with legal objectives
1. Yes
2. No
If disagreement, why?
(open question)
Adequacy of curriculum in' view of
objectives
1. Adequate
2. Needs little revision
3. Needs ample revision
4. Inadequate
CURRICULAR CONTENT
Opinion on the level of necessity of each
discipline listed for each:.area of
specialization presently included in
the curriculum.
Disciplines;
1. Complements of Mathematics
2. History of Philosophy
3. Philosophy of Education
4. General Sociology
5. Sociology of Education
6. Biology
7. Educational Biology
8. School Hygiene
9. General Psychology
10. Educational Psychology
11. Psychology of Adolescence
Card & !
Column i
Number ,
Card 1 !
1-4 :
5
|
!
i
6 !
7
12 8 _
Variable
Number Card 1
12. Psychology of Learning
13. Educational Statistics
14. Educational Measurement
15. Research in Education
16. History of Education
17. School Administration
18. Comparative Education
19. Didactics
20. General Didactics
21. Special Didactics
22. Practice Teaching
23. Brazilian Culture
24. Curriculum and instruction
25. Audiovisual Aids to Education
26. Instructional Technology
27. Theory and Practice of Elementary
Education
28. Theory and Practice of Secondary
Education
29. Introduction to Educational
Counseling
30. Elem. Education in Brazil
31. Second. Education in Brazil
32. Higher Education in Brazil
33. Educational Counseling
34. Methods and Procedures in
Educational Counseling
35. Methods & Procedures in School
Administration
36. Administration of Elementary Schools
37. Methods and Procedures in School
Supervision
38. Supervision in Elementary Education
39. Methods and Procedures in School
Inspection
40. Inspection in Elementary Schools
41. Legal Aspects of Education
42. Methods in Elementary Education
43. Practice Teaching in Elementary
Schools
1. Major necessity
2. Average necessity
3. Minimal necessity
4. No necessity
VAR004 Counseling disciplines
to
VARO 4 6
8-50
12 9_.
Variable
Number
VARO 4 7
to
VARO89
Administration disciplines
Card 1 i
5-25
!VARO 9 0
I to
iVAR132
VAR133
to
VAR175
VAR176
to
VAR218
Supervision disciplines
Inspection disciplines
Teaching disciplines
Card 2
5-25
26-68
Card 3
5-47
48-72
VAR219
VAR2 20
to
VAR22 4
VAR22 5
to
VAR2 30
Preferred curriculum model
1. Strong humanities
2. Strong professional
3. Balanced
4. Other
Preferred curriculum composition
Card 4
15-22
23
24-33
1. Per cent humanities
2. Per cent foundations of educ.
3. Per cent theory in specialization
4. Per cent practice in
specialization
5. Per cent other
Place of specialization
1. All specializations at
undergraduate level
2. Adm. at graduate level
34
35
130
Variable
Number Card 4
3. Sup. at graduate level 36
4. Insp. at graduate level 37
5. Counseling at graduate level 38
. 6. Other at graduate level 39
PROCESS OF CURRICULUM REVIEW
This part of the questionnaire aims at identifying which of
| the elements of curriculum development you consider
; important. Your answers should indicate which of the
| following you believe should be included in the process of
I curriculum review. There are five choices available.
Make an X under the number of your choice.
1. Absolutely yes
2 . Preferably yes
3. Maybe
4. Preferably no
5. Absolutely no
j VAR2 31 The adoption of a review process will
| help the improvement of the teaching
program of the school.
!
I
IVAR232 It is important that teachers participate
; in the review process because they are
: those who implement the proposed changes.
(VAR2 33 Teacher participation in the review
I process is important when voluntary.
VAR2 34 The dean of the school should participate
in the process because the maintenance
and the changes in the curricular program
depend greatly on his support.
VAR235 The dean and his staff should be kept
informed of all activities or curriculum
review.
VAR2 36 The participation of professionals from
outside is important for the contribution
they should be able to offer.
VAR2 37 The curriculum committee should receive
and evaluate suggestions on the review
offered by persons and organizations of
the community.
131
VAR2 38 The curriculum committee should receive
suggestions from the students.
VAR2 39
VAR24 0
VAR241
i
>
VAR2 4 2
i
i VAR24 3
: VAR244
i
\
VAR24 5
VAR24 6
VAR24 7
VAR24 8
VAR24 9
VAR250
The curriculum review committee should
have the participation of the students.
The review committees should include
representatives from the community.
The administration and department heads
should offer suggestions to the review
committee.
All factor affecting the quality of the
educational program should be taken into
consideration by the review committee.
The chairman of the review committee
should act as a leader of the committee
and not as a director of their thinking.
The efficiency of the process depends
directly on the efficiency and leadership
at all levels involved.
Administrators and teachers participating
in the review committee should be
considered highly qualified educators by
their peers.
The committee should present an annual
report to the school authorities.
The administration should adopt and
implement the recommendations of the
review committee.
The distribution of space and equipment
should be related to future curricular
changes.
The whole staff of the school should be
utilized to help implement the educa
tional program adopted.
PERSONAL DATA
Faculty rank
1. Teaching assistent
2. Assistant professor
Variable
Number
i
I VAR251
i
i
l
I
I
'VAR252
|VAR253
i
i
i
VAR254
VAR255
Card 4
3. Associate professor
4. Professor
Department of respondent 60
1. School Administration
2. Educational Psychology
3. Research Methodology
4. Ed. Biology
5. Sociology of Education
6. History and Philosophy of
Education
7. Didactics
Years of college teaching 61
1. 4 or less
2. 5 - 9
3. 10-*-14
4. 15 - 19
5. 20 - 24
6. 25 or more
Highest academic qualification 62
1. BA |
2. MA ;
3. LD
4. PhD j
5. Other j
i
Undergraduate major 6 3
1. Counseling
2. Administration
3. Supervision
4. Inspection
5. Teaching
6. Pedagogy
7. Other
Graduate major 64
1. Counseling
2. Administration
3. Supervision
4. Inspection
5. Teaching
133
Variable
Number
VAR2 56
Card 4
6 . Pedagogy
7. Other
Sex of respondent
1. Female
2. Male
Variable
1 Number
i
!
VAR01
< VARO2
I
]VARO3
!
i
i
!
VARO 5
to
VARO 9
VAR10
to
VAR 18
QUESTIONNAIRE II
(As coded for computer use)
Card & i
Column |
Variable Labels and Value Labels Number !
------------------------------------ i
I
Card 1 j
i
Identification number of questionnaire 1-4 |
EDUCATIONAL AND OCCUPATIONAL DATA j
i
Year of graduation I
1. Before 1969 6 ,
2. 1969 or after
Highest academic degree in Brazil |
1. BA and/or Licenciado 7
2. MA
3 . LD
4. PhD |
5. Other !
Highest degree abroad
1. MA 8
_ 2. PhD
3. Other
Non-degree study
1. Counseling , 9
2. School Administration 10
3. School Supervision 11
4. School Inspection 12
5. Teaching 13
6. Other 14
Present employment
Are you presently employed?
1. Yes 2. No. 15
Work connected with your BA
Preparation?
1. Yes 2. No 16
135
Variable
Number
VAR19
i
VAR20
VAR21
VAR22
to
VAR32
VAR33
to
VAR4 3
Card 1
3. Research independent of job 17
4. Research as part of job 18
5. Teach private HE institution 19
6. Teach public HE institution 20
7. Teach private High School 21
8. Teach public High School 22
9. Work in specialty field 23
Hours of work in teaching
1. 12 or less 24-25
2. 13 - 24
3. 25 - 40
4. 40 or more
Hours of work in specialty
_ 1. 12 or less 26-27
2. 13 - 24
3. 25-40
4. 40 or more
Hours of work in research
1. 12 or less 28-29
2. 13-24
3. 25 - 40
4. 40 or more
Job for which was prepared
A. Teaching 30
B. Research 31
C. Planning 32
D. Supervision 33
E. Administration 34
F. Inspection 35
G. Counseling 36
H. System Administration 37
I. Advisory work in education 38
J. Writing for publication 39
K. Other 40
Present job
A. Teaching 41
B. Research 42
136
Variable
Number
I VAR4 4
to
VAR54
VAR55
to
VAR6 5
VAR6 6
Card 1
C. Planning 4 3
D. Supervision 44
E. Administration 45
F. Inspection 46
G. Counseling 47
H. System Administration 4 8
I. Advisory work in education 49
J. Writing for publication 50
K. Other 51
Past job
A. Teaching 52
B. Research 53
C. Planning 54
D. Supervision 55
E. Administration 56
F. Inspection 57
G. Counseling 58
H. System Administration 59
I. Advisory work in education 60
J. Writing for publication 61
K. Other 62
Aspired future job
A. Teaching 63
B. Research 64
C. Planning 65
D. Supervision 6 6
E. Administration 6 7
F. Inspection 68
G. Counseling 69
H. System Administration 70
I. Advisory work in education 71
J. Writing for publication 72
K. Other 73
Card 2
Years of teaching 6
1. 5 or less
2. 6-10
3. 11 - 15
4. 16 - 20
_137J
Variable
Number
VAR6 7
to
VAR 7 4
VAR 7 5
to
VAR 81
VAR 8 2
VAR 8 3
5. 21-25
6. 26 or more
Taught or teaches
Communication and expression
Science
Social studies
Physical education
Art education
Other
Elementary school teaching
Normal school teaching
Code for each column:
1. Yes
2. No
Professional activity in:
Counseling
School administration
Supervision
Inspection
College teaching
System Administration
Other
Code for each column:
1. Yes
2. No
Type of high school
1. Scientific
2. Classic
3. Normal school
4. Industrial
5. Commercial
6. Other
College preference
1. Education
2. Other in the Center of
Philosophy and Human Sciences
Card 2
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
13.8J
Variable
Number Card 2
3. Center of Letters and Arts
4. Center of Mathmatics and
Natural Sciences
5. Health Sciences Center
CURRICULUM EVALUATION
The following areas of study have been included in the
curriculum of undergraduate programs of education at one
time or another. How much usefulness had each of them,
when taken, for your professional work? Check the appro
priate place under each column to indicate your opinion.
Even if you have not taken some of the listed subjects
evaluate its usefulness for a student presently entering
the School of Education.
1. Mathematics
2. Philosophy of Education
3. History of Philosophy
4. Sociology
5. Sociology of Education
r ‘6. Biology
7. Biological Foundations of Education
8. School Hygiene
9. Educational Psychology
10. Educational Statistics
11. Measurement in Education
12. Research Methods in Education
13. History of Education
14. School Administration
15. Comparative Uducation
16. General Didactics
17. Special Didactics
18. Practice Teaching
19. Brazilian Culture
20. Curriculum and Programs
21. Audiovisual Aids in Education
22. Instructional Technology
23. Theory and Practice of Elementary
' Education
24. Theory and Practice of Secondary
Education
25. Introduction to Educational Counseling
26. Elementary Education in Brazil
27. Secondary Education in Brazil
28 . Higher Education in Brazil
29. Methods and Procedures in Educational
Counseling
139
Variable
Number
30. Methods and Procedures in School
Administration
31. Administration of Elementary Schools
32. Methods and Procedures in School
Supervision
33. Supervision in Elementary Education
34. Methods and Procedures in School
Inspection
35. Inspection in Elementary Schools
36. Legal Aspects of Education
37. Methods in Elementary Education
38. Practice Teaching in Elementary
Education
VARO01
to
VARO38
Discipline 1 to discipline 38
1. Taken useful
2. Taken slightly useful
3. Taken not useful
4. Not taken useful
5. Not taken slightly useful
6. Not taken so useful
VARO39 Number of new disciplines suggested
1. Taken useful
2. Taken slightly useful
3. Taken not useful
4. Not taken useful
5. Not taken slightly useful
6. Not taken so useful
VARO40 Preferred curriculum model
1. Strong in humanities
2. Strong professional
3. Balanced
4. Other
VARO41
to
VARO45
Preferred curriculum composition
1. Per cent humanities
2. Per cent foundations of
education
3. Per cent theory in specialty
area
Card 2
24-61
62
63
64-65
66-67
140
Variable
Number Card 2
4. Per cent practice in specialty
area 70-71
5. Per cent other 72-73
VARO 4 6 Card 3
to Place of specialization
VARO51
1. All undergraduate 6
2. Adm. at graduate level 7
3. Sup. at graduate level 8
4. Inspection at graduate level 9
5. Counseling at graduate level 10
6. Other at graduate level 11
of preparation of BA studies
1. More than adequate 12
2. Adequate
3. Not adequate
VARO53
to Deficiency areas of curriculum
VARO57
1. Humanities 13
2. Foundations 14
3. Theory 15
4. Practice 16
5. Other 17
VAR05 8 Preparation for professional progress
__ 1. Yes 18
2. No
VARO59
to Remedial means utilized if "no" above
VARO65
1. Independent study 19
2. In-service training 20
__ 3. Training courses 21
4. Specialization courses 22
5. Refresher courses 23
6. Graduate study 24
7. Other 25
PERSONAL DATA
VAR066 Respondent's nationality
141_
Variable
Number
VARO67
J
' I
! VARO68
i
VARO69
| VARO70
i VARO71
VARO72
VARO73
Card 3
1. Brazilian 26
2. Other
Respondent1s sex
1. Female 2 7
2. Male
Respondent's marital status
1. Single 2 8
2. Married
3. Separated
4. Divorced
5. Widowed
6. Other
Respondent's organizational membership
1. Number of organizations 2 9
Father's nationality
1. Brazilian 30
2. Other
Father's education
1. Primary 31
2. Seondary incomplete
3. Secondary
4. College
5. Other
FRther's employment
1. Public 32
2. Private
3. Government enterprise
4. Self
5. None
Mother's nationality
1. Brazilian 33
2. Other
142
Variable
Number
VARO74
! VARO75
Card 3
Mother's education
1. Primary 34
2. Secondary incomplete
3. Secondary
4. College
5. Other
Mother1s employment
1. Public 35
2. Private
3, Government enterprise
4. Self
5. None
143
Curriculum Profiles by Number of Credits
Required for the Bachelor Degree in
Pedagogy at the Federal University
of Rio de Janeiro from 19 70 to 19 74
Basic Professional Electives Total
Year
Teaching
Credential
Required of
All Majors Major
N
Q.
*o N
Q .
* o N
Q .
* © N
Q.
* o N
Q ,
* o
1974 34 21 88 54 16 10 24 15 162 100
1973 34 22 62 39 42 27 20 13 158 100
1972 38 21 88 49 26 14 32 17 184 100
1971 40 22 98 54 20 11 24 13 182 100
1970 40 22 98 54 20 11 24 13 182 100
144

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Asset Metadata

Creator Johnson, Junia Flavia d'Affonseca (author)

Core Title A tentative curriculum model for the undergraduate program in education at the Federal University of Rio de Janeiro

Degree Doctor of Philosophy

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, curriculum and instruction,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c26-455907

Unique identifier UC11245126

Identifier usctheses-c26-455907 (legacy record id)

Legacy Identifier DP24207.pdf

Dmrecord 455907

Document Type Dissertation

Rights Johnson, Junia Flavia d'Affonseca

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA