SPECIAL

EDUCATION IN
NORTHEAST
BRAZIL
What can we learn?
Roba Hrisseh, MEd Cand.
Roba Hrisseh, MEd
Ed Tech Teacher, Boston
 Photo here.

Ramona Gligor, PhD

Special Education Teacher, Detroit
What is the Fulbright Hays Group Project
Abroad?
What is Fulbright-Hays
Group Project Abroad
(GPA)?
Grant awarded to the University of Detroit
Mercy

Awarded from the US Department of

Education

The objective of the program is to

increase mutual understanding of the US
and abroad
Why are programs like Fulbright Hays GPA
important?
● To increase cultural competency for US teachers and staff who continue
interacting with an increasingly diverse population of special education
students in the US.
● To provide global knowledge and recognize international trends in
education for US educators.
● To prepare the next generation of US students to compete in an
increasingly globalized work market.
Learning objectives.
Learning objectives.
1. Identify the two main components of Brazil’s special education structure
and how the components operate.
2. Explain the differences between special education in rural areas of Brazil
vs. urban areas.
3. Recognize that the history of Brazil has a direct impact on social and
education issues today.
About Brazil.
 About Brazil.
● Slightly smaller than the US at
8,515,770 sq km
● Tropical climate
● Largest population in South
America
● Made up of 5 official races
○ Preto (Black)
○ Pardo (Black mixed with White
or with indigenous)
○ Amarello (Asian)
○ Indigenous
○ Branca (White)
● 85% estimation of adults are
illiterate
General Education in Brazil.
 “Knowledge emerges only
through invention and
reinvention, through the restless,
impatient, continuing, hopeful
inquiry human beings pursue in
the world, with the world, and
with each other.”

Paulo Freire, Pedagogy of the

Oppressed
Image source: https://globalsocialtheory.org/thinkers/freire-paulo/
General education in Brazil
● The first Constitution of Brazil (1824) gave Brazilians
○ Right to attend primary education
● Actual version considered to be the basis of education law
○ Established in later version of Constitution of Brazil (1988)
● Education Law (Lei Das Diretrizes e Bases da Educação Nacional, or LDB)
○ Associated legal and normative devices such as the Brazilian Education Plan
General education in Brazil
● Four levels of education:
○ Primary (elementary)
○ Lower secondary (middle school)
○ Upper secondary (high school)
○ Tertiary (college and university)
● Criteria to complete each level
○ Graduation test
● Literacy rate
○ 94.6 % of high school students (2014)
○ Large disparities
■ Between urban and rural population
■ Between poor and rich
■ Among race
 SPECIAL
EDUCATION IN
BRAZIL
Special education in Brazil: Key points.
1. Special education laws and the implementation process of these laws.
2. Dissemination of special education services that stems from two systems.
3. Rural vs urban special education.
4. Special education teachers: roles and training.
Special Education Law and the Law
Implementation Process
 Special education history in Brazil

1993-
1854-1956 1957-1993
present

Private initiatives National initiatives Inclusion initiatives

Inclusion
● Currently in implementation phase
○ Has been for the last few decades
● General and special education teachers oppose inclusion
● Increase of the number of students with behavior problems
○ Who are then moved to special education
● Ambiguity in legal text
● Public opinion regarding inclusion
○ Brazil is still fights for other human rights issues
● Medical-pedagogical model
Dissemination of Special Education Services
Dissemination of special
education services stems from
two systems.
 Special education services

Medical Educational

Center for Physical and

CAPS Schools “Rehabilitation Centers”
Sensory Disability
 Special education services

1. Medical system:
CAPS
Centro de Atencao Psicossocia

Challenges:
Medical
● Funds
● Location/distance
● Services
● Schedule

Center for PHysical and Sensory

Disability
Center for Physical and
CAPS
Sensory Disability
 Special education services.

2. Educational system
Composed of schools and centers
called “rehabilitation centers”

Educational

Schools “Rehabilitation Centers”

 Special education services.

2. Educational system
Schools

● Short morning program

● Personalized curriculum or IEP
for special education students Educational
done by regular or special
education teacher

Schools “Rehabilitation Centers”

 Special education services.

2. Educational system
Rehabilitation centers

● AKA “Assistance centers”

● Afternoon programs (after
school) Educational
● Served by mostly special
education teachers
● Living skills and transition
services

Schools “Rehabilitation Centers”

The medical-pedagogical
system.
 Education Ministry

Parent & child

Medical centers or Rehabilitation

“CAPS” Education Ministry
Rural vs. Urban Special Education
Rural
● Insufficient number of
○ Certified general education teachers
○ Health centers for diagnostics and
services for children with exceptional
needs
○ Rehabilitation centers
○ Resources and school supplies
● Misconception of what special
education is
Urban Urban
Schools
Made of two types of schools

Public Private
Urban Private Schools Urban
Schools
● Majority white
● Abundance of resources
● Parents are able to pay
privately for special education
students with personal aids
and other supports

Public Private
Urban Public Schools Urban
Schools
● Preto and pardo students
● Local nonprofit supports
outside of school
○ As compared to
minimal non-profit
supports in rural
schools
● More resources
○ As compared to rural
schools
Public Private
Special Education Teachers: Roles and
Training
Responsibilities and Training of Teachers
Training:

● Special Psychopedagogy
● Bachelor’s and Master’s programs that contain courses on all disabilities
○ Based on the idea that most often students has more than one disability
● Vs. general education teachers for all types of students in inclusive
schools
○ Since there are specific medical clinics that deal with their specific disability
Responsibilities and Training of Teachers
Responsibilities of teachers

○ Teaching students with disabilities (not a clear demarcation from

general education teacher)
○ Promoting education about disability and diversity
○ Advising parents of students with disabilities on their learning
progress
○ Forming partnerships across departments to guarantee the inclusion
process
○ Caregiver to children with disabilities at school
○ Special educational assistance room
How is this relevant?
How is this relevant?
1. Increase cultural competency for US teachers and staff who continue
interacting with an increasingly diverse population of special education
students in the US.
2. Provision of global knowledge and recognition of international trends in
education for US educators.
3. Preparation for the next generation of US students to compete in an
increasingly globalized work market.
Discussion
Preparation of special
education teachers in all
disabilities vs. all areas of
disabilities.
Questions?