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1 Japan Society for the Promotion of Sciences (JSPS) International Research Experience for Students and Young Researchers Final Report Mariana Coolican, Ph.D. Candidate Graduate School of International Cooperation Studies (GSICS), Kobe University The Japan Society for the Promotion of Sciences (JSPS) within the International Research Experience for Students and Young Researchers Program and the Graduate School of International Cooperation Studies (GSICS) Kobe University conferred me the opportunity to conduct a research study in Brazil from February 20, 2011 to May 23, I visited six cities within five states: Brasilia (Federal District), Belo Horizonte (State of Minas Gerais), Rio de Janeiro (State of Rio de Janeiro), Marilia (State of Sao Paulo), Londrina (State of Parana) and Curitiba (State of Parana). The research study was related to my doctoral dissertation, which topic is: Family Characteristics and Students Achievement in Brazilian Chain-Schools. In the city of Brasilia, Federal District (DF), Brazil, I visited three institutions. The objectives of visited Brasilia were (1) to find out the connections between the Brazilian chain schools in Japan, (2) to recognize the procedure and documents which show and explains such connections, and (3) to gather data on the 2010 school census, which includes the Brazilian schools in Japan. Picture 1: Brazilian Ministry of Education Picture 2: National Congress of the Federative, (MEC), Brasilia, DF, Brazil, February 2011 Republic of Brazil, Brasilia, DF, February 2011 Thus, I visited the Ministry of Education (MEC), Section of International Assessorial, Division of Japan. I had the honor to conduct an interview with Ms. Vanessa Carneiro da Costa and with Mr. Natalicio. As a result of the interview, I was informed of the relationship the Brazilian schools have with the MoE. In consequence, I obtain the resolutions from where the schools are homologated, information related to the examinations of Brazilians in Japan and permission to visit the national Institute of Studies and Research Anísio Teixeira (Inep) for gathering specific data on the school census and national examinations. Picture 3: Ms. Mariana Coolican with Ms. Vanessa Carneiro da Costa and Mr. Natalicio at the Brazilian Ministry of Education (MEC), Section of International Assessorial, Division of Japan, Brasilia, DF, March 2011 At the National Institute of Studies and Research Anísio Teixeira (Inep) I have conducted four interviews. Picture 4: National Institute of Studies and Educational Research Anísio Teixeira (Inep), Brazilian Ministry of Education (MEC), Brasilia, DF, March 2011 At the Section of International Assessorial, I interviewed Dr. 1

2 Sheyla Carvalho Lira, from whom I got the permission to consult for the data of the National Educational Census and of the data of the National Primary and Secondary Education Examinations (SAEB and ENEM, respectively). Picture 5: Ms. Mariana Coolican with Dr. Sheyla Carvalho Lira, National Project Manager of the Brazilian National Evaluations and PISA at the National Institute of Studies and Educational Research (Inep), Brazilian Ministry of Education (MEC), Section of the International Assessorial, Brasilia, DF, March 2011 At the Section of the Educational Census, Ms. Ana Gabriela Gomes Aguiar allowed me to obtain data on the 2010 educational census, where for the first time the Brazilian schools in Japan were included. As the official data is going to be published on the Inep web site at the end of May 2011, I had the chance to obtained preliminary data by the end of March The data already obtained was the number of chain-school (belonging to Pitagoras net) in Brazil with larger number of Brazilian-Japanese students. Picture 6: Ms. Mariana Coolican accompany with Ms. Ana Gabriela Gomes Aguiar, Technical of Educational Information, at the National Institute of Studies and Educational Research (Inep), Brazilian Ministry of Education (MEC), Direction of Educational Statistics, General Coordination of the School Census, Brasilia, DF, March 2011 At the Section of the Primary Education National Examination (SAEB) I consulted about the examinations and the mechanism of the application in chain-schools. Picture 7: Ms. Mariana Coolican accompany with Ms. Mariana and Mr. Leonardo Kazuo dos Santos Serikawa (International Assessor) at the National Institute of Studies and Educational Research (Inep), Brazilian Ministry of Education (MEC), Section of the SAEB, Brasilia, DF, March 2011 At the Section of the National Examination for Secondary Education (ENEM), I consulted about the mechanism of the application in the chain-schools. 2

3 Picture 8: Ms. Mariana Coolican accompany with Ms. Camila Akemi Karino, General Coordinator of the Instruments and Measure, at the National Institute of Studies and Educational Research (Inep), Brazilian Ministry of Education (MEC), Section of the ENEM and the ENCEJA, Brasilia, DF, March 2011 At the National University of Brasilia I conducted an interview with Professor Patricio Marinho, whose research interest is the Brazilian schools in Japan. Professor Marinho provided me valuable data, while introduced me his Master s thesis while he was pursuing his studies at Nagoya University. He offered me connections with the University of Matto Grosso and Professor Shigueyo Miyazaki Mizoguchi of Tokai University, professor in charge of the teaching training courses for the in-service teachers at the Brazilian schools in Japan. Picture 9: Ms. Mariana Coolican accompany with Professor Patricio Marinho at the National University of Brasilia, Brasilia, DF, March 2011 In the city of Belo Horizonte, State of Minas Gerais, I visited two institutions: (1) The headquarters of the Rede Pitagoras (Pitagoras Net) at Kroton Educational and (2) the headquarters of the chain-schools (Colegio Pitagoras Belo Horizonte hereafter, School 1). Hence at School 1, I have conducted six class observations, interviews with the Director of the school, Ms. Cristina Durzi and the Pedagogic Coordinator, Mr. Geraldo, respectively, while got data of student s scores. Picture 10: Ms. Mariana Coolican with the Director Ms. Cristina Durzi of School 1, Pitagoras Net Headquarters, Belo Horizonte, MG, March 2011 Picture 11: Ms. Mariana Coolican with Personnel of the School 1, Pitagoras Net Headquarters, Belo Horizonte, MG, March

4 Picture 12: Observing classes in Year 3 of Secondary Education at School 1, Belo Horizonte, MG, March 2011 Picture 13: A break at School 1, Belo Horizonte, MG, March 2011 At the head of the Pitagoras Net and Kroton Educacional the data collected was related to the pedagogic coordinators of the chain-schools in the two states were most Japanese-Brazilian descendants live. Ms Bernadete P. Madureira, Financial Manager of Basic Education at Kroton Educacional, was the person who attended me, providing me support for conduct my research study in three schools in the states of Sao Paulo and Parana. In the city of Rio de Janeiro, State of Rio de Janeiro, Brazil, I visited the University of Rio de Janeiro where I had the chance to interview Professors, with whom I could refer to my doctoral dissertation, receiving valuable comments. In the city of Marilia, State of São Paulo, Brazil, I visited one institution. At the Colegio Bezerra de Menezes (herafter, School 2) I implemented questionnaires for Families (228), Students (228), Teachers (15) and the school Director Ms. Sandra Marega Motta. Three interviews were taken place while seven class observations were made. I obtained the data of student s scores years 2009 and I gave two interviews to the local Newspapers (Folha de Marilia: and Jornal da Manha), and I gave one interview to the TV Marilia Channel 4. Picture 14: Parents making a line to enter in the meeting with Teachers for making consultations on their children school performance and achievement Picture 15: Parents and Teachers meting on the consultation on their school performance 4

5 Picture 16: With the students of Grade 8 after the class of Portuguese Grammar, School 2, Marilia, State of Sao Paulo, Brazil In the city of Londrina, State of Parana, Brazil, I visited one institution. The objective to visit Colegio PGD (hereafter, School 3) was to gather data related to the Japanese-Brazilian children and the students achievement. Picture 17: With the Director Ms. Patricia Coordinator of Basic Education and the Coordinator Ms. at School 3, Londrina, State of Parana, May 2011 I applied questionnaires for families (194), students (196), professors (20) and the Director Ms. Patricia. I took four interviews to the school pedagogic coordinator, a teacher, a student and the Director. I made six class observations. I obtained data of student s scores of the in-process exams and final examinations scores, as well as the final scores of each student years 2009 and I gave an interview to the local Newspaper (Folha de Londrina) Picture 18: With some of the Teachers at the teacher s room of School 3, Londrina, State of Parana, April 2011 Picture 19: Observing a class of Chemistry of Year 8 of Basic Education at School 3, Londrina, State of Parana, April

6 Picture 20: With the Director and part of the Staff of the School 3, Londrina, State of Parana, Brazil, May 2011 In the city of Curitiba, State of Parana, Brazil my research went on Colegio Nossa Senhora de Sagrado Coracao (hereafter, School 4). The objective to visit School 4 was to gather data related to the Japanese-Brazilian children and the students achievement. I applied questionnaires for families (187), students (187), teachers (17) and to the Director Sister Luci Jane Pontes Pereira. I conducted four interviews. I obtained data of students (2009 and 2010 scores). I observed four classes. Picture 21: Observing a class of English of Year 2 Secondary Education at School 4, Curitiba, State of Parana, Brazil, May 2011 Picture 22: With Students of Year 3 Secondary Education after observing a class of Biology at School 4, Curitiba, State of Parana, Brazil, May 2011 Picture 23: Ms. Mariana Coolican accompany with the Director Sister Luci Jane Pontes Pereira and the Pedagogic Coordinator Mr. Flavio Fernando de Souza at School 4, Curitiba, State of Parana, Brazil, May

7 Picture 24: Ms. Mariana Coolican accompany with Ms. Kellen Katillen Policha, Pedagogical Coordinator of the State of Parana, Pitagoras Net, Curitiba, State of Parana, Brazil, May 2011 Before going to Brazil I have considered several factors that I would corroborate through the data analysis. Some of these factors are that chain-schools which are for the elite and highmiddle income families in Brazil are for lower income families in Japan. That being immersed in a friendly school environment let students achieve better in schools. That the performance to a better achievement is related to the chances students have in the process of taken monthly exams, bimonthly exams and two to three simulations of entrance examination per year. That those families which shows more instruments as their social and cultural capital stimulate more their children to engage in school activities and in extra-curricular activities, for instance a second or third language apprenticeship or the attendance to cultural exhibitions. As a result of my research trip, I applied questionnaires to 611 Students, 609 Families, 50 Teachers (Grade 8 of Basic Education and Years of Secondary Education), and four school Directors. I conducted twenty-one interviews, including government officials (7), chainschool s manager (1), chain-school s state pedagogical coordinator (1), university teachers (2), school directors (4), coordinators (4), and students (2). From now thus, I have to analyze the data and write the preliminary draft of my doctoral dissertation of an ongoing research from a comparative perspective. I do much appreciate the collaboration I received from (and through) the Ministry of Education (MEC) of Brazil, the National Institute of Statistics Anísio Teixeira (Inep), the Pitagoras Net and the four schools where I have conducted research. It is highly valuable the collaboration and support I received from government officials, university professors, state pedagogical coordinators, directors, teachers, families, students and general staff of the institutions were I conducted research. I would like to extend my appreciation and gratitude to each and all of them. I would also like to express my profound gratitude to my Academic Adviser; Professor Dr. Keiichi Ogawa at the Graduate School of International Cooperation Studies (GSICS) Kobe University for encouraged me to apply for the Japan Society for the Promotion of Sciences (JSPS) IRE Program. Without his continuous academic support it would not have been possible to obtain this great opportunity for my career path. 7

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