First, a poem:
The aperture of my eye
catches a palm leaf yielding
delicately to gravity, an awning
for the beautiful horizon beyond.
The wind tickles its fronds,
which dance like a centipede
flipped over onto its back.
Blue shutters open into a
white walled room, grains of
hardwood leaving no corner
for an echo to hide. Long
Latin vowels and sharp, almost
Cyrillic fricatives bounce around
the classroom like tennis balls,
reaching my ear canals and
bottlenecking into my brain.
It’s 7:30 in the morning,
and my professor for my
7am História de Minas Gerais
class has yet to arrive. Rumor
has it that she was sent to the
hospital yesterday, gravely ill.
I hope that she’s all right.
In the meantime, palm fronds,
the wind, the rising tropical sun,
gíria hurled mercilessly at white,
hardwood walls, blank, tired faces,
this short reprieve of English,
teach my first lesson
on my first day of school in Brazil.
I wrote that back on the 13th of February, as I waited for the ball to drop and my academic year of Brazilian education to begin. The ball dropped, but somewhat anticlimactically. The professor for this class had indeed been admitted to the hospital with an illness that hampered her sense of balance. She returned the very next week, still a little slow and weak, but nonetheless fit to teach class for the rest of the semester. The class I was waiting for, the class this professor taught, was History of Minas Gerais I—Minas Gerais is the state I am living in. I’m also taking Brazilian Historiography I—where we’ll read, among other things, Gilberto Freyre’s controversial 1930s classic Casa Grande e Senzala, loosely translated as The Masters and the Slaves—and Brazilian Culture and Folklore, where we’ll study the surge of anthropological study and research in Brazil since the 1960s. I’m limited to only three classes by the university, since I’m not a true exchange student. However, these three courses by themselves are proving to be quite a lot of work, posing several challenges that have been especially surprising to this Gringo.
First, I swear, half the population of Brazil (really, the male half) has ADD. Each class of mine has about 40 to 50 people. The teaching style is predominantly lecture, with the professor at the front of the classroom giving his or her lecture to the students scribbling notes in their desks. Except not everyone is scribbling notes. The students, mainly guys, who choose to sit in the back of the classroom—which is indeed a classroom, not a big or even a smallish lecture hall—freely break into conversation with each other throughout the lecture, which in no way seems to faze the professor. Meanwhile, those who choose to listen, mainly girls, listen. The problem for someone wanting to listen to a lecture taught in a third language is that the conversations in the background cannot possibly be tuned out. Instead, Portuguese from all sides mixes with the stream of Portuguese coming from the professor as it all bounces in echoes off of the white hardwood walls of the classroom. A girl in my History of Minas class asked me one day if I was getting everything ok, and I told her how it was hard to understand absolutely everything with all the talking going on all around me. I told her how if students persisted to talk like that in an American college classroom, they would be asked to stop and then to leave. She found such classroom etiquette almost draconian, yet another victory for wild and carefree Brazilian culture over cold, stuffy America.
The next challenge I’ve found is that hardly anyone buys books here for classes, a huge change coming from a culture that requires its college students to buy books at exorbitant prices. Professors will usually Xerox articles week by week that they want their students to read. However, if an entire book or even a chapter of a book is assigned, students must go to the library to check out the book—there are usually several copies of widely-assigned books, though not nearly enough for a single class, let alone any other classes that assigned that book—to either read or Xerox it at their leisure, keeping in mind that their classmates are looking to do the same. There is a tiny, hole-in-the-wall bookstore at the top of campus that has a few copies of popularly assigned books for sale at 15% markdowns for students. However, hardly anyone uses this service. The idea of owning a book for a class is as absurd to students here as punishing students for talking in class. I have already bought two books assigned for two of my classes from the school book-hole-in-the-wall, simply because Rotary is giving me the money to do so and because I would take much longer than the average Brazilian to read a highly coveted library book. I must admit, I enjoy the concept of being free from ridiculously high prices for books, yet as expensive as they are, I won’t lie, I do enjoy owning the books themselves. Somewhere there’s got to be a happy, Braziliamerican medium.
This may sound a bit ethnocentric, but you’d think that in a country where a college education is so sought after, students who get the opportunity to go to college would both respect the sanctity of the classroom and jump at the chance to own their schoolbooks, in essence a piece of their very education. (I must qualify such a statement, too, by saying that it comes solely from anecdotal evidence; it could well be such behavior is only found here at PUC-Minas, and further only in its history department.) Basically, the Brazilian education system goes kinda like this. The Brazilian Government pays for its equivalent of K-12 public education. Municipal governments are in charge of primary schools, while the state governments take care of secondary schools. The federal government directly funds its aptly named Federal Universities, of which each of Brazil’s 27 states (to my knowledge) has one. Studying at a Federal University comes at no cost to the student. However, it is extremely difficult to gain admission to the Federais. A prospective college student must take an exam called the vestibular before graduating high school.
The vestibular is somewhat like our ACT or SAT, except that each department at each university has its own version of the test. Thus, a student must know exactly what he or she wants to study before graduating high school (i.e. no “open majors”), and the student must know exactly where he or she wants to go. For most Brazilian students, this second issue is easy. Unlike us crazy Americans who want to leave home so badly when it comes to applying to colleges, the vast majority of Brazilians opt to apply to the universities closest to where they live, more often than not living with their parents while they go to school (and often until they get married, as well). Thus, a high school senior from Belo Horizonte or the surrounding area will likely take the vestibular for the Universidade Federal de Minas Gerais. However, as I said above, it’s very difficult to gain admission to the Federais, and so many students will take the vestibular for nearby private universities as well. Thus, the same high school senior will likely take both the vestibular for UFMG and PUC-Minas in the subject of his or her choice. If it turns out that the student doesn’t get into UFMG, they still have the chance to get into PUC-Minas, though the trade-off is that he or she (or his or her parents) will have to foot the bill for the student’s education instead of the government.
**However, studying at a private college in Brazil costs about as much, roughly as studying at a state school in the U.S. Relatively, therefore, it’s not as expensive as say Notre Dame or Luther.
Going back to my ethnocentric comment about valuing education…
I posted earlier of how important it is in Brazil to have connections if you want to get anywhere. A college education is equally important if you want to get a job that will keep you at or above the “middle class.” According to the 2008 edition of Brazil’s delightful annual Almanaque Abril (which, ironically enough, comes out every January…), in 2006 more than 5 million students took various versions of the vestibular, competing for about 2.4 million admission spots at colleges around the country. Thus, every year half of those students who want to go to college cannot. To make matters, well, more interesting, the odds are stacked in the favor of the wealthy. Students can “opt” to go to public high school for free. For most, this is less a choice than it is an obligation. For those who can afford it—12% of all high school students in 2006, according to Almanaque Abril 2008—the best option is to attend a private high school. At such a school, students are offered the best education money can buy, far better than at schools funded by the state. Usually, students who attend private school can also afford to attend supplementary classes in a foreign language—usually English—, as well as courses to aid them in scoring high on the vestibular—like our Kaplan courses offered to help college grads score high on the GRE, LSAT, MCAT, etc. Assuming that these students are all looking to go to college—an assumption based on the fact that they come from wealthy families whose status they’ll try to emulate—, and assuming that this 12% of all Brazilian high school students will indeed pass the vestibular and gain admission to some university—an assumption based on the sheer amount of resources they have at their disposal, I haven’t dug up any statistics on their success rate yet—, then the remaining 88% of Brazilian high school students attending public schools who are also looking to pass the vestibular and go to college essentially have to compete for the remaining admission spots not awarded to the 12% elite. The odds for the remaining 88% to get into any college are thus less than 50%, and the odds of getting into the free Federais are even smaller as these are the preferred destinations of the 12%. The debate about the connection between race and class in Brazil, about how the elite are predominantly white, how this white elite keeps getting richer through the Brazilian education system and the predominantly Afro-Brazilian poor keep getting poorer, and about the racial quota system at federal university admissions offices, are all tightly tied to the issue of class disparity in education in Brazil. These debates I will save for another post. For now, at least anecdotally, I'll simply state that anyone so fortunate as to get into college in Brazil, even a private college that one must pay for, should relish such an opportunity and consider it sacred.
At least so say I. Though maybe I’m just bitter at those yakking away in the back of the class.
Thanks for reading! This wasn’t by any means a sociological case based on any research I have done, just a glimpse into one of the various issues that Brazil faces. And that’s not to say that our own country doesn’t have its own issues in education, namely how ridiculously expensive even public universities have become, leaving graduates with more debt and less hope for finding a job that pays enough to pay it off.
Next post, more photos!