GUERRA CONTRA A INTELIGÊNCIA | PÁTRIA EDUCADORA - CAPÍTULO 3 | FILME COMPLETO

Welcome to the last film in the trilogy Pátria Educadora: War On Intelligence If you have not watched the previous episodes, the link is in the description of this video. We hope you've learned a lot from the content we've presented so far. This whole base is going to be very important now. And just to keep in mind, this and the other two episodes of this trilogy, are available in the full version with over 40 minutes of additional content. To learn how to watch the full version, watch this introduction to the end. You are about to watch

a scathing denunciation of Brazilian education. In this film we will show how the Brazilian educational system works, why we are in the last places of the international rankings, how money is spent, who is responsible, how our children are literate, what happens in brazilian universities and what's about to happen with our education if we don't do anything We worked for a year, day and night to produce this documentary. We dedicate our lives to bringing ideas, values and feelings to Brazilians, and if we've managed to survive this far it's because there are people like you who don't

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working for the future of Brazilian culture We need to prove it's possible. Before you start the movie, pause the video now, click here at the link in the description, and learn about all plans of Brasil Paralelo and become a member with only R$ 10 reais Thank you very much for your attention and for honouring our trust Our future is in your hands Stay now with the last episode of the trilogy Pátria Educadora (Land of Education) and see you soon In ancient education moral concerns led to the development of the use of reason by Greek philosophers

it was a sparse education, restricted to the elite that sought tutors to form the personality of their pupils, through the teaching of virtues and the search for truth. From the revelation in Abraham, the notion of transcendence integrates with the collective knowledge of peoples. Devotion to God has become a major factor in the dedication to intellectual life Gradually, the universities were formed where students sought the best masters in Europe to learn about philosophy, theology, law and medicine. The international community of academics is formed. At this time there is the union between Greek philosophy and religious tradition

resulting in the design of the liberal arts. Technical education was in charge of guilds, where they taught workers how to practice their profession. It was this teaching that arrived in Brazil in the 16th century Soon after the discovery, they founded Patteo do Collegio, the first school in Brazil Only after the Protestant reform that the education system strengthened, was breaking with the transmission of ideas of the Catholic Church and also began to be used by states as a means of propagating ideas. It is during this period that compulsory education arises where laws required children to attend

government-created educational institutions liable to imprisonment if they were not complied with. Scientific Revolution transforms the meaning of words; education and knowledge. The discovery of mathematical patterns and scientific methods, excites many thinkers to develop a new conception of human rights. The French Enlightenment ends up forbidden religious schools and tradition is condemned as a bad thing seen as an enemy of the popular will and the common good. In Brazil the Enlightenment had its expression through the dictator Portuguese Marquis of Pombal, who expelled the Jesuits closing the schools and monasteries scattered throughout Brazil at the end of the

eighteenth century. Guided by José Bonifácio and Leopoldina Habsburg on the dangers of the French Enlightenment Dom Pedro declares the independence of Brazil. Industrial revolution draws workers to modern factories Giving rise to two new great demands skilled labour and a place to leave children during office hours Compulsory education becomes massive to serve an increasing number of people, and transform them into workers Education turned into teaching, the search for truth to leave the scene and gave space to benefit economic production. Observing these changes, educators develop the new pedagogy, guided by pragmatic philosophy that advocated not being able

to know the truth and therefore should adapt the truth to its objectives. The teacher came to be seen as an incentive, responsible for applying methods to develop a citizen fit for democratic experience and wage labour. Pragmatism was imported into Brazil by Anísio Teixeira, and the supporters of the new school. Who disputed with the Catholic and communist currents the control of Brazilian education From the concepts propagated by Hegel's philosophy more and more new theories emerge about the role of the state and social relations. In the 20th century, these revolutionary ideologies will dispute the map of planet

Earth. Seeing the educational system as another tool of political combat. In the Chinese Cultural Revolution, the school gained prominence in ideological combat The critical pedagogy aimed to train students as transforming agents of society. The teacher would be the liberator, who would remove the bourgeois host of the children. This vision has always been for the whole world through the protests in France started at the events of May 1968. Paulo Freire is the great name is to disseminate the link of the Cultural Revolution with pedagogy in Brazil. Establishing these foundations in his greatest work; Pedagogy of the

Oppressed What we see today in Brazil is the fusion between revolutionary critical education and pragmatic teaching for work The first educates man as a transforming agent of society and the second forming workers for the market. In the search for a school life, where teachers crave a revolutionary conscience and students just want to get a job... Brazilian education has been condemned to the last places in the world Pátria Educadora ("Land of Education") Original Production – Brasil Paralelo All the way into the year, thousands of young people are starting their first day of school. In 2018 alone,

almost 50 million enrollments were registered in more than 180 thousand Brazilian schools. Think for a minute Everyone who's going through school with their whole lives ahead of them will one day come out of there to be actors of our world. Creating, working, building, freeing up companies and even governments. It is at school that young people met their friends, will share their character, the world and life through stories, discoveries, and teachers. We deliver to school much of our children's lives So that when we're not here anymore, they're ready to replace us... ...and overcome us The problem

is that in the country that has one of the worst educations in the world what could be cause for joy and hope, turned distrust and sadness The richest students in Brazil They have worse grades than poor students from developed countries This documentary is dedicated to all parents, and teachers who have not abandoned their vocation even in the face of all the circumstances. Chapter 3 - War on Intelligence Look, Brazilian education... it's absolutely a disaster on average. On average it's a disaster, there are exceptions, but the numbers speak for themselves Against facts there are no arguments.

It's not that we're much worse off than Europe, North America, Canada we are worse than Korea, Japan... We are tied with Peru in the last position of South America. That's what Brazil is Not even elite school pupil! If you take social class by social class, Pisa makes it very clear Social class by social class, the Brazilian student always loses and loses by a landslide. What a hell of an educational system we set up? We cannot understand our negative indices and the result of our pedagogies without the complex system composed of institutions, laws and positions that

control Brazilian education. It is in the federal constitution of Brazil that everything begins Chapter two states the right to education, 59 times during the constitution. With high illiteracy rates and a young population, the Brazilian government decided to create a complement to the rights imposed by the constitution The law of guidelines and bases of education, known as LDB. It was only in 1996, with Paulo Freire still alive, that his disciples and fellow politicians approved the pressure of the LDB that currently prevails in the country. Regulating from day care centres to graduate school Both in the public

and private sectors, all Brazilian education is regulated directly or indirectly by the ministry of education Founded in 1930 by Getúlio Vargas, MEC now has an annual budget of more than R$ 100 billion reais Coordinating educational objectives and being the main national education reference point MEC is a colossus. Of the 600 thousand employees of the federal government, 300 thousand are in MEC The controls, contracts... “every hoe you dig, you find a corpse here.” The management of early childhood, fundamental and media education that happen in schools is done by the secretaries and councils These departments and councils

act at the state and municipal level No school exists without this authorization and those that exist are obliged to follow their rules. They guide and coordinate the educational system through pedagogies, technologies, technical and financial issues. In the second half of the 20th century, Brazil's significant steps in the universalization of enrollment, more than 99% of school-age people are enrolled in schools It turns out that the problem of the quality of this teaching has never been solved nor faced. Until 2019, Brazil would not even participate in the main international test to measure functional illiteracy The PIRLS (progress

in international reading literacy study) With 3 months of PT government, I went to a seminar in Brasilia, sponsored by MEC that was called; "Evaluate for what?" A lot of people, the whole cheerleader ready, to corroborate a table that put into question, clearly, the entire Brazilian evaluation process. And if you speak; look, it's to literate the boy, at the age of six, reading 60 words a minute, has very little room. It is the exact type that everyone knows what to do, the teacher has to work harder, and no one can miss because every minute counts, in

learning then you reduce the leeway for the groups that have taken over for education, brutally, but the cost of political capital you have to burn, toast and incinerate to do that, it's brutal No one wants to pay that cost And that's what explains the political side of us... not having made that investment before We are already in 2020, and half of this population that is in school, since the age of 4, reaches 8 and still cannot read such a simple thing. Educational performance is only measured by international tests when the student has already completed 15

years, and takes the Pisa test. When it comes time for the test the result is clear When they created Pisa a way to measure what the future of the workforce was So at the age of 15, in most OECD countries, compulsory education ended So let's measure here because then I know if he can do high school or not but I know what level of labour is being prepared by OECD countries. Brazilian students, since the year 2000 they make Pisa, and they have not evolved The score is one of those dead electrocardiogram The variation is not

statistically significant. When we discuss the problem in society, the most frequent argument is the lack of investment. Not without reason Elementary school student receives the equivalent of $3800 dollars a year 44% of OECD country average. The same goes for high school we spend 41% of the average in developed countries, but the problem should not be the lack of resources the percentage of Brazilian GDP that comes out of public coffers to finance education, reaches almost 6%. Totaling more than R$ 100 billion reais. This number is not below the OECD standard, on the contrary, it is 30%

higher than the average. The question that remains is: Why do we spend so much on Brazilian education and so little does it reach basic education? From the collection to the students, the budget suffers strong tolls from the public administration The poor rates of Brazilian education, do not seem to have frightened Brazil in recent years The priority of the Brazilian budget is another front of education; Universities. Higher education has received much more investment per capita since the dictatorship. There was a perception that investing, educating the middle class to have leaders, quality civil servants, is that it

was important. Brazil has never had this concern to educate the basis. Higher education in Brazil, regulated by LDB, is offered both by the private sector and by the state. There are 299 public institutions and 2238 private ones. Both go through a serious crisis. Unfortunately, we're a scientific dwarf in the eyes of the rest of the world. The PT government prioritized an investment in higher education the budget was tripled, going from R$ 17 to R$ 51 billion. The number of master's and doctorate degrees increased by more than 300%, but the results of this money and these

researches did not come. The important thing is to remember that all this is due to a decision that we make. That is, I never forget to say to my ministers; When it comes to education I don't want you to use the word spent, education is investment. That's why we tripled the budget from R$ 33 billion to R$ 104 billion. Along with Lula, we tripled investments in education. So you have to spend money on education. There's no miracle So what appears in the advertisements of the left which dominates the mainstream media, press office of universities, is

just this, saying that our universities are among the ones most producing articles in the world and that's true but they sell quantity as if it were quality. USP is the eighth best university in the world, that's a lie. USP is not the eighth best, it is the eighth largest. I have nothing against USP, I studied at USP, and I had part of my doctorate at USP. Now, we have to tell the truth, if we want to cure a disease the patient he has to be informed of his disease. That's what happens at the Brazilian university,

it's sick, very sick. In fact, in quantity, USP is in eighth place but if we take the position in the 2018 ranking, the University of São Paulo is at 780 (ranking) So if you take the list of the 1,000 largest universities in the world, and you go through it on the mouse, it's an experience that causes pain. You do not find any Brazilian university, you get at ranking 710, and find The Federal University of Santa Catarina in the 2018 ranking. In some areas we are falling year by year, compared to the first place in the

world. In other words, Brazil invests a lot and, despite this, the impact falls. If it's a list of 70 countries, for example, we're at 58 in impact. And a lot of people criticize me, talking; "ah but you're comparing it to Singapore" "Singapore is a power, everyone knows, Switzerland, Denmark" and about Latin America, where are we in Latin America? In what position do you think Brazil will be out of 12 countries? Antepenultimate place We're just in front of Cuba and Venezuela Venezuela for the obvious reasons, the country's disaster. And Cuba has always been the last place

in Latin America. So it's not because it's comparing Brazil with other developed countries that we're down. Every year I saw the scientific yearbook of the Encyclopaedia Britannica and saw the international awards there had never been a Brazilian There were guys from Zambia, Sierra Leone, no matter who it is, from the North Pole, Antarctica… antarctic penguin was awarded Physics Award… and there was no Brazilian for god sake It's a production that's useless, like saying: “mom, look at that” Every college job should be like this; “mom, look at that” That's it Now, if we look inside the

humanities area, the subareas of humanities, then we can see the ranking, for example, Sociology: 43 out of 46 countries it's down there Among the countries that have published at least 100 papers in Sociology, Brazil is 43 out of 46 In Linguistics, Brazil is in the 20th out of 22 countries. In History 37th out of 42 Anthropology 42 out of 45 And then we have the great failure which is Education in the area of Pedagogy which is 53 out of 54 that is, penultimate place in the world The criticism they've made is this... “well, it's because

our language is the Portuguese” “Portuguese is a language that no one reads” So it's... So I'm going to compare Brazil with Portugal And then I checked that in almost every area, Check this out… This is the Ranking Score History: Portugal scored 7, ranking score ranging from 0 to 10, Portugal got 7 and Brazil 0.2 Language: Portugal got 4, Brazil 0.5 Anthropology: Portugal 7, Brazil 0.8 Law: Portugal 7.6, Brazil 0.2 Education Brazil got zero, the last place in the world. This is 2017 data We are the same people, Brazil and Portugal. The difficulty of you translating

a Brazilian academic work into english it's huge I wonder what this person meant here? Is the way the Brazilian educator writes, which has a little... then we go back to Paulo Freire, that pseudo-poetry when you're writing a text that's supposed to be technical Analyzing the impact of Brazilian scientific production, I found that countries that invested the same amount of money in research and development in relation to GDP had much higher production than ours. And recently I updated this data, doing an analysis of more than 60 countries then we got to a group of countries, such

as Ireland again, Estonia that invests around 1.2%, 1.3% of GDP in research, and development and has a much greater impact than Brazil. Now, what is problematic is when we see countries that invest much less, for example, Chile invests 0.35% of GDP in research and development. And the impact of Chilean research is substantially greater than ours. Our federal universities are among the most expensive in the world, in dollars. So of course it's not a matter of resources. If we take Brazil’s GDP and extract how much is 1.3% of GDP invested in science, technology, and development is

around R$ 100 billion reais. When we look on the search platforms it is easy to find examples of ideologically skewed poorly read and little-cited jobs. Many present agendas that Brazilians would never have imagined were financed by public money. At the Federal University of Bahia, a student presented a thesis questioning whether shoes have sex referring to the gender metaphors of low-income lesbians. At the same university, another student had his master's degree funded to produce an auto-ethnographic survey, analyzing the practice of oral sex between men inside the bathroom of a train station. The amount of the scholarship

was R$ 20 thousand reais of public money. At the Federal University of Juiz de Fora, one of the themes approved by the master's degree was: Where are the gogoboys of Juiz de Fora? Brazilian scientific production, internationally, does not exist. It's just not mentioned, nobody read this crap. And what are you going to read it for? To waste your time? The damage that these universities give Brazil, are much greater than corruption. You take all the thefts of public money, the ones in the university are worse. The academicist and romanticized language hides the emptiness and promiscuity of

state funding. A vast amount of academic work ranges from pornographic categories to the relativization of paedophilia. While the public system favours academic productions that do not contribute to social demands, areas of vital importance are in the background. One thing that catches my eye is the number of vacancies destined for Social Sciences. I'm not even talking about the infinity of the Humanities, but the Social Sciences. Here at the Federal University of Rio Grande do Sul, from where I am a graduate, there are 100 vacancies for the night course and 60 vacancies for the day course. There

are 160 vacancies per year. And then you're going to ask me; “well Conrado, but that´s good we have many vacancies” I’m very happy too! The problem is that it is discrepant in relation to other courses, for example; Engineering there are 20 vacancies, some of them. Food Engineering, Energy Engineering. We question both this the importance of energy today... and there are 21 vacancies Water Engineering, Brazil´s largest natural resource is water, there are 21 vacancies Dentistry (evening) 21 vacancies Speech Therapy 21 vacancies Biotechnology just over 20 vacancies, Biomedicine just over 20 vacancies. And then in Social Sciences

we have 160 vacancies. Why is that? In my view, the saddest part of it is that 160 new students come in each year and graduate very little. In proportion to the graduation of the Social Sciences, and there are several courses together, International Relations, History, Philosophy, Social Sciences, and last year graduated sixty only. And not only in Social Sciences, the whole range of humanities. Only 60. From this general universe that we have, with almost 500 students who enter per year, only 10% get to the end? within a seriation... What shocks me at this point, is to

know why that, because its allocated money. Who are these graduates coming out of there? What do they do? What point do they bring to us as a nation? After all the public university is public money. In my view that we have there is a great maintenance of the supporters of the left. Because they are studying and never get to graduate, receiving scholarships, investment is massive in this sector. And they're training teachers who continue that thought. If you look nowadays what you need to enter a higher college, a university, depending on the result in the Enem

test, if you don't have 600 points, you can't get into a public university. But you can get into the Faculty of Pedagogy. Then it starts recruiting a sort of staff that gets there with a very limited cultural capital. The biggest problem is that we had poorly trained teachers and these teachers they are not able to lead us to a new intellectual leap, a new leap in quality, in student training. Usually these courses, they have an argument that is the final grade, very low. For example, the Social Sciences the density of the evening course is 1.60

Then I wonder; “so every three candidates two will enter?” There aren't even two people running for a seat. For me there are many courses... that it seems to me that the person is doing this only to justify to their fathers they are studying. The cost of each Brazilian university student is almost $15 thousand dollars per year. This means that even though we are in the last places of all the rankings that measure the quality of undergraduate and scientific research we continue to invest in the 16th most expensive university in the world. We spend more than

countries with expressive better results like; Italy, Portugal, Spain, Israel and many others. OECD itself recommends that Brazil spend less on university education. In 2018 the institution published a survey entitled Economic Surveys Brazil. On page 30, the report warned that the country spent a higher percentage of GDP than the OECD average, and did not get results that it was important to stop encouraging investment in universities, and focus on basic education such as kindergartens, elementary and high schools that were unattended. The report also warned that state university education tends to benefit middle-class students who study in private

schools and perform best in the entrance exam. The question that remains is; Why do we withhold all this information? What's the matter? If you have these two strands of educational policy... the access that's to spend, and the quality that is to work. But it was realized that giving more diploma away had an important political benefit. High young population in the country, many voters, many people, the families of these people, first generation. So the political appeal of you to send people to college is brutal, and we saw how all this ended up. When you say "more

enrollment" then you have: Infrastructure spending school opening, enrollment increase, etc. Contracting expenses, so teachers like the unions even more. Spending with material, publishers, etc. So you spend more and everybody's happy. So opening school is something highly populist. You can open school, say you're fulfilling the right to education, and don't teach anything. And this history of the 20th century in Brazil, of the late 20th century after the second war, when we had the movements calling for more education, what the Brazilian government, as a whole, in all their arrangements gave to the Brazilian; it was registration. That

is, it opens a lot of fields... provides lifetime employment with security to I don't know how many thousands of teachers without any quality charge. And on the other hand, an appeal that comes to be pecuniary. Because the more teachers you have working at a federal university, the more union contribution you have the more contribution to the party you have. The choice, of course, of a government that has as one of the main political bases, the teaching union will never opt for quality policy. That's a fact. To universalize access to the university, the government created; FIES

A programme that provided funding up to 70% of the amount of higher education courses, provided there was a guarantor to secure payment. During Lula´s administration the plan was expanded and relaxed. In 2010, FIES already covered 100% of the amount of the course and didn't ask for any guarantees. A new guarantor would be a government fund itself. Who lent the money, and was also the credit guarantor. I mean, what did we do? The government becomes the guarantor. Banco do Brasil lends the resources and the government becomes the guarantor. And that's why FIES is being an international

success program, that i think there's no country in the world with the financing system and with a guarantee system that Brazil offers today to students. Between 2010 and 2013, the number of participants in the programme increased by 448% and the cost of FIES went from R$ 1 billion to almost R$ 14 billion reais. But the volume of enrollment in the private network, only increased by 13% Why is that? The question originated the scandal known as a; "FIES spree" Which found that the faculties themselves were encouraging students already enrolled to ask for funding. Stopping paying the

monthly fee and transferring the debt to the government. For the student was financially advantageous, for college eliminated the risk of default, for the government increased its popularity. The system was set up. PT also allocated more than R$ 3 billion reais to PROUNI, where it was not necessary to return the money and R$ 13 million to science without borders, which financed students traveling around the world. Large educational companies grew exponentially during the period. The Kroton Group, that reached the position of the world's largest higher education company jumped its net revenue from R$ 774 million to R$

5 billion reais. Of the 3 million students who participated in FIES, 2.8 million are still in debt to the federal government. The interest charged was also underestimated, because they had 10% of default, when the default was more than 50%. Generating a shortfall of R$ 77 billion reais, according to the report of the ministry of finance itself. The debt after these people stayed, the frustration of continuing to be clerk despite having a law degree, etc. we're seeing it now. The cost is coming now, and the answer is also coming now. About FIES, from a certain moment

on, turned into a machine for transferring public to private money. How many financial groups had a field day in Brazil? With this creation of a market that suddenly opened and with the machine guaranteeing payment. How is this bill paid? States and municipalities hand 20% of what they receive in taxes to a fund that governs the money allocated to basic education, called FUNDEB The federal government adds 10% of the entire amount raised by the fund. This money is redistributed through the country according to the number of students from each region, but at the time of distributing

this money the task is left with another fund, called: FNDE These two bodies are concentrated much of the Brazilian education budget. There is a study by the TCU, the union's court of auditors that assesses the impact of risks on federal institutions in Brazil. Evaluating as low risk, medium risk, high and very high risk. MEC and its municipalities, institutions and associated bodies, none of them is considered as low risk, all as high or very high risk. Especially FNDE which is a kind of MEC bank, which distributes the union's resources to states and municipalities. And from the

moment these resources leave the union, it pulverizes itself and this is one of the centres of corruption in Brazil, is when it leaves the FNDE and goes to the tens, hundreds, and thousands of Brazilian municipalities. The clues that we discovered if those investigations were really brought to an end, they would have the potential to bring the republic down. It was a case that began in the legislative assembly of Pernambuco, a CPI that was initiated there. There are very extensive reports on this issue. They found that about one third of the diplomas issued by private universities

in Brazil contain irregularities. Getting to the point of having even documentary falsehood. There are some reports of people who studied for six months, or one year and graduated as pedagogues. Look at the severity of it. They are forming other people who also won't have the same aptitude to train other people. We are dealing with an entire generation of people who are inept to pursue the profession, for which they propose to. It is a very large number, there are more than 500 thousand diplomas issued in this condition. There is another case very emblematic and also of

public knowledge and notorious, which is related to PRONATEC The "SYSTEM S" received some vacancies to provide these technical courses, and these vacancies were not necessarily provided, that is, there was an arrangement at the end of each year, where the "System S" said; “MEC, I need 100 vacancies” MEC provided the 100 vacancies and each vacancy of these has a monetary value. But in the middle of the "deal", so to speak, "SYSTEM S" said: “look, we need another 20, 30 vacancies”, and also charging these amounts. With the calculations we identified that there were duplicate vacancies there, that

there were a number of issues there, people with non-existent CPF, also in theory providing these vacancies. And each of them, as I said, generating sky-high amounts. At the end of 2018, "SYSTEM S" demanded from MEC the payment of R$ 60 million spare in relation to the amount that had been agreed. So to get an idea, PRONATEC started in 2011 or so, and from 2011 to 2018 we seek all these amounts… is a very high amount. “Every hoe you dig, you find a corpse here”. There's a lot wrong that's been done and every time we get

one, we forward it to the prosecutor's office and the federal police. Documents it and presents. There's work here for the next 40 years. The amount of wrong things we see here is colossal. University research money goes through two public agencies; CAPES and CNPQ. Cnpq is linked to the Ministry of Science and Technology, and finances technological research related to innovation. CAPS is linked to MEC and is responsible for all other master's and doctorates. It authorizes the provision of postgraduate courses by the institutions, evaluates the grade of these courses, establishes the value destined to masters and doctorates,

and disqualify those who do not meet their criteria. The body distributes to research grants the higher education institutions, according to the grades awarded by CAPES itself. Universities pass the scholarships to students through the selection process, the student has to pass the program, and some teacher needs to agree to be their advisor. The percentage of masters and doctors who make up the faculty of Brazilian higher education exceeds 80%. So the Brazilian graduate, that no one is worried and because thinks that this is the stuff of rich people, graduate, people who have time left, but that's not

it… brazilian graduate studies are related, at least to 50% of the Brazilian economy, went directly or indirectly through graduate studies. So the Agronomist went through graduate school, not him but his professor did graduate. The Engineer had a teacher who did graduate. Everyone who has had some contact with the university, is directly or indirectly linked to graduate and who controls the graduate program, CAPES, and if I go out on the street asking people who is CAPES? Out of 100 people, I doubt five know what CAPES is. These teachers call the fellows who have an ideological vision

equal to theirs. So when they go through a constant, academic process, of going through new steps a postgraduate, master's and doctorate, only goes back feeding this same chain of information. People who have that same narrative, that same worldview, and then they become teachers of those same students who are coming down there. Everything a politician wants you to think you'll end up thinking. Everything a politician sees as something that the mass needs to follow and obey, the mass will follow, and will obey. Because it changes its authority. Its outdated, reactionary authority, such as their family, or

religion and so on, and hand on a silver platter to a teacher. You're not even going to be an architect or anything like that, you're not going to be able to get a profession that you were considered liberal professions, that you learned in workshops. Because you're going to have a nationalized documentation, a centralized bureaucracy regulating this profession. Then everything becomes political, your whole idea of truth becomes political, all production in the intellectual it is governed by bureaucrats and politicians. Because the subject being approved in the master's and doctorate, he enters the faculty is the gateway

for the next generation. Then whoever dominates the approval of masters and doctors today, dominates the faculty of the next 30 years and therefore the entire cultural state of the country. So I challenge someone to show me anti-communist university theses, approved at any Brazilian university in the last 50 or 60 years. And I say categorically; there are no. So this has been totally excluded, anti-communism is banned. So if you're anti-communist, you're already excluded from the well-thinking. Because the well-thinking who represent high culture the normal, and balanced thinking. Then they say, "that's ideological"... What we speak today

as a great intellectual authority, is the production of the diploma, the "Era of graduates", of university students. That is, you can have the best idea in the world, if your teacher disagrees with your idea, your idea does not exist. It doesn't deserve to be even quoted. All that really exists is what the university says exists. Everything else is deleted. It's the famous scene of "Policarpo Quaresma"... Where we have two old ladies walking down the street, they pass in front of Major Quaresma 's house, they see through the window a bunch of books and they ask

like this: “But what’s the point of all the books if he’s not even a bachelor?” This is the summary of Brazil. Knowledge does not matter, but the title matters, the honour matters, the tributes matter, the public budget matters. You have a dominance of certain types of texts that end up causing a certain type of worldview very restricted. And we still have the spectacular contribution of Paulo Freire, who clearly says that the classroom is a place for you to exercise your political claims. That the classroom is to free people, yes, but it is free through knowledge,

that's at least my vision. Knowledge liberates and not pamphleting. So all this forms a broth that is hidden, shall we say, by an ideology or hidden by a narrative but that has something accidental that's you get a degree without working too much and something intentional that is; “Well let's use this lot of people here to advance a certain world view” When there was that outbreak of school intrusions in Brazil, hundreds of schools were occupied by teenagers, who suddenly decided to enter the school, pass a bolt on the door, and said; "this right here is our

property, the school is ours." When some photographer could take a picture from inside, there was usually someone older sitting and talking to the students. There was always a teacher in there making their heads, arranging their militancy. For God's sake. That's what happened to me, I was inclined to political issues, at the beginning of high school, at the age of 15, and quickly teachers and activists co-opted me. And I had no prior intellectual basis, to resist that, I just went. I got the wrong way. An infographic that was published in the VEJA magazine, they did a

special report on the subject of indoctrination, and published this infographic with the results of a survey done by sensus institute. And they asked the teachers of basic education, if in their opinion their speech in the classroom was a politically engaged speech. And 78% of teachers who answered this question said yes, that their speech in the classroom is a politically engaged speech. Then they asked the students, presented some historical figures to the students and asked them in what positive, negative or neutral context those characters were presented in the classroom. The first that drew attention, at the

time in 2007, was Che Guevara and 84% of the students, if I am not mistaken, said that Che Guevara appeared in favorable contexts, with a favorable view. And we know that this is real. Whoever went through school knows very well that the poster boy of communism was the subject of an extremely favourable presentation. Not every teachers, but a good part of them behave that way. The Department of Education has the responsibility to coordinate and evaluate the content of the books that are offered by the government to all public schools in Brazil. The National Textbook Program

known as; PNLD So what happens, in recent decades, the biggest book buyer in the publishing market, Who was it? It was the government. The government then, with the phenomenal purchases made every year, to distribute the textbooks in schools it has become the main source of income for many publishers. But, everything has a price. For the book to be chosen by the government the publishers suggest, in a very persuasive way to the writers, that they write within that agenda that is established by MEC. Of course, knowing that MEC offers an agenda. Saying: the book to be

purchased needs to follow, all these criteria and they are ideological criteria. Teachers are not always careful to make a selection, actually reading the work. Actually, where’s he going? He is going directly to the methodology and then let´s select a collection that brings about constructivism and then the teacher goes check about the methodology, takes a look and such but he doesn't read the book. He doesn't see the whole work. And then he selects, and he comes impregnated with ideologies not only gender ideology, political ideology there are a lot too. The school adopted that textbook, the children

are reading, and suddenly a mother realizes that in the work... there is a description of a rape. The story of a boy where the name is: "The Collector", in the text is a low income kid... and that he feels assaulted by the middle and upper class. Then he goes out to collect the social debt against his life. Then he goes out and enters a condominium, and in the condominium he manages to enter and access to a certain floor and the maid opens the door he comes in, does nothing with the maid, once she is someone

of his class and he said he's going to charge this from the housewife. Then he rapes the owner of the house and the book carries the whole description, including of him ejaculating in her face. That's terrible. Think about what it's like for a parent, to open a children's book, for a 10-year-old with that description. And this I'm saying, it really happened. It was adopted by the school and the parents discovered, and took out from the list of children's books. So, The National Textbook Program really comes, in these last years, turned into a trap, a really

big trap. We will gradually exchange all the books for the most serious, and within what contracts, contracts for textbooks they were made for several years they already come there on the cover 18, 19, 20, 21. This was a legacy of the PT, textbooks are already in school. We have an activity that is mandatory in almost all science books of The National Textbook Program when suggest that the child write on a sheet of paper, “wood” for example, make the outline of their body. Who has to do the outline? It is a child of the opposite sex,

which is to be able to make the contour of the body, and even very close, to lose that embarrassment of touching the other persons´ body, to have more intimacy with the other persons´ body. And in this activity, after the child makes this drawing, they are stimulated by the teacher in the activity, colouring and making collages on the private parts. And the child has to write the nicknames of the private parts, in other words, literate the child from the name of the private parts. Then the child begins to sexualize there are several works that are indicated

in the teacher's booklet, from the books of The National Textbook Program. Where, for example, there are books that suggest that the child take a mirror and look at their private parts and find out which parts give them the most pleasure. That's an explicit thing. There's nothing to hide My great mistrust of teachers is about talking about sexuality with children; it's after all, why they like to do that. Of course you should teach people are equal before the law, of course you should teach reproductive devices, of course you have to teach disease risks, Now, all this

huge discussion about sexual identities, I always wonder after all, why does anyone decide to talk about it with a child. We will find dynamics such as the so-called "modelling clay", which is applied to children, and which has as a great objective a school dynamic in which students, with modelling clay, they will form the reproductive organs of men and women. This group and precisely this work; "Sex is learned in school", its dedicated to Paulo Freire, and it was mentored by Paulo Freire. Unfortunately, stories like these are no exception in Brazilian textbooks. One of the most emblematic

cases is that of the collection; "New Critical History", written by Mário Schmidt. Distributed to public school students and adhered to by many private schools for nearly a decade. From the 5th to the 8th grade, the work with explicit ideological propaganda, was used as the main textbook. Right on page 14 of the 5th grade, the book compares slave masters with police action. The provocation returns several times throughout the book. Stating that left-wing protesters are repressed, and that police officers apply the rule of “An eye for an eye and a tooth for a tooth” The case is

not isolated texts praising the MST, content praising Mao Zedong, tables in defense of socialism, and constant revolutionary propaganda last until the last pages of the 8th grade. At the end of each chapter, the table is presented: "critical reflections" Proposing that teachers discuss these topics in the classroom. You don't even have the traditional history mirrored, you just have the critical view, it already comes misrepresented. And always seen under a revolutionary and left-wing bias In 2008, the collection was disapproved by MEC, and taken out from circulation. Not only because of its content, but also by a new

law that began to force textbook authors to have a full higher education. And Mário could not prove that he had a degree in History. Schmidt never participated in interviews and few are the information found about him on the internet. There are not even photos or social networks. Until 2016, one of the little possible information to find when searching his name was a PT membership available on the FILIAWEB website. Having only the Brazilian government as a buyer, the author sold about 10 million copies in Brazil. I have 35 years of classroom; I went from kindergarten to

graduate school, at all levels. And we perceive childhood being threatened the way it has been in recent decades, especially during the governments of the workers' party makes any teacher, who really wants education to have quality, to be shocked. Mothers who came to me with their eyes watered saying; “I lost my daughter” What do you mean? “I lost my daughter to the party, and to these movements that are happening.” Movements linked to political parties, which are transformed into student guilds and things like that. In a university field, there is a fierce ideological persecution. As opposed to

being this plural, democratic environment, which the left says, touted... That’s not true. And as the university, in recent years, has been moving away from the desires of society, many professors report cases of ideological persecution. Who dares to be conservative or, at least not left, he is bound to be massacred in the university environment a murder of reputations, a declared war against those teachers who dare to think differently. This harassment goes through some structures, it starts first through silence, through a "good morning" that you do not receive, but then this harassment happens in more active ways.

They do bullying, threaten, and relieve the university process. For example, if a teacher wants a scholarship, or wants a research grant, they boycott, they don't let that researcher get that money. He's cut, the budget's cut, the class hours are cut off for that teacher. There are people who lost almost 80% of their salary, because they started to have fewer class hours. They turn students against teachers; make administrative or legal representations against these teachers, legal persecutions, persecutions in the administrative sphere. Even physical coercion, in some cases even physical coercion. Not letting the teacher leave the room,

saying that he would only leave in a "death row"... or that he would be beaten on the way out, and making demands. With the connivance of the rectory in some cases. In 2010, 37 rectors of federal universities launched a manifesto called: "Education - Brazil on the right track" All of them signed that Lula´s administration period is recorded in history, as the one in which most invested in public education. And added that Brazil has found its way in recent years. Thanks to the programs implemented by Lula government. With the decisive and direct participation of his ministers,

highlighting the name of Minister Fernando Haddad. In 2018, during the presidential elections, 20 rectors and former directors of federal universities, republished a manifesto supporting candidate Fernando Haddad for president. Mentioning programs such as FIES and the supposed advance of Brazilian science. The rankings used in the manifesto to disseminate the increase in the result, took into account the amount of research published by universities but ignored its quality and its impact. Today the Brazilian university, it is a plural place, it is the place where all voices can speak and be heard, or a place that has become a

platform for a particular political party to speak out and reproduce their ideas. It is important that we remember that the first victim of indoctrination is the teacher. He is the one who will pass this legacy on to his students, and this teacher is often, consciously or not, working for a particular political party, for a certain political current. The concept that PT has of education, is aligned with Paulo Freire. It was not for nothing that he was affiliated with the party, it was not for nothing that he was secretary of education of São Paulo. The party

really thinks so What happens in federal universities, these terrible scenes that we see of the state in which federal universities are, what happens, what they show, what they do, what are the academic centres, the intolerance in relation to all forms of divergence, in the classroom, which is nothing other than a reflection of what happens in the teachers' room and here comes the reports that gather each time we approach this subject, corroborating a reality that is sad. This is really the “Land of Education” of this kind of education, with this kind of result, to produce this

country that we see. Visit our website and learn how to access exclusive interviews and courses From R$ 10 reais, you can already become a member of Brasil Paralelo We're counting on you Why does this end up culminating in poor literacy, science knowledge, and mathematics rates? Because the priority is criticism. The priority is political struggle. If there is a problem, it is serious for some areas, but has other areas that is not. So we have a problem of indoctrination on the one hand, and on the other the problem of malformation. Then there are courses, for example;

Engineering, that we have the problem of malformation. Students who enter the engineering course and in the first year do not know rule of three. They can't make an integral when they graduate how is this person going to be an engineer? That's the problem with poor training. Brazilian stupidity is something that has never happened in the world. You take a country that for 50 years has not produced a remarkable piece of literature. No! It never happened. It didn't happen in Zambia, it didn't happen in Sierra Leone, it didn't happen in Nazi Germany, and it didn't happen

in the Soviet Union, it didn't happen anywhere. Only in Brazil for god sake. The problem in Brazil is not communism, leftism, it is this horrible human intellectual and spiritual degradation. In 2014, Brazil seemed to have an opportunity to improve our educational rates. ...at least, so announced. And starting this year 2020, students from the 26 states, and the federal district will study on the common national curriculum basis. It is a document that is the mandatory reference for the preparation of school curricula. This curriculum base wants to think about the formation of the student broadly, as a

student, citizen, and also future worker. According to the document, the National Council of Education will guide in a very specific way, topics such as: sexual orientation and gender identity. The document serves as a reference for all schools in the country; public and private individuals. This is the first time that Brazil has a common curriculum base. The base will also have an impact on teacher training, the purchase of textbooks, and the preparation of large-scale exams. This is the entire basis for building a more refined curriculum, from north to south of Brazil. The common national curriculum base,

known as BNCC, was the document in which many placed this hope. It was the first time that Brazil would have a mandatory curriculum for all schools. This practice is not new in the world. Many developed countries adopt it as a way for the government to standardize, and control basic education. In countries such as; England, Finland, Portugal, and South Korea the mandatory national curriculum establishes a minimum that each school must teach. Allowing customization of most of the curriculum. Most of these curricula understand that the basics are literacy, exact sciences and learning goals. In some other countries

such as the United States, the idea of a unified curriculum has generated intense debate. The American tradition of strong federative freedom, caused some of the states not to adhere to the curriculum. The mandatory curriculum seems to be a balance in which governments choose one side. More school freedom and less quality control, and less school freedom and greater quality control. In Brazil, it was not necessary to make this choice, we gave up freedom without pursuing quality. The approved document did not follow the good practices of the common curriculum of developed countries. There's only two things, one;

it's an ignorance indeed. Preparing the curriculum, a well-done resume, is one of the hardest things ever. Because you have to know the discipline very well, and organize the structure as you describe... the unfolding of that discipline to a teacher, to help him in planning, in a very detailed way. When you look at a document from a developed country, and this example I go back to the example of... reading with fluency of 60 words per minute in the first year, you look around and say: "it's over." So, so-and-so, so-and-so who's 40 issues selling the book and

you're never going to get to that pattern, you're going to stop selling. So you have everyone who was working there on the base, they thought: cost for you to implement a really quality base, means that my friends who are here helping me write that base, will lose space. Then there is no point. "It was a perfect match" It takes a miserable job for you to base, and you're going to have an extremely powerful little group that's going to get hurt. What's the chance of that happening? None And that's what happened. Unlike resumes that set goals,

and basic content for the essentials, BNCC used 600 pages to describe all disciplines in every year. The document describes several times the type of student who would like to train. Transforming the document and a worldview feedback, and significantly reducing the school's margin of freedom. The great American educator John Taylor Gatto he discovered the obvious he said; "you can only teach the subject, what he wants to learn" If he doesn't want to learn, he won't learn. So you have to take people and give them the opportunity of education, not the obligation of education. So what they

call; democratization of education, is a tyrannical imposition. You’re tying the guy’s hand and saying it’s his right. It's that idea of centralizing government, where you're going to plan every step of the citizen. Why not stick to things that are minimal but essential? Why does there have to be a menu placed for each of those things that will be taught? And what safeguards a particular institution, or institution that has a Christian teaching bias, that in these things that are demanded that you teach, there are things that are against the principles you embrace? So it's the state

pushing the boundaries. On one of BNCC's websites, we can explore the curriculum matrix that will be implemented in all schools in the country. Within each stage of teaching, we have the discipline and the grade. In each discipline there are the themes, objectives and knowledge, skills that will be worked, and finally what the student should learn. In the first year of high school in the discipline of ethics and culture, we find gender ideology and its agenda. Within the area; "Na Pratica" (“In practice”) the school should make students have contact with individuals who escape the cisgender logic.

Also in this discipline, the student will come into contact with new forms of contemporary parenting. Another issue worked in the discipline of ethics, and culture of the first year of high school, is the knowledge and functioning of drug trafficking. In the discipline of geography, we have xenophobia, racism and fascism grouped into the same object of knowledge. As in Mário Schmidt's pedagogical books, the actions of the military police and the black genocide appear side by side. In sociology, we find described as the main social movements of Brazil, the organization "Landless Workers' Movement" and the "Homeless Workers'

Movement". Within the same subject we observe something unusual... Two topics talking about the role of social movements in the impeachment process of Fernando Collor and Dilma Rousseff. What's different between the two? The word "impeachment", in Dilma´s case, is in quotation marks. What do the authors of the curriculum mean by that? We found in the document contents such as patterns of beauty in fat bodies, gender patterns, and heteronormativity in bourgeois societies. After all, what is the purpose of this common curriculum that will be mandatory for all schools? This is the centralization of a vision of our

federation, which is totally disfigured. The result is... We have common national curriculum base, law guidelines and bases of education, national high school exam; "Enem" Everything in Brazil is unique, is unified, is centralized, is federal. Suitable laws for that sector but with national effect and impact. I don't know if in Cuba has a business like that. The state educating my son, I don't want that anymore. I do not want state doctrines, state guidelines, I want him free, I want him a free thinker. And the state fails tremendously in that delivery. It is not in the state's

interest a free thinker. My greatest fear as a father is not that my daughter learns that Che Guevara was good. If she learns that, she's going to come home and talk to me and I'm going to tell her it's a lie; I'm going to show her it's a lie. I'm not worried about that. Now, I'm worried that she doesn't have an individual consciousness, that she doesn't have an i developed to the point of hearing it and doubting it and come talk to me or go after by herself, just on her own. The role of the

school is to teach to read, to write. You teach writing, you teach to do the math, you teach chemistry, you teach physics. When you see a child of two, three, four years old playing around in the street, throwing himself on the ground, you may say; “what a rude child”. Who educates is the family. Considering the contents we have in common with the curriculum of developed countries, we also do not follow good practices. We use unclear goals, we have no quantifiable goals, and deadlines are poorly defined for educational goals. All this has driven the Brazilian curriculum

away from successful cases such as; Finland, South Korea, England and Portugal. Countries that successfully use the common curriculum to progress in international indices, describing their goals and following a model that we abandon. And then you read the documents from Portugal and find there the fluency indicators for each year. Children have to read a specific amount of isolated words per minute, pseudo words and texts. Poor training has created a cyclical problem; new educators are not able to educate new students. And new students are not being empowered to be good educators. Our students cannot read, understand, let

alone interpret a 10-line text. In education everything starts with the teaching of reading and writing. So how can we seriously discuss what the children are learning, if in Brazil about 55% of the students in the 3rd year of elementary school do not have sufficient knowledge in reading. That is, we are faced with a picture in which students do not learn to read. So, first you need, in education, to consolidate reading learning. First the child learns to read and then read to learn. The problem worsens when we come to the method used to literate children. A

subject that has rare media attention and public debate, but has definite importance in the lives of all of us. Learning to read is one of the pillars of our society. Although the goal is declared as a priority and, in this case, we forget to look at the "how" the "how" can have disastrous consequences. Research indicates that if a child does not learn to read properly by the first grade, there is a 90% chance that it will remain a poor reading until the fourth grade. And 75% probability of having low schooling. Most of the literacy methods

used in Brazil originate from constructivist philosophy, with the influence of activist literacy advocated by Paulo Freire. Methods such as: Wording, Sentencing, Global Method and Literacy argue that literacy should prioritize the meaning, and context of entire sentences and texts. These methods teach directly through meanings, interpretations and criticisms, with the proposal of facilitating learning. The more traditional methods such as; Phonic and Syllabic consider that before capturing the meanings and contexts, the student must learn the smallest linguistic units; graphemes, phonemes and syllables. What is the scientific consensus on the teaching and learning of reading and writing? It is

that in alphabetic writing systems, in those countries whose writing system is alphabetical, the best way to teach children, young people and adults to read... is by explaining the relationships between graphemes and phonemes, between letters and sounds. Its because that's a requirement of the alphabetic writing system itself. The target of the alphabetic system are the phonemes. Our Portuguese is a phonetic language, it is pronounced as it is written, practically there are few exceptions. Whereas countries that have an atrocious language, such as Finland, that words look like "alphabet soups of consonants", where there is a lack of

something or a lack of vowels... and they use the phonic method with extreme success. These countries that have excelled in the test, they start literacy very early precisely because they use a different methodology from the one that is applied here in Brazil. So this is an area that really needs to be revisited so that we can progress in the educational sphere. To resolve this confrontation, the U.S. government organized a notorious knowledge group to investigate best literacy practices. The study demonstrated that the adoption of the phonic method is highly effective, with a wide advantage for children's

learning. The research was used as a basis for the U.S. literacy program and inspired other common curricula around the world. If on the one hand studies validate the phonic method, on the other we cannot say the same thing. Methods such as global or semi-global that sought to associate entire words and phrases with meanings and contexts are the targets of harsh criticism. These methods gained traction with the idea of progressive education in the 1970s, when they argued that the school oppressed children and needed an apprenticeship without repression. Over time, the ineffectiveness of the method became proven

and even disastrous. The French neuroscientist Stanislas Dehaene, author of the book: "Les Neurones de la Lecture" demonstrated that this type of literacy activated areas of the brain that were not responsible for reading. It was not literacy, but an illusion that children could read by associating words with images. The definitive statement came with the measurement of the results. At the end of school life, children who applied the practices of learning through the meaning of words, obtained poor results when compared to students literate by traditional methods. The effect of this result caused France to prohibit the use

of these methods to literate children. But the essence of these methods and constructivist philosophy still persist another name: Literacy Literacy is a component of California-born literacy in a movement titled: “Whole Language”. The proposal was to add in the literacy methods a very similar idea, learn to read from the whole to the part. Based on texts and not phonetic awareness, giving value to the social function of language and the reality of the student. This movement became California state law that applied the methodology in all schools, leading to an educational disaster. The state that was in the

top places of the United States in reading, soon passed to the last places. The same happened in Israel, making universities close the literacy centres. If in California and Israel failure has been promptly identified and corrected, in Brazil decades of educational damage caused by constructivism do not seem to have been enough to drive it away from our educational system. When Brazil began to design the common national curriculum base, it dispensed not only with most of the current studies and their cases, it also dispensed with the quorum of notorious knowledge. BNCC was discussed between political pressures, unions,

foundations, and populism. The result was to leave the phonic component in the background, and the priority was for literacy. Term that appears 51 times in the BNCC and was imported from the ideological experiments failed by Magda Soares, who admits to defend it in conjunction with the vision of Paulo Freire. The reason for the advantage of traditional methods is simple... Imagine that you are a programmer; you need to program a website. If you have a clear picture in your head about what this site should look like, just write the language of programming and you will get

to the imagined site. In order for the site to come out exactly as you thought, you need to master the components of the language to handle them and achieve the imagined result. The same thing happens with music, which is also a language. If you want to express a melody and compose it from scratch, How to do it? You need to know the musical notes to put them in the order and time correct and reach the desired result. The smallest units of each language are the raw material, for building your message. But how to make the

website or music you imagined without mastering the programming and musical notes? You need to copy structures from other songs and other sites that are already ready, and will probably come to a different result from your idea. Since you'll have to adapt them to the pre-ready structures you're copying. The same thing happens with literacy, without mastering the graphemes, phonemes and syllables that make up the language, you do not master the language and are not free to express yourself from scratch. Your ability would be compromised. Instead of using the features available in your language to tailor the

best way to express your ideas, you need to adapt them to a limited set of meanings and expressions that you learned earlier. This is the reason for the fight of traditional methods in literacy, against the methods that gain space in Brazil from Paulo Freire. This is where the importance of reading the classics of literature comes in. Nowadays, just proposing this reading can cause discomfort. Brazilian education has become used to the idea that this is an elitist and unnecessary practice. The main pedagogical currents practiced in Brazil argue that the student should be literate from informative texts,

which contextualize in their condition as a world. When we look at the international tests the result is different. In the same Pisa exam in which we stayed in the last places in reading, the report shows that students who read fictional works, achieved results 12 times higher than students who work with informative texts. Students who read fictional works several times a week also perform three times as often as those who read less frequently. The tests make it clear, fictional texts are more important in learning than informative texts. We have heard this expression a lot: “we have

to fight the euro centrism” What does that mean in practical terms? It is to take from the canon the Greek classics, the classics of the Middle Ages we have to democratize the curriculum. And what is democratizing the curriculum? It's facilitating the curriculum, it's lowering the level of the curriculum Something I've seen many times being repeated, that old traditional upbringing it's deceitful, it's evil, it's rigid, and it's elitist and its dominant. It is from the ruling classes to submit the classes dominated. And then you go to Portugal and find classic works in the 1st year of

the 1st cycle, in the second year, in the third year, and so on. Then a child in Portugal, in a public school reads Ulysses. Reads the Fables of Aesop. Reads either this or that of Cecilia Meireles in the second year. They say that children should read classic texts, because fictional texts, fictional narratives, they require much more of the reader's working memory. Because when reading a fictional narrative, you need to memorize a series of elements to accompany that narration. So the character's characteristics change from one page to another, from one chapter to the next, the scenario,

at last there are continuous changes and a number of elements that need to be stored for you to follow the story. And these readers are going to be good text-comprising, much more than those specialized readers. You can't educate a person based on scientific texts, it's not possible that. Because scientific text, by definition, has a two-way correspondence between; sign, meaning and referent You have a stabilized vocabulary. With uniform and permanent meanings The current language is not like that, you have the subtleties, you have the change of meaning according to the context and that's the kind of

reading you have to train. If you have learned to read by reading scientific books you will be functional illiterate forever. Of course, science is difficult to learn, but scientific language is simpler than current language. Because there's always a two-way correspondence, it's uniform language “unisensas”, everything has a single meaning, a stabilized and equal sense for all. You can't learn to read with something like that. Now, if you're going to read Shakespeare or Balzac, ...oops, it's not like that. Where in each line the meaning of words changes, acquires another resonance, you have another context. And it is

this training, of the variety of situations, and variety of subjective intentions this is learning to read. Remember that we talked back there to imagine a website or a song? There is another reason to read the classics. They are the great references of language and imagination Imagination is like a movie projector inside your head. When you listen to a story, read a book, or think of something, it projects those codes trying to build a sharp image for those who think. The sharper the image, the more enhanced the ability to imagine. Books that present the use of

language in a sophisticated way, not only do a brain weight of this projector, but stimulate memory, the different applications of expressions and words, present the nuances of the language, get the interpretation sophisticated, and teach the student to use it in the best way. The great classics, are the great cases of each language, it is there that the language found the shortest distance between writing and experience. They elevate our imagination. Making us able to hone our dreams, our virtues, and our skills. "The more I know the more I am," I love to say that. But it's

a variation of Wittgenstein, who already said that: “The limits of my language are the limits of my existence”. They are the limits of my world What is that language? It is the ability to learn It's what I know, and what I do with that I know. This is the beauty of knowledge, it makes us special, it makes us go ahead, it makes us pursue the resolution of problems. Intelligence for medicine; "is the ability to solve problems" And then I have to come before the problems and say; “Who's going to solve this? It's me” Call self-responsibility

to me, which is so damaged these days, everyone wants to outsource responsibility. Everyone passes the responsibility to their unconscious, to their behaviour, to their genes, to their brain synapses, “oh, now I have to take a my pills because it's my synapse's fault, it's not mine” It's your fault. If all this can be considered an important point from the beginning of learning, further on the problem gets worse. Ceases to be only individual and begins to be social. Functional illiteracy impacts most Brazilians. But what is functional illiteracy? Term widely used and poorly explained. The language is composed

of a trinity; the sign, which is the word that refers to an idea, for example; a pencil the meaning, which is definition of that word and the referent, which is the existing thing, what it refers to in the world. The real pencil itself Functional illiterate has profound deficiency in correlating these components he has three main difficulties First; he may know the word and even its definition, but if he sees the real phenomenon in front of him, he finds difficulty correlating them. For example, a person who knows the word; “envy” but when is target of envy

or envying someone, is not able to correlate to things or perhaps misapply the words. Calling envy different phenomena, which do not correspond with their meaning, such as fear, anger and admiration. This symptom prevents good understanding of texts and even interpretation of what other people say, making them make wrong conclusions about the message they are receiving. Second, functional illiterate may also be unable to do otherwise, converting referents, the real experiences of the world, into insignificant signs. Not being able to express himself through speech and writing. This symptom responsible for intense turbulence in personal and professional life,

confining the experiences, ideas and perceptions of the victim, within herself In the inability to communicate properly, the functional illiterate is trapped within himself and the most serious problem… due to these two deficiencies the individual cannot navigate the language, nor use it to compose his way of expressing himself. It remains to copy the use of signs and signifiers that he watches others use. Even if he doesn´t know the referent. Over time, the functional illiterate develops hysteria. In the inability to go from the real world to symbols, and from symbols to the real world, he begins to

discard the need for the referent, of reality itself From that moment on he is able to believe what he says and what he hears, even if it does not concern anything concrete. The substitution of reality by empty signs causes them to be filled as beliefs merging their own personality. And when something confronts anything he says or thinks he feels that his belief structure is being attacked. Functional illiteracy is the subject does not understand what he is reading. Of course he can read, as a rule, but he doesn't have the text understanding equivalent to the level

of the profession he pursues. For example, when he gets to General, he has the reading ability of a recruit. A society of functional illiterates is a great risk; people copy the opinion of others without trying to verify them in reality. They give opinions on many subjects come to believe in virtually everything they say, start to feel what they say, and start to want to act according to their feelings. Creating dreams, projections, ambitions, and militating according to the emotional burden, and social approval of his speeches. Since people are less and less able to say something about

reality, they are more helpless to join the first political movement... that requires some action that makes sense of them, some action that has an emotional content, that gives some meaning to life. We can take words present in the public debate to give examples Institutions, democracy, fascism Many people use them without knowing what they are. What these words actually refer to, how they are organized in the concrete world, what history and agents involve them, and what differentiate them from similar or even completely different phenomena Many of these people are not even familiar with these ideas, but

articulate them by mere imitation. They interpret the courses according to the emotional burden that words carry, and persist in belittling what they are tied to. The main learning resource left for these individuals is to perceive in their peers which discourse is most approved... and which is the most rejected. And so go, by trial and error, calibrating their signs without any referent. Living merely by imitation and condemning one's own intelligence to exile. If it is by social approval that their ideas are expressed, the more they participate in the common sense of a particular group, the more

they will be approved by a majority and the more will seek to repeat them. When it comes to this moment, reality was put in the background, and it was the fault of bad manners. What's the surprise we don't value it? How can a society that doesn't care about seeking the truth... could take it seriously? If we accept that things are empty and do not refer to anything, Why would we waste time investigating big ideas? They are no longer a powerful apparatus for us to face life. In a society of functional illiterates, they were reduced to

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