Cycle of debates education in China and Brazil: Essays about the experiences of the two countries

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Printed Edition: 2022

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Editorial Council

Profa. Dra. Andrea Domingues (UNIVAS/MG) (Lattes)

Prof. Dr. Antonio Cesar Galhardi (FATEC-SP) (Lattes)

Profa. Dra. Benedita Cássia Sant’anna (UNESP/ASSIS/SP) (Lattes)

Prof. Dr. Carlos Bauer (UNINOVE/SP) (Lattes)

Profa. Dra. Cristianne Famer Rocha (UFRGS/RS) (Lattes)

Prof. Dr. José Ricardo Caetano Costa (FURG/RS) (Lattes)

Prof. Dr. Luiz Fernando Gomes (UNISO/SP) (Lattes)

Profa. Dra. Milena Fernandes Oliveira (UNICAMP/SP) (Lattes)

Prof. Dr. Ricardo André Ferreira Martins (UNICENTRO-PR) (Lattes)

Prof. Dr. Romualdo Dias (UNESP/RIO CLARO/SP) (Lattes)

Profa. Dra. Thelma Lessa (UFSCAR/SP) (Lattes)

Prof. Dr. Victor Hugo Veppo Burgardt (UNIPAMPA/RS) (Lattes)

Prof. Dr. Eraldo Leme Batista (UNIOESTE-PR) (Lattes)

Prof. Dr. Antonio Carlos Giuliani (UNIMEP-Piracicaba-SP) (Lattes)

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SUMÁRIO

COVER SHEET

PRESENTATION

Penildon Silva Filho

OPENING SPEECH: MR. SHU JIANPING MINISTER COUNSELOR OF THE CHINESE EMBASSY IN BRAZIL

FOREWORD

Patrick Nascimento da Silva

Júlio César Gonçalves Rocha

Eglantina Alonso Brás

1. EXPANSION AND DIVERSIFICATION OF HIGHER EDUCATION IN BRAZIL: HISTORICAL NOTES

Silvia Maria Leite de Almeida

2. CONSTRUCTING A TRANSITIONAL K12 ENGLISH TEACHER TRAINING MODEL WITH U-S-P COLLABORATION

Zhang Jingcai

3. EXPANSION OF FEDERAL HIGHER EDUCATION IN BRAZIL: THE EXPERIENCE OF UFRB

Karina Cordeiro

4. RESEARCH ON THE DEVELOPING PROCESSION OF EDUCATION ON MARXISM THEORY IN CHINA

Yan Jiehua

5. REPUBLICAN SCHOOLS IN BRAZIL, A PROJECT ALWAYS POSTPONED: REFLECTIONS FROM ANÍSIO TEIXEIRA

Jaqueline Moll

6. CYCLE OF DEBATES: EDUCATION IN CHINA AND BRAZIL IN THE 21ST CENTURY

Renê Silva

7. CICLO DE DEBATES: A EDUCAÇÃO NA CHINA E NO BRASIL NO SÉCULO XXI

Claudia Cristina Pinto Santos

8. NEW COLLEGE ENTRANCE EXAMINATION REFORM AND TALENT TRAINING IN CHINA

Hu Yiyun

Lyu Ning

Fan Lijun

9. AN INTERDISCIPLINARY GENERAL EDUCATION AND TEACHER’S TRAINING EXPERIENCE IN SOUTHERN BAHIA

Daniel F. Puig

10. THE IMPORTANCE OF ENGLISH TEACHERS’ SUBJECT TEACHING KNOWLEDGE IN TEACHERS’ PROFESSIONAL DEVELOPMENT

Wu Jing

11. THE EXPANSION OF HIGHER EDUCATION IN CHINA AND BRAZIL: GROWTH STRATEGIES AND MODELS OF UNIVERSITY

Penildon Silva Filho

12. BUILDING A HIGH-QUALITY HIGHER EDUCATION SYSTEM BY THE PATH OF INTENSIVE DEVELOPMENT

Song Youwen

13. THE VALUE PURSUITS AND POLICY PARADIGMS OF HIGHER EDUCATION EQUITY IN CHINA

Zhang Zhi

SOBRE OS AUTORES

END PAGE

PRESENTATION

The Cycle of debates: Education in China and Brazil in the 21st century, held from May 10th to 13th, 2021, aimed to identify institutional characteristics, demographic profile, public policies, forms of organization in this educational field and financing and the participation of the public and private sectors in offering the Right to Education in our countries. The cycle also aimed to assess the pedagogies used in the two nations, especially those that led to China’s success in terms of international assessments. The event carried out an analysis of the basic and higher education system in both countries, curricular and management models, scope of supply and priorities in different academic areas, such as Exact Sciences, Health Sciences, Arts and Humanities. In the following link you can view the event schedule and the recordings of the presentations in the four days on youtube: https://bit.ly/3AuPFoR.

This book is a collection of texts, essays, articles authored by professors and researchers who were present at the cycle and other external guests. It is the record of the first academic event between the two countries on research in Education, and this publication aims to continue this necessary and urgent approach.

Brazil and China constituted the economic and political bloc of the Brics (which also brings together India, Russia and South Africa), defending a new world order based on solidarity, inclusive economic development, with the creation of decent survival opportunities for their populations, in the search for environmentally sustainable growth alternatives, in respect for the self-determination of peoples and in the construction of Democracy with respect to national realities. This effort will be more solid if it is accompanied by cultural, social and academic integration between these emerging nations that together already hold a world economic hegemony, and the debate cycle and its product, this book, are part of this effort to bring researchers closer to ours universities and research centers.

Based on this academic and cultural interaction, it will also be possible to exchange experiences in the field of Education, Science and Technology, which are certainly the driving forces of contemporary society. Knowledge and Science have become the main vectors of economic development, social inclusion and change in sustainability paradigms, and therefore the effort of our nations, large and important on the international scene, in this context of educational, academic and scientific growth, will always be very welcome.

We would like to thank Renmin University, the Federal University of Bahia, Beijing International Studies University and the Chair of Basic Education at USP for holding the meeting that made this book possible, with the mobilization of its teachers and the involvement of their communities in participation of the Cycle of debates: Education in China and Brazil in the 21st century, held from May 10th to 13th, 2021. Special thanks to our deans who supported and actively participated in the meeting. Likewise, we are immensely grateful for the support of the Confucius Institute of the Fluminense Federal University, of Nupel – Permanent Nucleus for Extension in Letters at UFBA, which made it possible to translate our texts from Portuguese into English, by the government of the State of Bahia, with its fundamental support in translating the debates and from the PT’s Secretariat for International Relations, which created the opportunities for meeting and articulation.

Salvador, January 1, 2021.

Penildon Silva Filho

Federal University of Bahia

OPENING SPEECH: MR. SHU JIANPING MINISTER COUNSELOR OF THE CHINESE EMBASSY IN BRAZIL

Dear Mr João Carlos Salles, Magnificent Rector of UFBA,

Dear Mr Qi Peng Fei, Vice Chancellor of Remin University.

Dear Sir, Secretary of the Workers’ Party

It is with great pleasure that I participate in this debate on Education in China and Brazil for the 21st Century. I would like to congratulate the organizers for carrying out this event at such a critical time in which we live. It is worth mentioning that the PT, regardless of whether it is in power or not, has been pursuing a friendly policy towards China, maintaining good relations with the Chinese Communist Party, cultivating relations of traditional friendship and mutual solidarity. Exchanges and cooperation in the areas of culture, education, science and technology between our two countries were fruitful during the PT government, largely contributing to the development of bilateral relations. I would like to take this opportunity to thank the comrades of the Workers’ Party for their commitment to promoting good relations with China and for the articulations made with various institutions to hold this debate.

The growth and strengthening of relations in different areas between our two countries in recent decades is notorious, however, we have a vast field to explore in the cultural and educational area that certainly has a great complementarity in the sense of contributing to a greater mutual knowledge between our two countries and bring benefit to both. I see great potential with Sino-Brazilian cooperation in education at all levels, I can cite two examples, language teaching and academic and scientific cooperation.

The mastery of a foreign language is the basis of knowledge of your culture and is essential to develop healthy relationships with that country. Mutual knowledge is the key to overcoming misunderstandings and deepening relations in different domains between countries.

With the strengthening of Sino-Brazilian relations, it is easy to observe the increase in demand for professionals who master Chinese and Portuguese languages in both countries. In China, Portuguese is one of the most sought after courses and students trained in Portuguese find it easier to enter the job market. There are currently over forty Portuguese language courses across China including the Macau Special Administrative Region between public universities and private institutions, in addition to many Chinese students who are learning or improving the Portuguese language in Portugal and Brazil.

Regarding the teaching of Chinese, over the last decade, ten Confucius Institutes were created in Brazil in a partnership between public and private higher education institutions in both countries. These institutes extend to the five regions of the country: Universidade Estadual Paulista (Unesp), State University of Campinas (Unicamp), University of Brasília (UnB), Federal University of Minas Gerais (UFMG), Federal University of Rio Grande do Sul (UFRGS). University of Pernambuco (UPE), Federal University of Ceará (UFC), University of the State of Pará (Uepa), Armando Alvares Penteado Foundation (Faap), Pontifical Catholic University of Rio de Janeiro (PUC-Rio) and as soon as it passes the pandemic will open the Confucius Institute at the Federal University of Goiás (UFG). The creation of the Confucius Institutes in Brazil came to meet an important need for the country, which is to train a new generation of researchers, scientists, government officials, businessmen, university students and technicians with knowledge of the Chinese language and culture. The role that the Confucius Institutes in Brazil are playing in the formation of these new generations of Brazilians is fundamental to fostering strategic partnership relations between our two countries.

Both countries have excellent universities and there is great potential for complementarity between the two sides. There are dozens of universities that appear in the QS ranking and, in turn, Brazil has ten courses that are among the top fifty in this Ranking. Many Chinese students want to continue their studies in Brazil, especially in the area of technology, however they face the first barrier, the language. If there are more Brazilian universities that offer postgraduate courses in the English language, we could reach a large number of Chinese students studying abroad in Brazil. In the same way, we see the growing interest of Brazilian students in joining Chinese universities. The educational sector needs to keep up with this rapid growth.

I take this opportunity to bring to Brazilian friends the annual scholarship program offered by the China Scholarship Council through our Embassy for foreign students wishing to study in China. Candidates will be able to choose from a total of 279 Chinese universities with various courses. The entire process is carried out through the CSC website with the support of the Embassy. Enrollment begins at the end of the year and ends at the end of February. There are also student exchange programs offered directly by Chinese universities to foreign students, for which the universities make vacancies available through their websites.

Ladies and gentlemen,

Brazil is already China’s strategic partner not only in Latin America but in the world. Geographical distance does not prevent exchanges between our peoples, who have contributed a lot to the growth of both countries. This debate will certainly contribute to greater mutual understanding between the academic sector between China and Brazil.

I wish you the success of the event. Thank you very much!

FOREWORD

In the period from 10 to 13 May 2021, the short course and webnário was held: Cycle of debates: Education in China and Brazil in the 21st century with partnerships between Federal University of Bahia (UFBA), the University of São Paulo (USP), the Renmin University of China (China) and Beijing University (China), which fostered knowledge, dialogue and integration between peoples and the spread of other cultures.

The realization of this event was challenging, due to the sanitary calamity experienced by humanity experienced by Sars-CoV2, which caused the disease known as coronavirus (Covid-19), which required distancing and adoption of remote work by UFBA.

The event was attended by administrative technicians from the Pro-Rectory of Undergraduate Education (UFBA), who contributed to the preparation of the virtual environment so that there were no failures in the event, which represented a challenge because it was an international activity totally online, from its planning to its completion.

The work was started three months before its realization, with weekly meetings, for discussion on the organization of the event, learning in the use of technologies that would involve debates, lectures and their transmission, had the participation of the operational team and the speakers. The weekly meetings generated a connection between those involved and a profusion of ideas for activity.

At each meeting, there was a growing interest in the entire team (brazilian and chinese people), both of the technicians and the academics for the event to achieve its goal. Being noticeable the brightness in the eye of each of those involved, that grew in number of participants at each meeting, and everyone’s commitment to the success of the activity.

So, as shrewd minds, attentive eyes, capable hands and sensitivity to the importance of Cycle of debates: Education in China and Brazil in the 21st century, the event was held with the maximum of what the terms efficiency, effectiveness and effectiveness translate. Bringing as results, the production of knowledge, cultural exchanges, among others, which eventually materialize and eternalize with the making of this book.

Certainly, in a period in which academic institutions were badly attacked, they rose in a masterful way, reinventing themselves and expanding its production courageously, altruisticly and scientificly. Going against those who vilified him unjustifiably. And even at a time when social