A efetividade sistêmica e a profissionalidade docente: educação comparada entre as realidades brasileira e finlandesa

Abstract

This is a comparative education work on the Brazilian and Finnish educational systems and on teaching professionalism with an emphasis on initial training. It also analyzes other factors, such as the main educational reforms, infrastructure of the ministries of education and education systems, with a time frame from 1970 to 2020. Through knowledge of the “other” and of the Finnish Education System, the main objective is to understand “oneself” and of the Brazilian Education System based on the analysis of the assumption that there is an alignment, a mutual relationship between systemic educational effectiveness and teaching professionalism, from the theoretical-methodological perspective of Educational Administration, with a critical approach from the Sociology of Education and Dependency Theories (Marini, 1973) and from the World System (Wallerstein, 2005). The emphasis of the work is found on the comparative method, on the identification of convergences and divergences between the different elements that form the field of Education of the two nations to answer the guiding questions. The research has a qualitative approach, a bibliographic and documentary data collection. Both the federal constitutions of Brazil and Finland determine that all their citizens have the right to Education, however, while the educational system of this Northern European country guaranteed that 100% of its citizens, aged 25 or over, were literate and 99.2% of this population completed Basic Education, resulting in considerable social transformations related to the educational reforms initiated in the 1970s, Brazil still has 6% of the population, aged 25 or over, in a situation of illiteracy and 34 % who do not have primary education. One of the factors for the effective performance of the Finnish system was found in the appreciation and initial training of its teachers. While in Brazil a Basic Education teacher only enters the classroom after completing a degree with a minimum workload of 3,200 hours, in Finland, a teacher can only practice his/her profession after completing a workload of 8,100 hours, which is accomplished after completing a bachelor's degree and a master's degree. The study concludes that there is effectiveness and professionalism of the “other”, of the Finnish educational system and of the appreciation of its teachers, not reaching the same inference about “the self”, which is the Brazilian case.