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Educational Input Factors in Brazilian Schools

Benno Sander
American Educational Research Journal
Vol. 9, No. 4 (Autumn, 1972), pp. 493-505
Stable URL: http://www.jstor.org/stable/1162272
Page Count: 13
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Educational Input Factors in Brazilian Schools
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Abstract

The central objective of this study was to examine the existence and the condition of the school input factors of the Brazilian secondary education system in terms of personnel, services, and facilities. The purpose was to provide an empirical contribution to the understanding of educational "formalism" in the Third World nations. Formalism was operationally defined as the gap between law and reality. Survey data consisted of a 20 percent random sample of the 470 secondary schools of Rio Grande do Sul, Brazil's southernmost State. The findings established the validity of the hypotheses formulated at the outset of the investigation, namely that: (1) there is a discrepancy between law provisions and law implementation; (2) this discrepancy is larger in rural areas than in urban centers; and (3) this discrepancy is larger in public schools than in private schools. These hypotheses were tested by examining five selected educational input factors: principal quality, staff quality, specialized personnel, school services, and school facilities.

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