DOI： 10.5998/jces.2021.62_114

DOI： 10.32139/jjseso.2019.26_220

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International / domestic magazine：Domestic journal  

In Brazil, there is a unique method of selecting school principals in primary and secondarypublic schools, directly elected by teachers, school staff, parents and students. The purpose ofthis paper is to clarify the characteristics of school principals in Brazil focus on the directelection of school principals. For achieving this, this study analyzes results of 2013questionnaire by INEP (Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira),which is the official data from the Brazilian Government. In the first section, it discusses basic information about school principals in Brazil. In Brazil,school principals' trainings undertake in undergraduate and graduate courses. As a legalrequirement, it demands school directors to receive such school principal training course at theuniversity level. With regard to the selecting methods of school principals, it is delegated to thelocal government. In the 2013 INEP survey, seven methods are set as question items; 1) opencompetition, 2) election, 3) free indication, 4) deliberation, 5) election and deliberation, 6) freeindication and deliberation, and 7) others. In the second section, it analyzed the state of implementation of methods of selection ofschool principals in Brazil. Through the analysis of INEP survey data, it is clarified that 1) opencompetition is mostly implemented in the State of Sao Paulo, 2) election is in the South and theMiddle West, and 3) free indication is in the North and the North-Eastern areas. In the third section, the general tendency of Brazilian school principals is analyzedconsidering gender, age, race, academic background, and career. As a result, it was found thatpeople who are women, white, forties, and have majors in pedagogy as undergraduates tend tobe school principals in Brazil. Based on an analysis of the above, the characteristics of school principals recreated by direct election have been found to be selected as people who are not different as those who areselected through other methods except open competition. In other words, qualified people are selected even if students and parents, who are laypersons, are directly involved. Considering a variety of reasons for this result, it could be pointed out firstly that the legal regulation controls the results, and secondly that teachers, school staff, parents and student actually demand such school principals. By investigating this matter, consideration of more in-depth analysis is necessary for further study.

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In Brazil, there are three methods of selecting school principals. The first is designation, where the state and local governments freely indicate school principals. The second is election, where school staff, students, and parents can vote for school principals. The third is public recruitment (concurso publico), where school principals are selected by written examination and qualifications. This paper focuses on election and public recruitment and examines their characteristics from the perspective of democracy and professional certification for principals. Analysis makes it clear, first, that election is much more democratic than public recruitment. Second, however, when election is combined with other selection methods such as testing, certification, or both of them, it requires candidates with more specialized knowledge than election itself. Third, in election, the degree of reflection of the opinion of the school community is different depending on its usage in the selection process. Fourth, there are three patterns in the recruiting system of the board of directors: the first is that principals and vice-principals are selected independently; the second is where the selected principal chooses the vice-principal; and the third is where the principal and vice-principal are selected as one set.

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Brazil has a skewed land distribution. Landless peasants in Brazil have illegally migrated into or "invaded" abandoned secondary forests and pastures since the 1970s. This is called the landless workers' movement. The community formed by this movement is called assentamento or acampamento. MST (Landless Workers' Movement; Movimento dos Trabalhadores Sem Terra) is an organization of a social movement, generally regarded as one of the largest social movements in Latin America.This paper examines what type of education MST provides to landless people living in the assentamento or acampamento and how MST has contributed to public education in Brazil. The analysis showed that what MST has demanded is public education along with MST's unique educational policy and theory; MST has achieved this for the landless people in assentamento and acampamento. In addition, MST has contributed to the creation of the National Education Program of Agrarian Reform, which is not only for People in assentamento but also for those in rural areas. These findings indicated that MST has contributed to developing access to public education for people in rural areas as well as landless people.

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Parental involvement or school and family community partnerships have been included in the Japanese educational policy and are expected to be implemented in schools as in other countries. While the USA has developed research into parental involvement theory as an important issue to provide more effective educational programs, Japan has paid little attention. The aim of this paper is to examine the Epstein School, Family, and Community Partnerships theory, which is one of the latest and most notable theories in the USA, and to clarify the applicability of Epstein's theory in schools. This paper compares Epstein's theory with that of Gordon, a pioneer of parental involvement research in the 1960s and 1970s. Comparative analysis indicated that Epstein's approach expects the school to be improved by the promotion of school and family partnerships, while Gordon's approach relies on the results of parental involvement. Thus, Epstein's theory requires the school to change first. This study suggests the importance of examining different concepts of parental involvement, which may not generally be considered as the mode of parental involvement in Japan but may perhaps be necessary for some families. Further studies are required to investigate the most effective theory of school, family, and community partnerships as well as parental involvement.

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DOI： 10.20701/kansaisea.38.0_1

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Publishing type：Rapid communication, short report, research note, etc. (bulletin of university, research institution)  

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Publishing type：Research paper, summary (international conference)  

Presentation type：Oral presentation (general)  

Presentation type：Oral presentation (general)  

Presentation type：Oral presentation (general)  

Presentation type：Oral presentation (general)  

Presentation type：Oral presentation (general)  

Presentation type：Oral presentation (general)  

Presentation type：Oral presentation (general)  

Presentation type：Oral presentation (general)  

Presentation type：Oral presentation (general)  

Presentation type：Oral presentation (general)  

Presentation type：Oral presentation (general)  

Presentation type：Oral presentation (general)  

Presentation type：Oral presentation (general)  

Presentation type：Oral presentation (general)