CIEE Study Center
Pontificia Universidad Católica de São Paulo
Fall semester, Academic year, Spring semester, Calendar year
ACB Evaluation Report Sao Paulo 1998
Universidade de São Paulo: March 30 - April 2, 1998
Universidade Federal da Bahia: April 2 - April 4, 1998
The Academic Consortium Board (ACB) of Council is pleased to present the
following report on the Council Study Center in São Paolo and Salvador, Brazil.
The report of the evaluation team was received and distributed to members of
the Evaluation Committee of the ACB.
Table of Contents
EXECUTIVE SUMMARY
METHODOLOGY
EVALUATION
I. Quality of Academic Activities Including Teaching and Assessment
A. Universidade de São Paulo
B. Universidade Federal da Bahia
Assessment of Academic Offerings
Teaching Methodology and Assessment
The Appropriateness of Academic Activities
II. Quality and Appropriateness of Services
Pre-departure services
On-site Services
Housing in São Paulo
Housing in Salvador
Meals vs. Food
Cost of Living
Transportation
III. The Quality and Appropriateness of the Students who Participate
IV. Quality of Facilities
Office Space: USP
Office Space: UFBA and CEAO
Classroom Space
Library and Computer Access
V. The Program’s Plans for Improving its Teaching and Services
VI. The Program’s Relationship with the Host Universities
VII. The Perceived Satisfaction of the Consortium Member Institutions
VIII. The Perceived Satisfaction of the Student Participants
IX. Safety and Security Issues
X. The Program’s Compliance with Council’s Policies
XI. The Quality of Administration and Management of the Program&
Academic Director, São Paulo
Resident (Administrative) Director, São Paulo
Program Coordinator, São Paulo
Portuguese Language Instructors, São Paulo
Academic Assistant, São Paulo
Academic Director, Bahia
Director, CEAO, Bahia
XII. Future Prospects and Plans
ACKNOWLEDGMENTS
If you have feedback about this ACB Evaluation please email
evaluations@ciee.org
EXECUTIVE SUMMARY
The Council Study Center administers several programs at the Universidade de
São Paulo (USP), the most basic of which is a one-semester program preceded
by a 5-week pre-session. Students may also choose to enroll in a full-year
program or a second semester option at the Universidade Federal da Bahia
(UFBA) in Salvador, Bahia. This long-running Council program is stable with 23
students per year at one of the most prestigious universities in Latin America.
The highly responsive staff at this center provides abundant support for student
needs in this particularly challenging urban environment as well as oversight of
the Bahia program. The intensive pre-session provides a valuable immersion into
the academic and social environment of Brazil.
At the time of the visit, the administrative team in São Paulo consisted of Ana
Luiza de Lima Coimbra, Resident Director; Professor José Carlos Sebe Bom
Meihy, Academic Director; Otoniel José Mosaner Niccolini, Program Coordinator;
and Lourival dos Santos, Academic Assistant. The Portuguese language
instructors are Iracema Guimarães, Sylvia Bononi, and Magaly Braz. The
administrative team in Bahia consists of Professor Aurélio Lacerda, Director; and
Professor Jeferson Bacelar, faculty. The São Paulo team is highly experienced
and very dedicated to the well-being of the students. Its members have a
congenial and respectful relationship with each other.
There is no doubt that this is a good program. Council consortia members have
expressed satisfaction with the program and with Council staff in Brazil.
Students, too, expressed their satisfaction with all aspects of the program except
for issues related to living in a megalopolis like Sao Paulo. However, when
students were asked if they would consider returning to Brazil on this same
program with all factors being the same, the answer was a resounding YES!
Four issues are of particular concern:
•
•
Housing is very high cost, spread out across the city, and fails to provide
meaningful cultural exchange. Students also complain of lack of support in
negotiating details of housing arrangements.
The optional program in Bahia is popular and growing, and its structure
and staffing need to be re-thought.
•
The growing popularity of the program among African American students
calls for greater effort to fulfill their requests for information on race
relations in Brazil and for placements in homes of Afro-Brazilians.
•
At both universities, lack of institutional recognition of the program means
students have difficulty getting access to libraries and computers.
We offer specific recommendations for action in the body of this report.
Table of Contents
METHODOLOGY
The evaluation team was composed of Duleep C. Deosthale, chair, Fernando
Arenas, and Virginia Garrard-Burnett. Dr. Deosthale is a member of the
Academic Consortium Board (ACB) and Director of the Center for International
Programs at the University of Alabama at Birmingham. He has also been a
faculty member of the Department of Foreign Languages (Spanish). Dr.
Fernando Arenas is Assistant Professor of Brazilian and Portuguese literature in
the Department of Spanish and Portuguese at the University of Minnesota-Twin
Cities. Dr. Virginia Garrard-Burnett is Senior Lecturer in History in the Institute of
Latin American Studies at the University of Texas at Austin. She also serves as
advisor to students traveling on Council programs to Latin America, including
Brazil.
The three members of the evaluation team each reviewed the history and
evaluation of the program produced by International Study Programs (ISP). We
studied the course catalog, and reviewed course syllabi for all program courses;
we read Resident Director end-of-session reports fall 1996 and spring 1997. We
sampled grade reports and student evaluations for the past 2 years. We
reviewed statistical information relevant to the participants—numbers, gender,
ethnicity, sending institutions, etc. We also reviewed the curriculum vitae of staff
and faculty (for Council) Finally, we stepped back to look at strengths,
weaknesses, opportunities, and threats to the program.
In advance of the site visit, we sent invitations through the resident director to all
faculty, staff, and students at both sites—São Paulo and Bahia—inviting all to
meet with us and to comment on the program either orally or in writing. We met
with all the faculty and staff at three group meetings in São Paulo and one in
Bahia, each lasting about 2 hours; no one requested an individual meeting. We
had an opportunity to walk around on each campus. At USP, we had a dinner
with about 12 students, met with the Academic Director, and had multiple
meetings with the Resident Director who also accompanied us to UFBA, where
we met with the Rector, the Vice Rector for Graduate Studies, the Director of
International Relations, and Council faculty.
Team members visited both language classes, intermediate and advanced. We
also sat through the core class, Contemporary Brazil, taught in Portuguese. We
could not visit regular USP classes due to the pressing schedule while UFBA
was on strike.
The Evaluation Team met individually and/or collectively with the following
administrators, faculty, and staff at the two institutions:
Universidade de São Paulo
Professor José Carlos Sebe Bom Meihy, Academic Director; Ana Luiza de Lima
Coimbra, Resident Director; Iracema Guimarães, Sylvia Bononi, and Magaly
Braz, Portuguese faculty; Otoniel José Mosaner Niccolini, Program Coordinator;
and Lourival dos Santos, Academic Assistant.
Universidade Federal da Bahia
Professor Luiz Felippe Perret Serpa, Rector; Professor Robert C. Verhine, Vice
Rector; Hélio Augusto Monteiro Filho, Director, International Affairs; Professor
Jeferson Bacelar, Faculty; and Professor Aurélio Lacerda, Academic Director.
The team jointly drafted and agreed on the recommendations made in this report.
Table of Contents
EVALUATION
In accordance with the Committee on Program Evaluation Plan for ACB Program
Review, the evaluation report is divided into 12 sections below, corresponding
with the terms of reference specified in the plan.
I. Quality of Academic Activities Including Teaching and Assessment
The Brazilian experience combines an intensive language and culture presession with classes at USP and with a second semester option at USP or at
UFBA.
Table of Contents
A. Universidade de São Paulo
The academic level is very high. Internationally recognized for its faculty and
research, USP is one of the finest universities in Latin America. USP faculty
generate a high percentage of Brazil'
s total research output. Students have
access to an extensive range of courses and have opportunities to interact with
renowned faculty.
In the humanities and social sciences, the theoretical emphasis is greater than in
comparable undergraduate courses in the United States. As a result, students
expressed concerns regarding their insufficient conceptual and linguistic
background in order to keep up with class discussion. In spite of these concerns,
students felt comfortable and challenged with their USP classes; one student
even opted for a class in chemistry.
Second-semester students at both USP and UFBA expressed little or no
frustration with their academic environment, in contrast with newly arrived
students who, naturally, experienced a period of adjustment to the new language
and culture.
Recommendations
•
Advise students that courses in the humanities and social sciences in
Brazilian universities at the undergraduate level tend to be theoretically
oriented.
•
If several students in a class experience conceptual as well as linguistic
challenges, find a TA to lead outside discussion.
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B. Universidade Federal da Bahia
It is difficult to compare UFBA with USP because USP’s resources are generally
far superior. Nevertheless, UFBA enjoys national recognition in courses related
to the Afro-Brazilian experience; e.g., anthropology, history, dance, and Bahian
culture. Indeed, the strength of the UFBA program lies in the Bahian/AfroBrazilian component. While USP is generally superior in the humanities and
social sciences, UFBA does have nationally recognized academic programs in
the fine arts, music, theater, public health, and medicine—albeit primarily at the
graduate level.
Recommendations
•
Offer students a selective range of courses in African culture: the African
Diaspora in Brazil, and the Bahian cultural milieu in particular. For
•
•
•
example: Bahian Dance, Anthropology of the Black Experience, AfroBrazilian Religion, African Literature in Portuguese, Race Relations,
Brazilian and/or Bahian history, literature, culture, sociology, and Public
Health as related to Bahia.
Identify a list of thematically appropriate courses and create a core around
which students can build a coherent program of study of Bahian/AfroBrazilian culture. This core should be academically coherent and
challenging. We believe the key to the success of the Bahia program
depends on this format.
Due to the higher level of instruction at USP, students interested in topics
outside the Bahia core should be advised to study in São Paulo.
As part of the core program in Bahia, offer an obligatory language
component similar to the one in São Paulo.
Table of Contents
Assessment of Academic Offerings
USP semester and year-around programs: Students were satisfied with the
academic offerings, although they expressed frustration with not having direct
access to professors and with not being informed of changes in a syllabus or
class schedule. Although students were perplexed that syllabi tend to be rather
general in the Brazilian academic system, they learned to cope with this new
cultural reality. Students also expressed satisfaction with the field trips and would
like to have more if possible.
Brasil Contemporâneo: Contemporary Brazil is a key academic component in the
São Paulo program, serving as an introduction to the country and culture. It
begins during the 5-week pre-session and continues throughout the academic
year; it is taught by Professor José Carlos Sebe with Lourival dos Santos as his
teaching assistant. An interdisciplinary course and academic forum, it reflects
current issues in Brazilian society through literature, film, popular culture, the
media, history, and politics. It could be said that it serves as an intellectual filter
of Brazil for American college students.
UFBA semester program: Professors Aurélio Lacerda and Jeferson Bacelar
provide students a broad spectrum of basic courses representing social science
topics related to Bahia, Brazil, and/or Latin America. However, there was no
experienced administrator who was Council-trained and who could help students
structure their curriculum. As a result, students also select courses outside this
list. Many were permitted to take classes outside the scope of Bahia or Brazil; for
example, one student was taking a Spanish-American literature class, in
Spanish, a contemporary art history course with no focus on Brazil, and
Economics, again with no emphasis on Brazil.
Students were forthright in evaluating their courses. While some felt intellectually
challenged and enjoyed their particular courses, others were not challenged
rigorously enough.
Students were disappointed in the lack of academic advising. Students were
particularly disappointed since there was no specific orientation, and they were
unaware of how to select classes. In due course they did learn of some exciting
courses, but teachers did not allow them to register because they were late. Prof.
Lacerda has influence and which could have easily remedied this problem. But
he was frequently absent due to many pressing duties (UFBA was on strike when
we visited); thus he was unavailable to students.
We are aware that Prof. Lacerda is new to this assignment, works only part time,
and is not familiar with how Council operates. Furthermore, the large numbers
that suddenly appeared in the program this year may have caught him off guard.
Students were puzzled by the complete absence of field trips in an area that is so
rich in culture. They assumed that the course offered by Council would include
some trips related to the material being studied.
Recommendations
•
•
•
In spite of the concerns which have been expressed feel the UFBA option
should be kept open and developed carefully; it has a lot of merits.
Given this scenario, we feel very strongly that Council should implement
the core program. Council literature on Bahia should be very specific in
terms of the unique nature of the program objectives. Some distinctive
field trips should be included as part of the core; it will enhance the
academic offerings.
If this program is expected to continue to grow and show positive results,
Prof. Lacerda needs help. We believe that Council New York should
strongly consider appointing or designating a full-time administrator whose
primary responsibility will be Council students at UFBA. Prof. Lacerda’s
good connections on and off campus could be put to good use if someone
could carry out his requests on behalf of the students.
Table of Contents
Teaching Methodology and Assessment
Brasil Contemporâneo (BC): We all sat in on the BC class which was co-taught
that day by Professor Sebe and TA Lourival dos Santos. Sebe lectured during
the half on Caetano Veloso'
s new book Verdade Tropical, Tropical Truth. Veloso
is one of Brazil'
s most prominent contemporary singer/musician/composers and a
recognized cultural figure. The discussion dealt with the 60s in Brazil and
Caetano'
s artistic, cultural, and political involvement in the counter-culture
movement, which also constituted one of the main opposition fronts against the
reigning dictatorship of the time. Sebe was extremely well organized: his lecture
was clearly outlined on the blackboard and he was efficient and succinct. He
clarified points when needed and fielded questions from students. He also asked
questions of random students to engage them in the material.
Lourival dos Santos taught the second half, employing a style similar to Prof.
Sebe’s; viz., lecture punctuated by questions to and from students. The
discussion veered more toward the historical, socio-political, and cultural context
of the 60s in Brazil. The lecture was general, rather than specifically focused on
Veloso'
s book. The eventual goal that day was to read and listen to some of
Veloso'
s songs of that era. Lourival was clear, rigorous, and engaging.
We were impressed. Both instructors were well prepared, thought-provoking, and
engaging. They had a very good rapport with students. Students seemed
attentive throughout and asked numerous questions. While some tried to
monopolize the floor, the instructors managed the time efficiently. The topics
were interesting and quite relevant for understanding Brazilian culture today.
Veloso'
s book was topical, having been published just a few months before.
Advanced and Intermediate Portuguese Language classes: We observed both
levels. In the Advanced class, the activity of the day was the reading and
discussion of a light-hearted, yet culturally-rich short story on soccer in Brazil.
The focus was on reading, comprehension, vocabulary acquisition, grammar
review, and cultural contextualization. The class was interesting, engaging,
rigorous, and even at times, funny. The instructor had students read aloud, and
would intermittently ask questions regarding vocabulary, grammar, and culture.
She corrected grammar or pronunciation when pertinent. She elicited constant
participation on the part of students. She had excellent rapport with the group,
and class activities were superbly organized. The short-story was used in
imaginative and efficient ways for language acquisition at an advanced level, as
well as for cultural overview.
The intermediate class focused on the use of the subjunctive in spoken
Portuguese. In the first part the teacher engaged students in a spirited dialogue,
calling on them to correct each other. The second half of the class was devoted
to an exercise in which students listened to a popular song which had a number
of subjunctive uses. Then they went up to the front to re-arrange a jig-saw
puzzle-type set of phrases that would, when complete, be the song they had just
heard. The students demonstrated great enthusiasm and were stumped on just a
few phrases. The teacher paced the class well to allow enough time for listening
and writing.
Internship: Only one student indicated any interest in this area, and he was
making his own arrangements.
Table of Contents
The Appropriateness of Academic Activities
Both sites in Brazil are educationally valuable and appropriate for Council
undergraduate students. The courses are well structured and respond to the
growth of Brazil as an industrial giant and to the need for U.S. undergraduates to
understand the nuances of Brazilian life and culture.
Students indicated a desire to use this experience as a way of getting into
business with an emphasis on Latin America. Quite a few had taken Spanish and
the added knowledge of Portuguese and Brazilian customs prepared them for
venturing into any area of Latin America. We noted that students coming from
Council programs in Argentina and Chile have attended the pre-session to
develop third language proficiency.
Table of Contents
II. Quality and Appropriateness of Services
Pre-departure services
Council Travel: Students reported problems and generally were not satisfied with
the services provided by Council Travel. Two said that Council Travel had tried to
issue them tickets that were inconsistent with the program dates. Several
complained that Council Travel'
s student airfares were not cheaper than those of
competitive agencies.
Recommendation
Council Travel should be familiar with academic programs’ dates and times—
especially the dates participants need to be on site.
Council-New York: Students receive all information necessary for their stay in
Brazil. Except for some pre-departure information (see attached booklet for
recommended changes), the literature seems appropriate, although students had
mixed opinions. Students from the northeast United States received their
documents and had their questions and concerns answered quickly. Students in
the Midwest and the rest of the country said the material took longer to arrive.
Some students complained that information on travel and arrival dates arrived
during or just before finals, when it was difficult for them to deal with it, and they
felt that action items should be highlighted. We concluded that some of these
problems were the personal responsibility of the student.
Recommendations
o
o
o
o
o
o
o
Revise pre-departure literature as indicated in the attached booklet
Correct factual errors in the São Paulo student handbook regarding
the library and access to computers.
Add a discussion on race relations, more specifically, Brazilian
attitudes toward peoples of African descent. African-American
students were unanimous in expressing their concerns about this
issue
Provide current and realistic information on the high cost of living in
Brazil, particularly in São Paulo.
Add to the section on housing a greater insight into Brazilian family
culture and attitudes toward any type of financial transaction.
Revise the housing application to clarify the needs and
expectations of students and host families.
Provide students and their parents with data on homestay families
that is similar to the data host families have on arriving students.
Table of Contents
On-site Services
Getting settled and established in São Paulo: The program starts with a 5-week
language and culture pre-session. The first 2 days are spent in an orientation that
covers all aspects of life in São Paulo, using the student handbook discussed
above. Generally, the 2-day orientation is an ideal introduction to what students
should expect.
Students are housed in a hotel during the 2-day orientation. Subsequently they
move in with their pre-assigned host families. During the 5-week pre-session,
classes meet Monday through Friday from 8:30-1:30. In addition, there are
organized excursions such as attending the theater, seeing films, and exploring
museums. Students are expected to attend these activities, and after each, write
a report on the experience. Most days, including some weekends, students are
kept busy from morning until at least 5:30.
The very full schedule is intended to serve both as an immersion in the language,
culture, and life in São Paulo and as a subtle way of overcoming culture shock by
minimizing the amount of time students spend alone. The students liked the presession, valued the nature and structure of the classes, and appreciated the
commitment of all involved; however, they said the long days were overwhelming
and exhausting. Among their concerns were lack of time to make housing
arrangements and to gain a perspective on practical aspects of day-to-day life in
the city.
Council Brazil staff and students alike believe that one credit hour is insufficient
and does not reflect the pre-session’s real intensity and value.
Recommendations
•
•
Add a tour of the USP campus that includes an explanation of campus
administration and the intricacies of campus life.
Increase the number of credit hours for the pre-session from one to three.
Not only will this accurately reflect the amount of work and time devoted
by a student, it will also formally recognize the pivotal role of the presession in the total experience in Brazil.
Getting settled and established in Salvador, Bahia: Participation in this program
has recently jumped from 2-3 students to 10 students, and Council staff is only
part-time. Thus there is limited organizational infrastructure and little orientation.
The student handbook has basic useful information on the city, like a tourist
guide. Council staff in São Paulo wrote this book and distributed it for the first
time this term. They have submitted it to Council staff in Bahia to review and
upgrade. We applaud these first steps.
Recommendations
•
•
Develop a 1-day orientation to Salvador, a much more maneuverable city
than São Paulo.
Expedite the expansion of the Bahia handbook to include information on:
o
o
o
o
o
o
Activities available in the city that support the core program
Council Bahia
Housing and host families
University facilities
Bahia/Afro-Brazil courses available and sample syllabi
Race relations: a Bahia perspective
Table of Contents
Housing in São Paulo
The issue of housing is similar in both cities, although aggravated by
transportation costs, distance, and time in São Paulo. Housing arrangements are
made by Council for the pre-session in São Paulo. At the end of the 6 weeks, a
student may decide to stay, to find a different host family, or to make other
arrangements. Students are provided with addresses of some host families and
left to negotiate costs and services to be provided by the family. Students in both
cities, but more acutely in São Paulo, unanimously expressed their complete
dissatisfaction with the process, the service, and the families themselves.
The most common complaint was the high cost of room and board, starting at
about U.S.$600 a month, although costs varied significantly from family to family.
Cultural factors further complicate the process. Brazilians feel uncomfortable
dealing with money matters in this supposed host family atmosphere. In the
absence of a mediator, students are helpless in dealing with their host families
and do not know what aspect of their behavior may have soured their
relationship.
Another major issue is the complete absence of possible cultural exchange.
While Council'
s goal is that the host families contract to provide students with a
family atmosphere where students can learn about the culture and improve
language skills, the reality according to students is that none of this is true.
Students report two scenarios: In one, they are not included as a part of the
family, and their presence in the house represents solely an economic benefit for
the host family. Students said they did not feel like returning home after class as
there was little or no communication with their so-called hosts. In the other
scenario, some host families seem to expect a greater interaction with the
students, but the students seem disinterested, since students regard their
association solely in business terms due to the high cost of living.
All three students groups we met with further complained that Council assistance
was limited and unable to resolve issues. Most wondered why São Paulo was the
only Council program with housing not included and no specific arrangements
made for it. Second-semester students were a little less concerned, having
resolved their problems by getting out of housing situations.
Host families are identified primarily through a poster around campus that invites
Brazilian families to experience a "cultural exchange" or to house a student for
six weeks. Families provide information and are expected to conform to some
basic guidelines regarding what they will provide. Generally, the houses are
comfortable and amenities meet requirements except for the home atmosphere
which was completely absent in all instances.
Another problem is that all the African-American students except one complained
about the complete absence of Afro-Brazilian families in the home stay program.
This issue will become increasingly important with the recent increase in AfricanAmerican students in the Brazil programs and with the expansion of the Bahia
program.
The Resident Director explained the difficulty in identifying host families in
general in São Paulo, and Afro-Brazilian families in particular. The few that are
willing to accept are spread all over the city, and it’s a very big city—twice the
size of Los Angeles or Chicago. Council’s attempts at finding families close to
campus have been unsuccessful. The rents negotiated for the pre-session,
although high by American standards, are typical of São Paulo, where the cost of
living is very high.
Council’s Administrative Assistant for the past 8 years, Wilson da Silva, an AfroBrazilian, understands the situation well. Wilson explained, in a separate
meeting, that the Afro-Brazilian population of São Paulo is lower middle class or
lower class, economically and educationally. In addition, many live in the poor
sections of town which are at least 2 hours by bus from the campus and students
would have to share a room. Afro-Brazilians who have been successful are not
receptive to the idea of cultural exchange or hosting a student. Wilson backed
much of his information with his own experience at the university and his strong
involvement in social issues on campus.
Recommendations
•
•
•
Expand the base of host families and identify diverse families as much as
possible.
Devote more space in the handbook to addressing issues of race relations
in Brazil.
Assume a pro-active role on behalf of students and their housing issues.
Consider becoming a disbursement office by assuming the responsibility
to pay the students’ rent and negotiate on their behalf.
•
•
Council literature should make clear that the host family situation in São
Paulo is actually not a homestay. It’s really a room-and-board situation in
a contractual arrangement. This information will clear any expectations of
a family atmosphere
The houses themselves were well furnished and comfortable, but the
homeatmosphere was completely absent in all instances.
Consider renting apartments that can be leased out to students.
The housing issue in São Paulo is a serious problem that will not go away.
Council needs to expend a greater effort to find a solution. Housing concerns
were at the heart of nearly all student dissatisfaction with the program.
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Housing in Salvador
Although the means of identifying housing in Bahia is similar, student response is
far more positive. While once again families are not in abundance, all second
semester students in Bahia had a positive experience there. They consider the
living experience in this culturally and historically rich city as an integral part of
their intellectual understanding of Bahia and that their academic experience has
been enhanced by living in this fascinating and (for many) exotic city. Rent as low
as $150 per month seemed to have a sunny effect on the students. Renting
apartments on their own was simple compared to the impossible situation in São
Paulo, even in situations in which students opted for housing that was some
distance from school.
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Meals vs. Food
There was general confusion in the interpretation of these two terms. In some of
the homestays, meals were cooked and served by someone at home. In other
situations, food was provided in the kitchen and students were expected to cook
it. Students often did not feel the terms of their agreement had been made clear,
and they were often ill-prepared to cook without microwave ovens and TV
dinners.
Recommendations
Orientation literature from Council New York and Council Brazil should explain
that some homestay situations will require knowledge of cooking.
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Cost of Living
The Evaluation Team had an earful of complaints on how expensive Brazil was
and that students should have been better informed about budgeting and
expenses. One second-semester student checked the web page for Brazil’s
consumer price index at his home campus and developed a budget according to
"official" prices at the time of his search. As it turned out, even these were quite
off base when he arrived in Brazil. Another student indicated that she may have
to return to the United States sooner than she expected because her school will
not increase her financial aid since it adhered to figures provided by Council
literature. None of the students considered going out for meals other than fast
food because of the high costs.
The Evaluation Team decided to investigate prices in São Paulo. We determined
that part of the problem is that students seek U.S. brands which are significantly
more expensive than local brands. However, local brands do not come cheap
either. Grocery costs are particularly high (broccoli U.S.$3.40 a head). Textbooks
were also far more expensive than in the United States.
This issue is particularly of concern as sending institutions have requested more
specific information regarding the ‘high’ cost of the program, and Program
Advisors lack data for detailed explanations.
Recommendations
•
•
•
Council Brazil should develop a list of typical objects needed for a onesemester or one-year stay in Brazil. This list should be updated frequently
and should be included in the pre-departure package.
Council New York and Brazil should provide students with a sample yet
realistic budget for the term or year.
Council literature should indicate upper limits so that students are in a
better position to request financial aid. Alternately, Council should provide
better data to assist financial aid officers in determining the quantity of aid.
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Transportation
After on-site observation of both São Paulo and Salvador/Bahia, as well as
extended conversations with students and staff at both sites, the Evaluation
Team concluded that both campuses are well located in their respective cities,
and that there is ample bus transportation available to and from them. Both
campuses—because they are large and spread out—have an internal bus
service at a very small fee.
The primary difference in the transportation scenario is, of course, the enormous
distances in a megalopolis such as São Paulo, which make it critical that
students be housed as close as possible to campus. Proximity to campus in São
Paulo may translate into a minimum 1-hour bus ride not including transfers or
walking time which can push total commute time to two hours, which by São
Paulo standards is not bad.
We are fully aware that Council Brazil does everything possible to house
students in areas that are close to campus and well served by public
transportation. However, students indicated that on average each spent close to
U.S. $5 on transportation and more if their classes were early in the morning or
late evening.
With regard to Bahia, the city is much smaller than São Paulo (about 3 million
inhabitants compared to São Paulo’s 15 million), so distances are considerably
less. Bus service is widespread and convenient, and students tend to be housed
in middle or upper-middle class neighborhoods that are relatively close to the
main campus.
The São Paulo handbook provides useful information regarding transportation
(bus, metro, etc.) in the city. The Salvador/Bahia handbook does not provide
much information on the subject yet.
Recommendations
•
•
•
Council Brazil should continue working to identify housing closer to
campus and other living arrangements that may help ease this situation.
Council Brazil publicity should accurately reflect costs of travel. Because
each bus ride requires a new ticket and it takes two or three buses to get
to campus and return home, what seems to be a budget item of U.S.$0.72
translates to U.S.$ 3.00 or 4.00 per day.
Council Brazil should inform students that a bus pass is available and
make arrangements to secure these well in advance (it takes 2 months) so
that they can be given to the students during their first week. This alone
might reduce some frustration.
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III. The Quality and Appropriateness of the Students who Participate
The program attracts a high caliber of students who are generally prepared to
rise to the academic and logistical challenges of life in a Brazilian university. We
met students representing a broad spectrum of institutional, ethnic, and
economic diversity. The sending institutions are selecting and recommending the
right students.
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IV. Quality of Facilities
Office Space: USP
The Council Office with its two-person team of the Administrative Director and
the Program Coordinator is strategically located in the main administration
building. Students drop in throughout the day. The office is also close to the
classrooms for the language classes and the Contemporary Brazil class.
Office Space: UFBA and CEAO
Council uses office space and meeting rooms in the Centro de Estudos AfroOrientais, CEAO. This important academic center, headed by Professor Bacelar,
is right in the heart of Pelourinho, Salvador’s historic district and the center for
most cultural activities. CEAO is the de facto center of operations of
Council/Bahia; we believe this is ideal. It houses an important library on African
and Afro-Brazilian cultures, and students take their anthropology class here,
"Antropologia do Negro."
Classroom Space
Council São Paulo has access to decent classroom space, much like that in the
United States, except for the lack of air-conditioning, unfortunately. Classrooms
are spread over different buildings, but most are within walking distance of the
Council office as well as from each other. Students taking classes in different
disciplines travel to many different buildings all over the large campus. Council
Bahia (CEAO) has large and well-located classroom space. It is, however,
outside the main UFBA campus; students take a bus to their buildings.
Library and Computer Access
Since Council students are not part of any facultad (school), they have practically
no access to resources. This is another serious issue that frustrates students and
impedes their ability to present quality work. The libraries and computers are
there, but the administrative procedures are restrictive. Presently, the only
access Council students have is through the personal efforts of the Resident
Director and bureaucratic manipulation.
Recommendation
Make formal arrangements with both universities to allow students access to
library facilities and computers.
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Program’s Plans for Improving its Teaching and Services
We were very satisfied with the teaching component. Council faculty informed us
of changes they had made to ensure a quality education and experience for
Council students. We were unable to meet any specific faculty from USP other
than those associated with Council. In UFBA, the university was on strike and the
team was limited to discussions with the Academic and Administrative Directors
and other university administrators.
VI. The Program’s Relationship with the Host Universities
There is no denying that arriving students need time to adjust to Brazilian
academic life. Registering for USP classes is a challenge, especially in areas in
which Council students have not taken classes before.
We met with the Administrative Director about Council’s relationship with USP’s
administration. While good, the relationship does not translate into departmentallevel accommodation of student needs. Students note that individual
departments and professors are unaware of Council and its students, resulting in
denied access to classes and faculty as well as departmental libraries and
computers.
At UFBA we met with university administrators including the Rector, the Vice
Rector for Graduate Studies, and the Director for International Affairs; we made
them aware of the Council program. Very few people were aware of this new
program’s existence.
Recommendation
Issue students a special ID with a status recognizable by USP and UFBA
administration, professors, libraries, and computer labs. Such ID should allow
students access to all resources.
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VII. The Perceived Satisfaction of the Consortium Member Institutions
We contacted five sending institutions prior to departure. The feedback was
helpful and covered some of the issues brought up by students. Sending
institutions expressed complete satisfaction with the program and were
enthusiastic in their support. There was a strong endorsement of the Council
Brazil staff and their capabilities. The academic component received very high
grades.
Concerns revolved around housing, a desire to see the Bahia program as an
independent program, or for a fully developed second semester option. The
biggest concern was the high cost of the program and trying to explain it to
prospective students.
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VIII. The Perceived Satisfaction of the Student Participants
Students indicated their general satisfaction with the program, saying it met many
of their personal goals and objectives. Housing was the greatest or in some
cases the only area of dissatisfaction.
Students seemed to have a very positive experience of Bahia. They said they
were able to experience facets of Brazil and the Afro-Brazilian experience in a
much more relaxed and comforting environment than São Paulo could possibly
offer. The level of everyday tension was also significantly less while living
expenses were in sharp contrast to their first term. In addition, students could
develop relationships with Brazilian students with less pressure than in São
Paulo.
Recommendations
•
•
We unanimously recommend the core program approach as described
earlier. This option is offered also in response to some sending institutions
who would like to see the Bahia semester option as a self-standing
semester. In view of the reservations of the São Paulo Academic Director,
Council New York should make this request in writing and permit him to
voice his concerns, and decide quickly.
Make all on-site Academic Directors, who also serve as advisors, aware of
the role of an academic advisor as it is performed in the United States,
including liability issues.
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IX. Safety and Security Issues
Both São Paulo and Salvador are safe cities. Petty crime and the disparity
between social classes is apparent, but there is not a high degree of crime.
Students were quite safety conscious. Students have not perceived any antiAmerican sentiment at all. On the contrary, they have found interaction with
Brazilians in both cities and on field trips quite encouraging.
In terms of housing, students indicated that they felt secure in their apartments
and with their host families, although personal relations were a different issue.
X. The Program’s Compliance with Council’s Policies
The program reflects well and complies with Council’s objectives and purpose.
XI. The Quality of Administration and Management of the Program
Academic Director, São Paulo
Professor José Carlos Sebe Bom Meihy, an internationally recognized historian,
brings a wealth of experience and knowledge. Having served as Resident
Director from 1977 to 1989, Professor Sebe has a solid understanding of
Council'
s objectives and a long experience of working with U.S. students. He
considers his work with Council to be a high priority, evidences enthusiasm and
dedication in the classroom, and regularly includes Council students in his
research and other department-related projects. Professor Sebe teaches the
Contemporary Brazil course which Council students are almost universally
enthusiastic about and recognize as being a fundamental component of their
Brazilian experience. We were impressed with his vitality, charisma, and the level
of engagement that he displays in the classroom. The content of the
Contemporary Brazil course is varied in the topics and methodologies covered,
and these change from semester to semester. He makes sure that the content of
the course touches on current Brazilian affairs, as well as student interests.
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Resident (Administrative) Director, São Paulo
Ana Luiza de Lima Coimbra is an excellent and effective program administrator
and liaison. Ana Luiza brings over a decade of experience with Council and 3
years as Administrative Director. She sensitively balances the needs of Council,
the students, and the host universities. Her administrative skills and connections,
her efficiency, and her personal flair and boundless energy are important factors
that allow this program to run quite smoothly. Students have great confidence in
her; she is accessible to them. Ana Luiza, with her natural talent for the rigors of
administration, is one of the program’s most valuable assets.
A long-standing, harmonious, professional, and personal relationship between
the Administrative and Academic directors allows for issues to be resolved
expeditiously in a collegial atmosphere of mutual respect and admiration.
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Program Coordinator, São Paulo
Otoniel José Mosaner Niccolini is a very strong asset to the program, particularly
in mediating between Council and the university and on behalf of students. As a
Brazilian who has lived and been educated in the United States, he has a vital
perspective on American culture and the expectations of American students in
Brazil.
Portuguese Language Instructors, São Paulo
After observing classes and meeting with them privately, we concluded that their
creativity, enthusiasm, and commitment are a strength of the program. Their
outgoing nature and high level of professionalism have a decisively positive
impact on student language proficiency. Students complete the 5-week presession language course with a good competence in Portuguese and enthusiasm
for the culture. Even those students who came to Brazil with only a basic
knowledge of Portuguese are able to attend regular USP courses alongside
Brazilian students after the pre-session. In addition, the teachers demonstrated a
willingness to include approaches that are conducive to learning by developing
independent material.
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Academic Assistant, São Paulo
Lourival dos Santos is a competent, well-read, history graduate student of
Professor José Carlos Sebe and serves as his teaching assistant.
Academic Director, Bahia
Professor Aurélio Lacerda teaches undergraduate courses in Brazilian Literature
in the School of Letters at the Universidade Federal da Bahia. He has also held
numerous administrative positions at the departmental level and university-wide
level. He is well connected both academically and administratively.
Director, CEAO, Bahia
Professor Jeferson Bacelar is a renowned scholar of anthropology at the
Universidade Federal da Bahia and Director of the Centro de Estudos AfroOrientais. He teaches "Anthropology of Black People," a popular course. He
indicated his excitement in working with Council students and a willingness to
guide them academically and logistically. He is open to learning about American
students’ perspectives on racial and ethnic issues while sharing his own.
We believe that Professors Lacerda and Bacelar are key figures in the Council
program in Bahia. They are intellectually and academically linked to the
academic areas we feel Council students should focus on. They share a good
working relationship, and both are eager to work with Council to expand its
program.
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XII. Future Prospects and Plans
•
•
•
•
The recent increase in numbers of African-American students interested in
the Brazil program has presented new challenges. Council Brazil should
address sensitive race issues as seen by Americans and Brazilians.
African-American students need to understand what to expect, and
Council Brazil needs to be able to respond effectively to its students’
needs.
Council literature on Brazil needs to be updated to accurately reflect
current estimates of cost of living and how things are done in Brazil.
Council should be prepared to answer the question "Where does our
money go?" Students did not question the high cost of the program, but
did want to know exactly what the program fee pays for.
The Council program in São Paulo and Salvador cannot be reviewed in 4
days.
ACKNOWLEDGMENTS
We are grateful to the Resident Director, Ana Luiza de Coimbra, for making this
visit so smooth. She and Council Brazil staff were gracious, helpful, wellorganized, and hospitable. We commend Professor José Carlos Sebe’s guidance
and support; he has put his heart and soul into developing this program. We also
benefited greatly from the help, patience, and support we received from Council
New York staff members Michael Delaney, Yarel Marshall, and Catharine
Scruggs, particularly regarding the last minute changes of team personnel.
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