Summary:
22 out of 253 qualification requests from Brazilian teachers approved since 2022
Discrepancies in teacher training systems between Brazil and Portugal complicate recognition
108 applications were denied, while 123 are still pending evaluation
Government seeks to address teacher shortages through various recruitment measures
Teachers express frustration over bureaucratic barriers hindering their access to classrooms
Brazilian Teachers Face Major Hurdles in Portugal
Since the academic year of 2022/2023, the DGAE (Directorate-General for School Administration) has only approved 22 out of 253 qualification requests from Brazilian teachers wishing to teach in Portuguese schools. Nearly half of the requests are still under review.
The issue will be addressed at the XIV Luso-Brazilian Summit this Wednesday, where Brazilian President Luiz Inácio Lula da Silva and Portuguese Prime Minister Luís Montenegro will discuss the recognition of Brazilian teachers' qualifications. Teachers argue that the DGAE is not honoring bilateral agreements, effectively blocking their access to classrooms.
Ricardo Jacob, a professor of electrotechnics and leader of the Teach in Portugal group, claims that the DGAE has been systematically disregarding treaties by applying its own criteria for recognition. Last week, he and other teachers presented a document detailing their situation to the Brazilian ambassador in Portugal, Raimundo Carreiro.
In response, the DGAE insists that it operates within the framework of the Friendship, Cooperation and Consultation Treaty between Portugal and Brazil, stating that Brazilian teachers must meet the same conditions as EU nationals to work in Portugal.
However, DGAE data shows that only 8.7% of applications from Brazilian teachers have been approved. Of the 253 applications submitted, 108 were denied, while 123 are still pending further documentation or initial evaluation.
Differing Perspectives on Teacher Qualifications
Professor Miriam Benevides argues that the DGAE misunderstands Brazilian teacher training, which typically lasts four to five years and includes internships. In contrast, Portugal's education system follows the Bologna Process, dividing degrees into two cycles. This disparity often leads the DGAE to require Brazilian teachers to complete additional coursework equivalent to a master's degree.
Teacher Daniel Abreu, who has been in Portugal for five years, expresses frustration at his inability to have his qualifications recognized despite numerous attempts. Similarly, Rita Ramos, an arts education graduate, faced rejection from the University of Lisbon and has been waiting months for guidance from the DGAE.
The Portuguese government, under Montenegro, is seeking solutions to the teacher shortage, including agreements to recover frozen service time for teachers and plans to recruit retired educators.
Government Actions to Tackle Teacher Shortage
The government is also implementing measures such as offering financial incentives to teachers delaying retirement, recruiting research fellows for teaching positions, and conducting extraordinary recruitment drives in regions with the greatest teacher shortages.
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