Recebo artigo publicado em 2005 pelo Canadian Council on Learning sobre o perfil dos alunos de primeiro ano das suas universidades. Destaco o título e o início do artigo:
"Do students entering university have the basic writing and math skills they need?
If the articles and editorials devoted to the topic are any indication, large numbers of first-year university students are incapable of writing a coherent sentence, even though they graduated from high school with good marks. Some universities have resorted to using “academic spies” who use statistical techniques to identify students that are in need of additional support. However, like most issues, the situation is more complex than first appears. (...) The Faculty of Engineering at Waterloo University administers an examination in mathematics to assess the preparedness of first-year students. Between 1991 and 1996, 4,000 first-year students were tested. The data show that over the period there has been a very slight decline in performance, accounting for approximately 2% of the total variation in test scores. The University of Western Ontario administered a mathematics diagnostic test in 1984 and then in 1992, and noted a slight decline in performance (Coutts & Goyder, 1998)."
E ainda fazemos chacota das respostas e redações de nossos alunos do Ensino Médio como resultado tupiniquim. Como vemos acima, não é uma virtude brasileira. É um problema (dos grandes) mundial. Relaciona-se com os dados de descrença, desmotivação e conflito entre culturas de adolescentes com suas escolas.
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