PUBLIC POLICIES IN BRAZILIAN EDUCATION

REALITIES, CHALLENGES, AND PERSPECTIVES

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DOI:

https://doi.org/10.56579/rei.v7i6.2659

Keywords:

Educational policies, Basic education, Inclusion, Regional inequality, Educational management

Abstract

This paper addresses the complexity and challenges of public education policies in Brazil, focusing on policies aimed at basic education. The study discusses the role of the State in the formulation and implementation of these policies, analyzing key historical milestones, such as the creation of the Fund for the Maintenance and Development of Basic Education (Fundeb) and the National Education Plan (PNE), as well as specific programs such as the National School Feeding Program (Pnae). The qualitative documentary research highlights the importance of policies that promote educational equity and quality, but also identifies obstacles, such as lack of resources, administrative discontinuity, and regional disparities that compromise the effectiveness of the actions implemented. The analysis demonstrates that, despite advances, the sustainability and effectiveness of policies depend on a long-term commitment and integrated management between the federal, state, and municipal levels. Finally, recommendations are presented for the improvement of educational policies, emphasizing the need for strategic planning that considers regional specificities and ensures the inclusion of all students in the Brazilian educational system.

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Author Biographies

Guilherme Mendes Tomaz dos Santos, Federal University of Rio Grande do Norte

He completed a Postdoctoral program in Education at the Federal University of Rio Grande do Norte (UFRN). He holds a Doctorate and a Master's degree in Education from La Salle University (Unilasalle/Canoas) with a sandwich period (in both programs) at La Salle University Mexico (Ulsa). He is the Coordinator of the Bachelor's Degree in Spanish Language and an Assistant Professor at the Faculty of Engineering, Letters, and Social Sciences of Seridó (Felcs) and a Permanent Faculty Member of the Graduate Program in Innovation in Educational Technologies (PPgITE) at UFRN. He is the leader of the Research Group on Educational Innovation, Training, and Professional Development (G-Pieford/CNPq/Felcs/UFRN).

Meirilene Alves Fernandes, La Salle University

Master's degree in Education from La Salle University. Graduated in Law from the Pontifical Catholic University of Goiás (PUC). Licensed in English Language from the State University of Goiás and Philosophy and Theology from the Theological Education Faculty of the Federal District. Member of the Research Group on Educational Innovation, Training, and Professional Development (G-Pieford/CNPq/Felcs/UFRN). Lawyer and President of the Aeronautical Law Commission of the OAB Section of Anápolis/GO.

Madson Fernandes de Melo Junior, University of International Integration of Afro-Brazilian Lusophony

Master's in Energy and Environment from the University of International Integration of Afro-Brazilian Lusophony. Bachelor's in Production Engineering and Bachelor's degree in Mathematics. Experience with Course Coordination in Distance Education at Uniateneu. Experience in the area of Educational Management and advisory at the Federal Institute of Pernambuco's Sertão, holding the positions of General Director and substitute Teaching Director and Cabinet Manager. Mathematics teacher for the City of Fortaleza. Member of the Research Group on Educational Innovation, Training, and Professional Development (G-Pieford/CNPq/Felcs/UFRN).

Alejandro Arango Correa, Remington University Corporation

Master's degree in Technological Innovation Management from the Metropolitan Technological Institute. Professor with experience in Bioeconomics, entrepreneurship, and research methodology in undergraduate and graduate programs at various Higher Education Institutions in Colombia. Research Coordinator at the Faculty of Engineering of Remington University Corporation. Leader of the Ingeniar Research Group and Vice-Leader of the Educational Innovation, Training, and Professional Development Research Group (G-Pieford/CNPq/Felcs/UFRN).

References

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Published

2025-12-19

How to Cite

Santos, G. M. T. dos, Fernandes, M. A., Melo Junior, M. F. de, & Correa, A. A. (2025). PUBLIC POLICIES IN BRAZILIAN EDUCATION: REALITIES, CHALLENGES, AND PERSPECTIVES. Interdisciplinary Studies Journal, 7(6), 01–17. https://doi.org/10.56579/rei.v7i6.2659

Issue

Vol. 7 No. 6 (2025): JOURNAL OF INTERDISCIPLINARY STUDIES

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ARTICLES

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