Education was central to Brazil’s social and economic development in the first decade of the millennium. Higher enrolment rates at every level of education, a reduction of inequalities in access and falling rates of illiteracy have meant that young people entering the workforce are much better educated than previous generations. However, in the past few years, economic growth and social progress have stalled and, in some cases, gone into reverse. More recently, the COVID-19 outbreak has and continues to cause severe human suffering in Brazil, and plunged the economy into another, even deeper economic recession. The social and economic effects of the pandemic have hit the most vulnerable individuals and communities hardest, increasing the risks of poverty and exacerbating inequalities.

Even before the COVID-19 crisis, the social and economic development which Brazil achieved over recent decades had stalled and gone into reverse. Against that background, the COVID-19 pandemic has deepened economic recession, and has hit hardest on those least able to cope with the downturn, exacerbating inequalities that still place Brazil among the more unequal countries globally (see Chapter 1). Education, the topic of this report, has played a big part in Brazil’s progress, and has the potential to support the country’s recovery. Drawing on the extensive range of data available, and the experience of OECD and comparable countries, this report examines the challenges faced by Brazil in improving the quality and equity of education while also addressing the immediate demands from the COVID-19 crisis.

Even before the COVID-19 crisis, the economic growth and reduced inequality which Brazil achieved over recent decades had stalled and gone into reverse. Against that background, the COVID-19 pandemic has deepened economic recession, and has hit hardest on those least able to cope with the downturn, exacerbating inequalities that still place Brazil among the more unequal countries globally. Education, the topic of this report, has played a big part in Brazil’s progress, and has the potential to support the country’s recovery. This report will examine the strategic challenges faced by Brazil in improving the quality and equity of education while also addressing the immediate demands flowing from the COVID-19 crisis. Chapter 1 sets the scene for this report, describing the national context, and the education system of Brazil and how it is organised and governed.

This chapter looks at the participation of Brazilian children and youth in education and how it compares with other countries. It explores their enrolment in schools and other educational institutions and how they progress through the different stages of education. It examines Brazil’s key challenges: ensuring progression and improving equity.

Ensuring that everyone takes part in education is only the beginning. Students also need access to quality education, where they are able to learn and develop knowledge and skills of value for the labour market and in their wider lives. However, for many Brazilian students that is not the case. Many leave school without the most basic skills. Drawing on PISA and national assessment results, this chapter looks at the outcomes of Brazil’s education system and how they compare to benchmark countries. The analysis focuses on students’ learning outcomes and what they mean for individuals’ careers and life chances.

This chapter examines the use of financial, material and human resources, focusing on Brazil’s overall expenditure levels, the allocation of resources across education levels and recent trends. The analysis looks at two overarching issues: the levels of equity and the efficiency of funding and resource allocation in Brazil’s education system.

Two of the most important factors in determining the success of an educational system are teachers and school leaders. Drawing on data from PISA and TALIS, this chapter examines teachers in Brazil, how they are trained, recruited and remunerated, their professional development, the teaching strategies they use, how they are appraised, and how they compare with counterparts in other countries. The chapter looks also at Brazilian school leaders, and their critical role in supporting teaching and learning in schools.

On several measures, the well-being and life chances of Brazilian children have clearly improved. However, significant issues remain, and new challenges have emerged, many of which are linked to the COVID-19 crisis. This chapter draws on results from PISA, the TALIS questionnaire and national surveys to discuss student behaviours, expectations and well-being in Brazil, how they compare to benchmark countries, and the implications they have for learning. The aim is to help identify policies and practices that increase resilience, lower stress levels, enhance well-being and improve learning in the short-, medium- and long-term. This chapter will focus on three interrelated themes: first, the school environment and culture, which have a profound influence on students’ attitudes, behaviour and life chances. Second, students’ aspirations and perceptions. Third, their material, psychological, cognitive, social and physical well-being.

This chapter sets out ten steps that, taken together, would lead towards a stronger education system in Brazil, first exploring the issue of priorities and resources, then the quality of teaching and learning, and finally equity. This chapter then discusses how to implement these steps through better governance, prioritisation and data.