SOCIOLOGICAL ISSUES AND PUBLIC EDUCATION IN CONTEMPORARY BRAZIL: CHALLENGES AND ALTERNATIVES

SOCIOLOGICAL ISSUES AND PUBLIC EDUCATION IN CONTEMPORARY BRAZIL: CHALLENGES AND ALTERNATIVES

Authors

  • Aline Raquel Richter Author
  • Cristiane Turcato da Costa Author
  • Nelson Davi Damke Author
  • Adriana Cardoso Author
  • Rosiara Dutra Maciel Author

DOI:

https://doi.org/10.51473/rcmos.v1i1.2025.836

Keywords:

Public education. Social inequality. Structural racism. Affirmative policies. Educational equity.

Abstract

This study analyzes the sociological issues influencing public education in Brazil, focusing on social inequalities, structural racism, and alternative policies to promote inclusion and equity. Through a bibliographic review, the research examines the historical development of public education, highlighting how the educational system reflects and reinforces structural inequalities. Factors such as economic exclusion, spatial segregation, and racial disparities limit access to quality education, disproportionately affecting Black and vulnerable populations.
The study revealed that structural racism manifests in school practices and curricula, which have historically neglected Afro-Brazilian cultural representation. Affirmative policies, such as racial quotas and the ProUni program, have contributed to reducing these inequalities, although challenges like the full implementation of Law 10.639/03 and teacher training persist. International initiatives, such as Nordic educational models, underscore the importance of integrating equity and quality in educational planning. The study concludes that transforming Brazil’s educational system requires strengthening inclusive public policies that address structural barriers and promote social justice. Continuous investment in teacher training, infrastructure, and the integration of innovative practices is recommended. This work contributes to the academic debate by proposing pathways for building a public education system that is effectively inclusive and fosters equity.

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Author Biographies

  • Aline Raquel Richter

     – Faculdade IBRA

  • Cristiane Turcato da Costa

    – Faculdade IBRA

  • Nelson Davi Damke

     – Faculdade IBRA

  • Adriana Cardoso

     – Faculdade IBRA

  • Rosiara Dutra Maciel

     – Faculdade IBRA

References

CALDEIRA, Teresa P. R. Cidade de Muros: Crime, Segregação e Cidadania em São Paulo. São Paulo: Edusp, 2000.

FREIRE, Paulo. Pedagogia do Oprimido. Rio de Janeiro: Paz e Terra, 1987.

HOLANDA, Sérgio Buarque de. Raízes do Brasil. São Paulo: Companhia das Letras, 1994.

OLIVEIRA, Dalila Andrade. Políticas Educacionais e a Redução da Desigualdade Social. São Paulo: Cortez, 2015.

SANTOS, Boaventura de Sousa. A Difícil Democracia: Reinvenção das Potencialidades Democráticas. São Paulo: Boitempo, 2010.

SCHLEICHER, Andreas. World Class: How to Build a 21st-Century School System. Paris: OECD Publishing, 2018.

SCHWARTZMAN, Simon. Bases do Autoritarismo Brasileiro. São Paulo: Edusp, 2004.

SOARES, Luiz Eduardo. Educação e Desigualdade no Brasil: Problemas e Perspectivas. São Paulo: Companhia das Letras, 2012.

Published

2025-01-28

How to Cite

RICHTER, Aline Raquel; DA COSTA , Cristiane Turcato; DAMKE, Nelson Davi; CARDOSO, Adriana; MACIEL, Rosiara Dutra. SOCIOLOGICAL ISSUES AND PUBLIC EDUCATION IN CONTEMPORARY BRAZIL: CHALLENGES AND ALTERNATIVES: SOCIOLOGICAL ISSUES AND PUBLIC EDUCATION IN CONTEMPORARY BRAZIL: CHALLENGES AND ALTERNATIVES. Multidisciplinary Scientific Journal The Knowledge, Brasil, v. 1, n. 1, 2025. DOI: 10.51473/rcmos.v1i1.2025.836. Disponível em: https://submissoesrevistacientificaosaber.com/index.php/rcmos/article/view/836.. Acesso em: 3 feb. 2025.

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