PROJECT FUTURE-SE: THOSE WHO LEARN ARE NOT DEPENDENT

Abstract

Higher education in Brazil faces structural challenges related to access, student retention, and employability, especially among young people from vulnerable socioeconomic backgrounds. Despite the expansion of public policies and the growth of distance education, national indicators remain far from the goals established by the National Education Plan (2014–2024), highlighting persistent inequalities and the impacts of demographic transformations and the world of work. This study aims to analyze, through a narrative literature review, the main factors influencing entry into and retention in Brazilian higher education, as well as to discuss the role of higher education institutions in promoting inclusive and socially impactful actions. The methodology consisted of analyzing scientific publications, institutional documents, and official data from national and international databases. The findings indicate that higher education is directly associated with better employability, income, and professional stability indicators, in addition to playing a strategic role in the face of population aging. It is concluded that strengthening Higher Education requires integrated educational policies, qualified expansion of access, and institutional initiatives that articulate teaching, research, and outreach, such as the FUTURE-SE project, as a strategy for educational inclusion and socioeconomic development.