THE NEW NATIONAL EDUCATION PLAN: CHALLENGES FOR THE DEVELOPMENT OF BRAZILIAN EDUCATIONAL POLICIES

Abstract

The approval of a new National Education Plan (PNE) opens a new cycle of debates on the directions of Brazilian education and on the concrete conditions required to transform legal provisions into effective actions within education systems. This article aims to analyze the challenges involved in the development and implementation of Brazilian educational policies based on the new National Education Plan. Methodologically, it consists of a bibliographic and documentary study grounded in authors who discuss the State, public policies, the right to education, educational planning, funding, and democratic management, including Azevedo (2004), Cury (2002), Dourado (2017), Frigotto (2010), Libâneo (2012), Oliveira (2011), Saviani (2008; 2010), and Shiroma, Moraes, and Evangelista (2011), in addition to the analysis of normative and institutional documents. The article discusses the trajectory of educational planning in Brazil, the limitations identified in the implementation of the previous PNE, and the challenges related to federal coordination, funding, the reduction of educational inequalities, the appreciation of education professionals, democratic management, and policy monitoring. It concludes that the effectiveness of the new PNE will depend on coordination among the different levels of government, the guarantee of public resources, social participation, and the development of permanent monitoring mechanisms capable of bringing national planning closer to the concrete needs of education systems, schools, and the individuals who make up Brazilian education.