THE RIGHT TO EDUCATION IN BRAZIL: ACCESS, CHALLENGES, AND PUBLIC POLICIES

Abstract

Education is established as a fundamental right, supported by legal instruments both nationally and internationally, and is indispensable for strengthening a democratic and just society. In the Brazilian context, the Federal Constitution of 1988, in its Article 205, enshrines education as a right for all and a shared responsibility between the State and the family. Complementarily, the Law of Directives and Bases of National Education (LDB – Law No. 9,394/1996) establishes the guidelines for the organization of education, ensuring principles such as equal conditions and quality standards. The National Education Plan (PNE – Law No. 13,005/2014), in turn, outlines goals aimed at universalizing access and improving educational quality. Despite this legal framework, obstacles such as social and economic inequalities, insufficient school infrastructure, and the lack of appreciation for education professionals still compromise the full realization of this right. This study aims to examine how educational policies work to promote access and quality in education in Brazil, highlighting the structural barriers and the essential measures to address them. The valorization of the teaching career, sufficient financial contribution to education, and the inclusion of vulnerable groups are crucial elements for reducing inequalities and fostering equity in the educational sphere. Furthermore, the adoption of democratic management and the active participation of the school community prove to be fundamental for strengthening excellent public schools. The theoretical basis of this work is grounded in the contributions of Saviani (2008), Libâneo (2012), and Cury (2002). These authors, in dialogue with current educational legislation, highlight the importance of a joint effort to implement effective public policies. Therefore, it is concluded that ensuring the right to education requires the implementation of well-defined policies, consistent investments, continuous training programs for educators, and participatory management mechanisms. Only through an inclusive and excellent educational system will it be possible to mitigate inequalities and ensure that education fulfills its transformative role in society.