INDICATORS OF SUCCESS AND FAILURE IN STUDENT PERFORMANCE IN THE HISTORY OF BASIC EDUCATION IN BRAZIL: AN ANALYSIS OF THE PERIOD FROM 2014 TO 2024

Abstract

This article aims to analyze the indicators of success and failure in Brazilian education from 2014 to 2024, addressing the historical and structural context of educational inequalities in the country. From its early days, marked by exclusion in the colonial period, to modern policies for universal education, education reflects persistent social and regional disparities. The research highlights the creation of assessment systems such as SAEB and Prova Brasil, which, although relevant for diagnosis, do not fully capture the complexity of the educational process due to the influence of extrinsic factors such as cultural capital and socioeconomic inequality. The study focuses on the goals of the National Education Plan (PNE), assessing progress and gaps in areas such as literacy, inclusion of students with special needs, and universal education. The critical perspective of theorists such as Anísio Teixeira and Bourdieu suggests that the educational system reproduces inequalities and lacks broader training approaches. Finally, it highlights the need for public policies that transcend the quantification of results and promote equity, inclusion and comprehensive development, with a focus on reducing social inequalities.