EDUCATION IN BRAZIL: FORMULATION, IMPLEMENTATION, AND CONDITIONING FACTORS OF EDUCATION QUALITY

Abstract

This article analyzes Brazilian educational system through a qualitative approach based on bibliographic and documentary review. It discusses the processes of formulation, implementation, and evaluation of educational policies in Brazil, with emphasis on the contradictions and conditioning factors that influence the guarantee of the right to education. Based on the analysis of authors such as Foucault (1979), Souza (2007), Xavier (1992), Oliveira (2006), Freire (2014), and official documents, the article argues that the notion of education quality remains under dispute, influenced by divergent interests and institutional asymmetries. Despite the existence of legal and programmatic mechanisms, regional inequalities, weaknesses in decentralized management, and disarticulation among federal levels persist. It is concluded that strengthening local capacities, listening to the school community, and valuing education professionals are central elements for the effectiveness of educational policies. Education, as a social right, demands articulated and sustained actions that consider territorial specificities and promote educational equity.