FUNCTIONAL ILLITERACY IN BRAZIL: A MULTIDIMENSIONAL ANALYSIS AND STRATÉGIES FOR IMPROVEMENT

Abstract

Functional illiteracy in Brazil remains one of the main obstacles to social and economic development, affecting 29% of the population between 15 and 64 years old, according to Inaf 2024. Despite the universalization of school access, millions of Brazilians are still unable to interpret texts, apply basic mathematical concepts, or use digital skills, which undermines their full citizenship. This study adopts a qualitative approach, based on documentary and bibliographic analysis, supported by data from Inaf, IBGE, UNICEF, and UNESCO, as well as specialized literature. The findings reveal that the phenomenon is shaped by historical and structural inequalities related to age, race, region, gender, and income. The Covid-19 pandemic worsened this situation, leading to cognitive regression and expanding digital exclusion, particularly among young people and the elderly. The analysis also highlights that fragmented public policies have been insufficient to address the issue. Local experiences, such as the Scliar System in Alagoas and community literacy projects, demonstrate that evidence-based methodologies, continuous teacher training, and decolonial practices can contribute to significant progress. The study concludes that overcoming functional illiteracy requires a national and intersectoral pact capable of integrating education, technology, and social inclusion.