The unproductivity of brazilian Basic Education:

critical analysis and possible transformations

Abstract

This essayistic article (Barthes, 1977) critically reviews the ineffectiveness of public schools in Brazil, using qualitative methodology (Demo, 2001; 2008), which offers a critical, interpretative, flexible, and emancipatory approach, promoting a deep understanding of phenomena. Public schools, essential in promoting democracy and fulfilling the right to education guaranteed by the Federal Constitution, face numerous challenges. Responsible for the majority of enrollments in basic education, this network suffers from the chronic problem of insufficient funding, especially in municipalities that concentrate the majority of students. As a result, the inefficiency of this system is evidenced by high rates of dropout, repetition, and unsatisfactory academic performance, negatively impacting the social and economic development of the country. This issue is closely linked to structural inequality, as public education is often less funded and valued compared to private education, thus perpetuating the division of opportunities between social classes. In this scenario, theorists argue that public schools should promote a critical and emancipatory education, grounded in dialogue and active participation of students. In this context, democratic management is seen as an effective alternative to combat inefficiency by stimulating collective engagement. Additionally, research as an educational principle is suggested as a strategy to energize the school environment and promote equal opportunities, forming conscious and participatory citizens.