THE INTEGRATION OF PUBLIC EDUCATIONAL POLICIES FOR EQUITY AND INNOVATION IN BASIC EDUCATION IN BRAZIL: CHALLENGES AND OPPORTUNITIES

Abstract

The general objective of this article is to analyze the integration of public education policies aimed at promoting equity and innovation in basic education in Brazil, seeking to understand the challenges and opportunities for building an inclusive and egalitarian education. The methodology proposed for this research is based on important authors who link resonant themes inherent to the present theme, based on a review of the most recent literature on federal programs for the transfer of resources, continuing education for teachers and the inclusion of educational technology, developing the main topics that address the pillars of programs that intertwine the conditions for achieving quality education, such as identifying challenges, defining goals and objectives, developing public policies, implementing programs, monitoring, evaluating and promoting good practices. The results show that, despite progress in the development of public policies, obstacles coexist that trigger challenges that emanate from effective implementation in the area of regional inequalities, poor management of resources and the devaluation of the teaching profession. However, educational technology opportunities enable innovative teaching methods capable of opening a horizon that can transform teaching and learning, making education more dynamic and inclusive. The conclusion of the research is that despite the obstacles, the importance of transparent and collective commitment in the implementation of public education policy stands out, highlighting the recognition of teachers and investment in continuing education programs that are fundamental to guarantee a greater appreciation of the educational framework with the aim of improving the quality of public education. Therefore, the integration of public education policies, combined with pedagogical innovation and the use of technology, becomes the basis for an educational system that tends to be egalitarian and inclusive.

https://doi.org/10.56238/sevened2025.022-011