Public Education in Brazil: an incomplete democratization

Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 25, nº 51. Tercer cuatrimestre de 2022. Pp. 395-420. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2022.i51.17 Educação Pública no Brasil: a democratização inconclusa1 Public Education in Brazil: an incomplete democratization Raylane Andreza Dias Navarro Barreto2 Universidade Federal de Pernambuco (Brasil) ORCID: https://orcid.org/0000-0002-5602-8534 Rosa Fátima de Souza Chaloba3 Universidade Estadual Paulista (Brasil) ORCID: https://orcid.org/0000-0002-3905-7317 Recibido: 13-03-2022 Aceptado: 04-06-2022 Abstract As a way of thinking the Brazilian education in the ephemeris of Brazil's 200 years of independence, we have selected as an object of analysis the trajectory of public education in Brazil since the expansion of its school system. Inspiring in the historical research method from documentary and bibliographical research 1 Tradução paga com recurso Capes/Propap/Ufpe. 2 ([email protected] ). Professor at the Education Center and at the Education Graduation Program at the UFPE. She develops works in the History of Education in Brazil area. In this area she has publish results about education intellectuals, educative institutions, and women education in magazines as the Revista Brasileira de Historia da Educação, Almanack, Educar em Revista, among others. She is author of the books: Formação de Padres no nordeste do Brasil (EDUFRN, 2009), Fundamentos Antropológicos e Sociológicos (Edunit, 2009), Organizer (et all) Moderno, Modernidade e Modernização: a educação nos projetos de Brasil – séculos XIX e XX. Currently co-ordinates the project “the womeneducation relation and the north-eastern authoritarian political system in Brazil (1964-1978)” financed by the CNPq note /MCTI/FNDCT Nº 18/202. 3 ([email protected]). Full professor in History of Education in the Graduation Program in Education at the Universidade Estadual Paulista (Unesp). Researcher Productivity in Research of the National Council for Scientific and Technological Development (CNPq). She develops research in the History of Primary and Secondary Education area, school culture, material culture and on educational historical heritage. She is author of the books: Templos de civilização: a implantação da escola primária graduada no estado de São Paulo, 1890-1910 (Editora Unesp, 1998), História da organização do trabalho escolar e do currículo no século XX (Cortez, 2008), Alicerces da pátria: história da escola primária no estado de São Paulo, 1890-1976 (Mercado de Letras, 2009). 396 Raylane Andreza Dias Navarro Barreto y Rosa Fátima de Souza Chaloba Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 25, nº 51. Tercer cuatrimestre de 2022. Pp. 395-420. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2022.i51.17 and sources as laws, decrees and statistical data, the article was divided in two parts: The first part concerns to the Brazilian public education irresolute pathways, after its announced political independence from the Portuguese kingdom. Then, the second part concerns to the basic education dissemination long trajectory conquest in the 20th century. The result makes us question the future of public education in the face of the elections in the emblematic year of 2022. Keywords: Brazil, bicentennial of independence, education, schooling. history of education. Resumo Como forma de pensar a educação brasileira na efeméride dos 200 anos de independência do Brasil, elegemos como objeto de analise a trajetória da educação pública no Brasil a partir da expansão da sua rede escolar. Com base no método de investigação histórica a partir de pesquisa bibliográfica e documental e tendo por fontes, leis, decretos e dados estatísticos, o artigo foi dividido em duas partes: A primeira, dedicada aos irresolutos percursos da Educação pública do Brasil, depois de sua anunciada Independência política do Reino Português. Na sequência, discorre sobre o longo trajeto de conquista da universalização do ensino fundamental no século XX. O resultado nos faz questionar o futuro da educação pública frente as eleições do emblemático ano de 2022. Palabras-clave: Brasil, Bicentenário da independência, educação, escolarização, História da Educação. 1. Introduction The celebration of an ephemeris such as the Bicentennial of Brazilian Independence is a festive act, but also symbolic that gives rise to a deep reflection on our past as a sovereign nation and, especially, the betterment we desire. Celebrating, as Pierre Nora (1993) rightly observes, is par excellence a gesture of revival and memory construction and it is in his perspective that the contribution of this text is situated, that is, an interpretation among as many as possible, on the paths of the sociocultural construction of public school in the country, choosing as focus of analysis the Elementary School, one of the levels of Basic Education,4 of compulsory enrollment, comprising the schooling of 4 The guidelines and bases Law currently in force in Brazil (Law No. 9.934) was sanctioned on December 20, 1996, establishing the organization of national education divided into two school levels: basic education comprising early childhood education, elementary education and high school and higher education (Saviani, 1997). 397 Educação Pública no Brasil: a democratização inconclusa Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 25, nº 51. Tercer cuatrimestre de 2022. Pp. 395-420. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2022.i51.17 children between 6 and 14 years old, lasting 9 years, currently structured in two cycles: the initial years covering the 1st to the 5th grade and the final years, from the 6th to the 9th grade. As a result of the institutional transformations of the old primary and secondary education carried out from the second half of the 20th century, this is the only stage of Brazilian education accessible to most of the population. Therefore, it is a recent achievement of Brazilian society. In this trajectory, the strong link between school education and the construction of nationality gave room to the citizenship education affirmation based on social movements and met the interests and needs of popular classes. For these 200 years of education in Brazil analysis, the proposed analysis in terms of general trends focuses on the democratization of that problematized school educationin view of the school network expansion and inclusion/exclusion of different social groups from school access. This text was divided into two parts in order to explore the Brazilian’ education expansion trajectory, access and inequalities that forged the Brazilian public school. The first part concerns to the Brazilian public education irresolute pathways, after its announced political independence from the Portuguese kingdom. For this, prescriptions, engagements, and their results to the field of Education in Brazil. Then, the second part concerns to the basic education dissemination long trajectory conquest in the 20th century and beginning of the 21st century, highlighting the primary and secondary education transformations that culminated in the expansion of compulsory education configured in the current Elementary School, the debates in defense of the public school, the democratic advances achieved in recent decades and the current confrontations. 2. The public school hesitant paths from the Empire to the Republic There were many factors competing for the public school implementation need in Brazil, which stand out three: First, it was necessary to effectively end the economic and cultural dependencies from a country that was being born as a free nation; second, the eminently illiterate population could not penetrate the evoked and prestigious civility in other nations and so necessary to achieve progress; third, because the country needed a national identity that not only valued the singularities of the land and the people, but that boosted it to the due development in the 19th century. On the backdrop of the discussions that drove the Brazilian modernization is a range of projects, on which today we understand as intellectuals, who not only thought of Brazil from their formative experiences, but above all from the ideal of country that was intended. There are many lawyers, doctors, engineers, 398 Raylane Andreza Dias Navarro Barreto y Rosa Fátima de Souza Chaloba Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 25, nº 51. Tercer cuatrimestre de 2022. Pp. 395-420. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2022.i51.17 and teachers who have proposed, in the political field, one of the most emblematic alternatives to Brazilian problems. Either for political questions, what it encompasses the slavery and other countries relation’ agreements, or economic, social and cultural questions that encompass education, we had people that were distinguished by proposals. There are many country’s projects gestated after and even before the independence of Brazil. Many of them studied by the researchers’ group around the four project editions “Modern, modernity and modernization: the education in Brazil’s projects (1822-2022) 5 and it lies on The understanding that the education was in these projects constitution basis - and that these projects had been defended by an intellectual that occupied the Brazilian sociopolitical scene to express his/her desires, disputes, strikes and dilemmas - (...), either by means of public offices occupation, the periodical press usage , or the books, manuals, dissertations or thesis production around an understanding construction and a projection of what should be a modern Brazil whose ideology of modernity aimed the Europeans and north Americans nations (Mesquita, Barreto, Nogueira, 2015, p.14) From this group research’ results, it is clear to notice how hesitant was the education path, especially by the public school in Brazil. In this process, characters and needs previously seconded by policies began to be considered for the modernization process. Therefore, not without reason, concerns about children, freedmen, women, and the poor were highlighted. After all, how can we conceive a free country if their characters are smeared or even untreated? How can a country advance with only one category of people with power arising from it, it is necessary to emphasize, not only their noble and fortunate origins, but above all by what such a social level could offer in terms of training, positions etc.? What do we do with most of the population? How can we reach the progress facing barriers as slavery, the linking with the Catholic Church, the poverty and illiteracy? Questions that still make sense at the present time, even considering the past 200 years. Such concerns, directly or indirectly they were part of the expectations of many educated people who became politicians and turned to the new country problems. The solution found, as evidenced by the historiography of education 5 The researchers of the interinstitutional research program “Modern, Modernity and Modernization: the education in Brazil’s projects – 19th and 20th centuries”, coordinated by Luciano Mendes de Faria Filho, with 4 phases in about 11 years, had, among their objectives, to investigate the intellectual relationship, public space and education in the projects of Brazil in a long duration 18222022. The investigations’ result is written in 5 books journal articles, program fruits, as well as in the fruitful experience that has been developed also in a network called Portal do Bicentenário. Which the purpose is being a space that “aims to produce, edit, curate, organize and make available content about the 200 years of Brazilian Independence and its consequences.” To learn more access: https:// portaldobicentenario.org.br 399 Educação Pública no Brasil: a democratização inconclusa Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 25, nº 51. Tercer cuatrimestre de 2022. Pp. 395-420. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2022.i51.17 dedicated to the period, it was the education, especially school education. When we enter the draft bills also in the discussions held in the Court and in the provincial assemblies, it is possible to perceive not only projects and defenses, but the arguments mobilized in the proposals. For that matter, we notice how the legislation, the press, the Universal Exhibitions, the instruction congresses and the official reports prepared by ministers and inspectors of education were fundamental for the incorporation and sedimentation of certain ideas and actions, among them, the instruction as a means of intellectual and economic ascension. Rogério Fernandes, when analyzing “the Portuguese nation courts and the public education”, he also analyzes the “Brazilian deputies’ interventions” from which it is possible to understand the Brazilian demands in 1821, a key year for what culminated on September 7, 1822. Among the deputies requests, from north and south, it is noteworthy the need to build their own education system in Brazil; the primary schools multiplication need, female schools and Medicine, Surgery, Veterinary, Zoology, Physics, Chemistry, Botany, Elementary Mathematics, Mineralogy, Horticulture, Principles of Arithmetic and Portuguese Grammar practical classes, library establishment, a certain Church “support” for the “rude people” instruction, as well as the foundation of education schools and higher education institution, and, above all, that the precise content on the establishment of schools in the “United Kingdom of Brazil” should be ignored (Fernandes, 2014, p.27). History allows us to observe that such requests were not met as desired, even though the Prince Regent of Brazil promised “(...) a national code of public instruction” that would “successfully germinate the talents of this blessed climate”. (Dom Pedro I apud Fernandes, 2014, p. 31). These claims are added to others of an economic order and culminate in the separation of the two kingdoms that, in the case of Brazil, it is legitimized by means of the “Decree of Independence” on September 7, 1822, signed by Princess Maria Leopoldina, who temporarily assumed the government. The next step was to give this new country a constitution, which in turn would define the powers and functions, as well as systematize the independent country political-institutional foundations organization. At first this function fell to a Constituent Assembly which, for trying to diminish the emperor’ powers, it was removed by him, granting himself the first constitution, dated 1824, leaving Brazil under a constitutional monarchy system. In its Art. 179, the Constitution (1824) makes clear “The Brazilian Citizens inviolability of the Civil and Political Rights, which is based on freedom, individual security, and property” stating that this is “guaranteed by the Constitution of the Empire” which in turn also guaranteed, in item 32, “Primary Education, and free of charge to all Citizens”, as well as in item 33 400 Raylane Andreza Dias Navarro Barreto y Rosa Fátima de Souza Chaloba Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 25, nº 51. Tercer cuatrimestre de 2022. Pp. 395-420. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2022.i51.17 “Schools, and Universities, where the elements of Science, Fine Letters, and Arts” will be taught. In view of such legislation, the following questions would be asked: Who were the “Brazilian citizens” worthy of the independent Brazil’s education? Did the Constitution guarantee the schooling of native people, young children, women, freed black men and women, immigrants, young people and illiterate adults? As a result of this Constitution, the first General Law of Education in Brazil was published in 1827, which ordered “the creation of primary schools in all the cities, towns and the Empire most populous places”. Two months earlier, on August 11, the Law Schools were created, one in the North (in Pernambuco province) other in the South (in São Paulo province), that together with the existing Medical Academies of Bahia and Rio de Janeiro, which also hosted the Polytechnic School, and the School of Minas de Ouro Preto composed the higher education in Brazil. According to the 1827 law, in its Art. 5: For mutual education schools will apply the buildings, which fit with sufficiency in their places, arranging with the necessary utensils at the expense of the Public Treasury and the Teachers who do not have the necessary teaching instruction, they will be trained in the short term at the expense of their wages in the capitals’ schools. Amid the legislation’s prescriptions, in accordance with Faria Filho (1998) understood as a “pedagogical process legal ordering” and a “discursive repertoire” it is possible to notice the intentions of those who were behind such precepts. In this case, when we add the prescription of the mentioned law, the criticism in that period along with the Additional Act (1834) that amended the Constitution (1924) and gave more powers to the Provinces, granting them the right to legislate “Upon public education and its own establishments to promote it” (Art. 10 § 2) except higher education, it is clear how public education was thought, who were the schoolable subjects and what place was destined to it in the independent Brazil’s political history. Once, on the one hand it was seen as a way of if arriving at the progress, on the other the way as it was made possible does not fulfil such expectation. Limiting the citizen school access - in other words, the free and Brazilian person born or naturalized; ordering schools creation without the proper conditions of existence; teaching by the mutual method; leaving the teachers training on their own expense ; and some time later (additional act of 1834) giving autonomy to the provinces to levy consumption tax in order to finance the public school, in addition to encouraging private initiative were at the time the conditions found, considering the country scarce resources - many of which spent on national security before the internal and external uprisings, such 401 Educação Pública no Brasil: a democratização inconclusa Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 25, nº 51. Tercer cuatrimestre de 2022. Pp. 395-420. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2022.i51.17 as, respectively, the confederation of Ecuador (1824) and the Cisplatina War (1825-28) and later the Paraguay War (1864-1870). However, there were many impacts such decisions affected the Brazilian history, mainly when we analyze the rates of the excluded people schooling processes profiles. It is not without reason that they are in the country’s intellectual and economic emancipation main problems, Black people, native people, and women. Each one in his/her own way has been and comes throughout the Brazilian history creating their emancipation mechanisms, certainly gradual and graduated, but also quite significant from the social ascension point of view. When we consider knowing how to read, write and count as an element of distinction, and how, therefore, mechanisms are activated in the education’s name, even under strong violence and domination experienced in Brazil throughout its history, it is easy to see how the history of education became elitist. Therefore, we cannot deny the impact that this “process planning” had on Brazilian education. Moreover, the discursive repertoire triggered by the school and what it could provide to those who went through it. Also, it is not without reason that the school access is discussed and defended so vehemently until nowadays, as demonstrated in the second part of this text. Gondra and Schueler (2008) make clear what “education forms” and school and non-school experiences were implanted in the empire from political and private initiatives such as elementary schools boarding schools and nursing homes, schools and Lyceums and universities and higher academies. The authors’ analysis allows us to glimpse how the institutions achieved profiles were being thought. The result leads us to an X-ray of that schooling period and the need to (...) problematize the school education models circulation processes, based on the civilization and progress ideals, and consider the unique historical experiences of implementation in a mestizo society, which appropriated foreign models in a plural and hybrid cultural context. Thus, it is necessary to understand how the education school model defender’s movement for a nineteenth century Brazil, which, in general, implied the appropriation and remodeling of spaces, knowledge and values proper to institutions and conceptions of education, how it acted in the sense of creating and producing the school as a specific place, destined to the education of children and young people. From a population-literacy relationship point of view, it should be considered that in 1822 the Brazilian population was about 4.7 million inhabitants, which was doubled in 1872 to 9.9 million inhabitants, an increasing situation that reached in 1900 the number of 17.4 million Brazilians. (Instituto Brasileiro de Geografia e Estatística, 2000) namely, in the nineteenth century the Brazilian population almost quadrupled and many of its inhabitants were immigrants, as Kreutz (2014) attests by stating that between 1819 and 402 Raylane Andreza Dias Navarro Barreto y Rosa Fátima de Souza Chaloba Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 25, nº 51. Tercer cuatrimestre de 2022. Pp. 395-420. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2022.i51.17 1947, about 4,900.00 foreigners of various ethnicities arrived in Brazil. If we consider what Rui Barbosa exposes about the illiterate people percentage in 1876, that from 8,419,672 inhabitants, 78.11% (5,579,945) were illiterate, we can understand how insufficient the prescriptions, especially since 1889, the year of the Brazilian republic proclamation with more than 75% of illiterate population. It is not without reason that the history of the eight hundred Brazilian ideas are recorded, singular initiatives such as those of Pretextato dos Passos e Silva, as well as, in the second half of nineteenth century, Leôncio de Carvalho, Rui Barbosa, Tobias Barreto de Menezes, Maria Firmina dos Reis among other characters who proposed school and teaching models in order to endowing Brazilians with essential elements to the development of a country that had in their horizons of expectations the destined instruction to the workplace so valuable to free countries. Pretextato Silva opened a school in Rio de Janeiro for “Blacks and Browns”, Leôncio de Carvalho, even under strong criticism he was responsible for opening higher education to women, Rui Barbosa was the main promoter of the intuitive method implementation in Brazil, Tobias defended the women education for work and Maria Firmina dos Reis opens in northern Brazil the first mixed school. (Fonseca; Pombo, 2016, Barreto 2022, Valdemarin, 2004, Muzart, 2014)) Although the proposals homogenizing risk, neglecting the singularities of each one and especially of the chronotope in which it was generated, it is possible to affirm that in the midst of this and many other projects were: the teaching secularity, the poor, the child, the woman, the freedmen, the disabled, immigrants and especially illiterate adults education who demanded, as Nogueira’s studies (2016) attest, a special program and consistent methods. This is because it was not enough to consider in the bills the primary school need, originally thought from religious precepts and especially destined for white people, but in contents and methods that correspond to the scientific productions of modern pedagogy and as effectively the school would assist in the nation progress, in addition to the necessary infrastructure for its operation. As fruits of such initiatives are those involving black and indigenous men and women, women in general and young children. Because legislation discredited or even vilified people from any right to access school in the first decades of the empire, such historical subjects managed in the gaps left by the system or even cracking the imperial structure to reach trajectories that, as Gondra and Schueler (2008) reveal involve other ways of learning and teaching, during multiple non-school educational processes and crafts learning institutionalized mechanisms or not. The native people, the “owners of the lands” considered as indolent and lazy by the colonizers were the most discredited in the educational process. 403 Educação Pública no Brasil: a democratização inconclusa Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 25, nº 51. Tercer cuatrimestre de 2022. Pp. 395-420. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2022.i51.17 On the one hand acculturation initiatives were initiated, sometimes through Jesuit catechesis, other times through the “Directory of Natives” Pombaline project of 1755, both in colonial Brazil and whose purpose was “civilization”, on the other hand the processes that forged the native people’ education in the nineteenth century, whose main fruit is the 1845 Regulation, they are all based on violence, whether physical or symbolic. Forbidding the native language, forcing the colonizer’s language use, naming as sins and therefore condemning rituals, beliefs, and traditional customs, taking their lands, or forcing their use according to colonizing determinations, were elements that the school should encompass, especially because it was considered that native as well as the Black people were subjects of work therefore their activities and learning should develop in it. Not without reason the Regulation of July 24, 1845 (Decree no. 426) of the Empire Business Ministry created to the General Missions regulation, it had the purpose of reintroducing catechesis and for this purpose it orders to create primary schools in the entire empire villages with the mission of teaching to read, writing, counting and a profession linked to land or the “mechanical arts” and military work. On the one hand, a native people schooling policy was created considering their cultural singularity through their own schools, on the other hand, according to scholars, this was considered a form of government control that, in turn, guaranteed the least possible resources. If the native people main problems were in the lands expropriation and in their belief system extinction, with Black people, especially the enslaved, the situation was as cruel as it. After all they were linked to the person-thing idea and so their origin was one of the decisive point for all the policies that accompanied their journey in the country. Enslaved, Creole, for rent, for houses, for lida, freed, free all adjectives to Black people associates reveals a facet of the history and struggles that involved him in the Brazilian empire. From the education point of view, history reveals to us a series of phases that goes from enslavement, therefore, from non-citizenship to the place occupied after its abolition. There were many episodes that involve this story that receives more and more pages and reveals several movements on behalf of freedom and emancipation, as well as the Black people condition that lies into a particular initiative of schooling, since instruction was considered strategy and distinguishing factor, as Fonseca assures for whom “This reveals a Black people leading role, indicating that they did not stop counting education as an element of social space formation and affirmation.” (2016, p.48). Initiatives that compared to those of a governmental nature reveal how the “pedagogical process’ legal order” was insufficient and partial. However, even dishonored by educational policies, the enslaved people under clear mechanisms of subordination and control they triggered other ways of educating themselves 410 Raylane Andreza Dias Navarro Barreto y Rosa Fátima de Souza Chaloba Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 25, nº 51. Tercer cuatrimestre de 2022. Pp. 395-420. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2022.i51.17 renewal for the New school, widely spread out in the states’ education systems, mainly, the primary school constituted a plural and fragmented experience. The new active school didactic orientation had great reverberation in pedagogical production disseminating the advantages of a globalized teaching, centers of interest, excursions, and rooms environments, considered expressions of educational innovation. Many school auxiliaries’ institutions were disseminated as children’s library, educative cinema, cooperative, children’s newspaper, school bank, garden, agricultural club, ensemble, parents and teachers’ association, school cash, dental assistance, and others. Nevertheless, the new educational practices have been adopted in different schools and by the action of several teachers, in many country areas they lived with a school culture based on traditional standards emphasizing the nationality ideal, memorization, verbalism, the exams rigidity, teaching programs fulfillment, the merit appreciation, discipline and civic-patriotic values. The educators, intellectuals and politicians’ criticism about the education situation pointed to many problems such as the lack of vacancies, the absence of school materials and buildings suitable for schools, teachers’ unpreparedness, the teaching methods archaism, the large number of lay teachers working especially in rural schools and the mismatch between the education system and the needs of Brazilian society before socioeconomic development. The rural education issue was serious, as can be seen in the President Eurico Gaspar Dutra statement in a Message to the National Congress in 1949: The educational assistance crisis presents a worse aspect in rural areas. In fact, from enrolled children in the primary course, 36% belong to rural centers, 50% to urban areas and 12% to district areas. In addition to general and specific factors resulting from demographic rarefaction and low social and economic level, the lack of adequate buildings and the insufficiency of qualified teachers contribute to this situation. At this point, according to the last survey from 28,302 school buildings intended for primary education, only 4,927 belonged to public authorities and only 70% of these buildings had been built especially for school purposes. (...) (Brasil, 1949, p. 118 – 119) The selectivity problem reached all education levels, and it was even more solid in high school, as can be seen in the communication presented by Jayme Abreu, technician of the National Department of Education, at the Secondary Education Inter-American Seminar held in Santiago/Chile, in 1955, promoted by the Organization of American States (OAS). Abreu (1955) highlighted the secondary school conservatism in Brazil attached to the propaedeutic purpose an “intellectualist” feature and stressed the incongruity of the humanist curriculum before the school public characteristics that had been diversifying with the public secondary school expansion opening to the presence of students 411 Educação Pública no Brasil: a democratização inconclusa Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 25, nº 51. Tercer cuatrimestre de 2022. Pp. 395-420. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2022.i51.17 from the lower classes. Based on statistical data, he stated that, in 1954, there were 535,775 students enrolled in the two high school cycles in the country, spread across the 1,771 existing schools. However, this number corresponded to only 6% of the school population (aged between 12 and 18 years) estimated at 9,100,000 people. Another worrying fact was the difference between the number of enrolled students in the first and second cycles. There was a large concentration of students in gymnasium cycle (459,489 students corresponding to 85.8% of enrolled) while in the gymnasium second cycle there were only 76,286 students (14.2% of those enrolled in secondary education). Most schools were maintained by the private initiative, serving 392,310 students (73.2%) while the public school system was responsible for 26.8% of the students (Abreu, 1955). From the data presented by Jayme Abreu, it appears that secondary schools were predominantly urban, located in the state capitals and larger municipalities, serving more male students than female students and with a minority presence of Black students, in addition to the absence of native young people. The education theme for national development underpinned the growing vacancies expansion movement in primary and secondary education in the 1950s and 1960s, becoming the focus of several academic productions and educational debates serving as a justification for the federal government to promote initiatives such as: the National Rural Education Campaign (CNER), the Adult Education Campaign (CEAA), the National Campaign for the Improvement of Higher Education Personnel (nowadays Capes), the Textbook and Teaching Manuals Campaign (CALDEME), and others. The Brazilian education democratization challenges were contemplated in the conflicting discussion around the National Law of Guidelines and Bases. The troubled processing of this law was based on clashes about the centralization and decentralization of teaching and in the late 1950s, before substitutive amendments to the original project, by a debate great polarization between public school and private school supporters. As Freitas and Biccas (2009) point out part of the Catholic intelligentsia used the state monopoly of education inquiry to defend private school and education freedom. Such clashes triggered another educational manifesto publication in defense of the right to education, entitled “Once again called”, again captained by Fernando de Azevedo, with the pioneer educators’ support. They also led to civil society movements such as the Public-School Defense Campaign, (which launched Brazilian education in the most varied social groups concerns sphere. The engagement of educators, intellectuals, university professors, the student movement and workers associations and popular awareness put the publicschool defense in the core of democracy issue. After 13 years of proceeding in Congress, the first Law of Guidelines and 412 Raylane Andreza Dias Navarro Barreto y Rosa Fátima de Souza Chaloba Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 25, nº 51. Tercer cuatrimestre de 2022. Pp. 395-420. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2022.i51.17 Bases of National Education – LDB (Law 4.024) was approved in December, 1961, representing a compromise solution between the trends in dispute and ensuring both the responsibility of the State for public education and the freedom guarantee for education. The law included the extension of compulsory primary education to 6 years of length, a measure defended by many Brazilians and by international organizations such as UNESCO. Another great progress for the Brazilian education organization advance was the articulation between the various branches of high school, especially secondary education, and general culture with vocational courses, eliminating the historical duality between these types of education. It is also worth mentioning the secondary education curricular change consolidating the replacement of the humanist curriculum by the scientific curriculum. Nevertheless, the elementary school dissemination continued to be a challenge. From this diagnosis, the first National Education Plan (1963 - 1970) was developed by a group of educators coordinated by Anísio Teixeira, in 1962. The discouraging frame recorded 12 million children at school age, but out of school, and only 18% of the primary school 1st year enrolled students reached the 4th grade, while two thirds of the students did not exceed the first two grades. In addition, only one third of primary school enrollments corresponded to students from rural primary schools, while the rural population, in the early 1960s, corresponded to 54.91% of the country’s inhabitants, that means 38,987,526 people. Therefore, one of the Plan’s goals was the primary education spreading (the enrollment up to the fourth grade of 100% of the school population from 7 to 11 years old) and the enrollment expansion of the other school levels - “enrollment of 30% of the school population from 11 and 12 to 14 years old in the gymnasium first two grades; enrollment of 50% of the school population from 13 to 15 years old in the gymnasium last two grades; and enrollment of 30% of the school population from 15 to 18 years old in the gymnasium grades.”(Plano Nacional de Educação, 1962, p. 3).. The public school affirmation broad spectrum as the democratic education political program foundation had a great repercussion in Brazilian society, but it was suffocated by the military civilian system established in 1964 in Brazil. Education was affected not only by censorship and repression, but by the State spurious intervention in the education reordering in line with the economic policy of development and the national security ideology, dispensing the society debate. In addition to the University Reform established in 1968, the 1st and 2nd Grades Teaching Reform (Law 5.692/1971) based on the principles of the Human Capital Theory and the MEC/USAID agreements impacted the primary and secondary education administrative and didactic-pedagogical organization. The law instituted the First Grade Education, that means the 8 years mandatory schooling extension configuring the institutional bases of the current elementary 413 Educação Pública no Brasil: a democratização inconclusa Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 25, nº 51. Tercer cuatrimestre de 2022. Pp. 395-420. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2022.i51.17 school. This level of education was constituted by the primary education with the gymnasium course (first cycle of secondary school) union. The gymnasium course (second cycle of secondary school) became High School. In fact, the 1971 Reform made an unprecedented reversal in Brazilian education by establishing the High School Education compulsory professionalization, a measure justified by the social and economic needs of work qualification. The 1st and 2nd school grades great expansion held during the military civil dictatorship (1964 - 1985) period was accompanied by the school material precariousness, the teachers light training and education quality issues obtained through the high rates exclusion - evasion and repetition - and school selectivity. Moreover, as stated by Freitas and Biccas (2009), the educational inequalities in 1970s and 1980s, in Brazil, in quantitative and qualitative terms resulted from social developments of the recessive economic plans that increased the income concentration and consequently the Brazilian population poverty levels. In 1960, the schooling years average number in the country varied between regions; the lowest index was found in the northeast equal to 1.1 and the highest in the north-central west and southeast regions, equal to 2.7. Twenty years later, in 1980, under the 8-year compulsory schooling (Elementary School), this average remained well below the desirable: 2.2 years on average of schooling in the northeast and 4.4 years in the southeast. According to the authors, these inequalities remained: “The situation remained submerged in the waters of precariousness until the end of the 20th century, since at the end of the 1990s, the indexes revealed that only 18% of the country’s population had completed elementary school; 13% had a high school education and 8% had a college education.” (Freitas; Biccas, 2009, p. 189). Important advances happened in the Brazilian education after the democratic system restoration, in the late 20th century and in the early years of the 21st century. Reactions to the policies implemented during the military civilian dictatorship put on the agenda issues such as the education democratization, education for citizenship, the urgency of curricular changes in primary education, democratic management, and the school role in transforming society (Cunha, 1991). Social movements, teachers’ associations, political parties, and the trade union movement played an important role in the educational debate. The Brazilian Constitution (1988), called, not by chance, as a Citizen Constitution, guaranteed several social rights for the population, enshrining among them the right to education: “Education, health, work, housing, leisure, security, social security, protection of motherhood and childhood, and assistance to the destitute are social rights, as set forth by this Constitution.” (Art. 6, Brasil, 1988). The Constitution also established the dissemination of elementary education and the eradication of illiteracy and ensured, for the 414 Raylane Andreza Dias Navarro Barreto y Rosa Fátima de Souza Chaloba Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 25, nº 51. Tercer cuatrimestre de 2022. Pp. 395-420. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2022.i51.17 first time in the country, educational rights for native people respecting their specificities: “to native communities the use of their mother tongues and their own learning processes.” Another important milestone was the New Law on Guidelines and Bases (Law No.9.934/1996), the disputes and wide debate result in civil society. This law structured education in Brazil in two cycles: 1) Basic Education constituted by Early Childhood Education, Elementary School, and High School and 2) Higher Education. The basic education conception encompasses in the legislation redesigned the present and future problems for the right to education realization in Brazil. Undoubtedly progressive, According to Dermeval Saviani, the education implied “(...) an important achievement in the sense of moving towards a true national system of comprehensive and universal education, that is capable of guaranteeing full education to the entire country population.” (Saviani, 1997, p. 210). Not only the elementary education dissemination come to be advocated, but all basic education ranging from the education of young children to high school teenagers and young people. In this perspective, the balance sheets about Brazil’s educational indicators on the threshold of the 21st century (1990s), involving sort of positive positions pointed to considerable advances, but also many problems to be faced. According to Castro (1999), the population aged 7 to 14 net schooling rate increased from 67% in 1970 to 95.8% in 1998. The elementary education dissemination was in a execution process despite the permanence of regional differentiations. Nevertheless, despite the access expansion, the Brazilian educational system remained quite tapered, since only 30.4% of the population aged between 15 to 17 years was enrolled in high school, in 1998 (the majority, 54.8% concentrated in night courses) and a smaller number in higher education. For some analysts such as Bomeny (2003) and Schwartzman (2005), despite the advances great challenges remained, such as the illiteracy eradication, the teaching quality, age/grade distortion, full-time school implementation and the access democratization to all young people to high school. While the quantitative and qualitative challenges of basic education remain, we cannot forget, however, some consolidated democratic achievements at the beginning of the 21st century that profoundly changed education in the country with relevant sociocultural repercussions. The observation applies to the national curriculum guidelines that sought to associate the areas of knowledge traditionally present in the elementary school curriculum (Portuguese, Math, History, Geography, Science) with content related to citizen life (health, sexuality, family and social life, environment, work/consumption, science and technology, culture, and languages). It is also important to highlight affirmative policies such as racial and social 415 Educação Pública no Brasil: a democratização inconclusa Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 25, nº 51. Tercer cuatrimestre de 2022. Pp. 395-420. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2022.i51.17 quotas for higher education to correct injustices and promote social inclusion by eliminating discrimination and inequalities. In the same direction, programs to combat racial discrimination and recognize ethnic diversity are highlighted, such as the introduction to Afro-Brazilian and Native people History and Culture studies as mandatory content to the education systems. In addition, expansion policies of compulsory elementary education to 9 years (6 to 14 years); the high school compulsory education, as well as inclusive education policies and gender education and sexual diversity, and similar things. However, since the advancement of conservative forces in the country, in 2016, all these democratic achievements are under constant threats. Consequently, for education, the Bicentennial of Brazilian Independence ephemeris of imposes high alert and concern. In addition to the necessary advances and confrontations recognition for the construction of a republican and socially referenced quality public school, it is necessary to fight for the achievements guarantee and for the democracy reestablishment. 4. Advances and setbacks on the Bicentennial of Brazilian Independence threshold: by way of conclusion As we have argued throughout this essay, since the beginning of the history of independent Brazil, the education and nation building walked together. Recalling the beautiful analysis of Gondra and Schueler (2008), in the institution of the Empire of Brazil, the public education through schools or first letters chairs was considered fundamental for the nation forging political project, constituting bonds and identities. The first Brazilian Constitution granted in 1824 established education as a right to prescribe that “primary education is free to all citizens”, but in hierarchical and enslaved society, exclusionary citizenship based on social, gender and ethnic-racial distinctions prevailed among the inhabitants of the nascent national state (Brasil, 1824). Throughout the nineteenth century debates and disputes over a public, universal, free and compulsory education were powerful, they were principles that guided the constitution of national education systems in advanced countries. Although sharing the contemporaneity of the educational political projects in circulation, the school for everyone effectiveness in Brazil faced instabilities and configured trajectories marked by inequalities and discrimination. It can be said that the struggles for education followed the history of the country; from a restricted service to a large-scale coverage in almost two centuries. In this crossing, as Freitas and Biccas (2009) pointed out the elementary education dissemination due to public policies, but also to the struggle of social groups and the action of educational subjects. 416 Raylane Andreza Dias Navarro Barreto y Rosa Fátima de Souza Chaloba Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 25, nº 51. Tercer cuatrimestre de 2022. Pp. 395-420. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2022.i51.17 It remains, however, the realization of the right to basic education, which ratifies the consideration of this trajectory as incomplete democratization. The Bicentennial of Brazilian Independence celebration takes place in a not very auspicious scenario for education marked by worrying and reckless setbacks for the democracy future. In addition to cutting funds for education, it is worth mentioning other initiatives such as government support for the NonPartisan School (EsP) movement, the civic-military schools program, the high school reform and the imposition of the National Common Curriculum Base, the arbitrary adoption of the phonic literacy method, recessive policies concerning to special education, prohibitions on gender education, the priority given to the regulation of homeschooling and the tuition charge in public universities among other atrocities committed, only in the educational field. What does that leave us? That is the question to which there is no right answer. This is because no country has gone further with the education discredit than Brazil with the victory of the current president, whose cuts in science, technology and education are revealing his country project. His project, if we can call it something done randomly, in the absence of experts and with a strong neoliberal trait, it is not a return to the nation project forged in 1964 and so praised by him, but a random, incipient, unconcerned way devoid of any commitment to current and future generations. It is undoubtedly a step backwards. It is not just about authoritarianism and palliative public policies with quick and ephemeral results, but a country project based on misogyny, prejudice, public sectors corruption, the Judiciary Branch dismissal, the ecosystem destruction, disrespect for differences and mainly the idea of impunity and the myth construction. 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