by PublicABCP
Translated and reviewed by Matheus Lucas Hebling
The study The Regulation of the National Education System (SNE) in Brazil: A Longstanding Debate, by Karoline de Oliveira (UFABC) and Catarina Ianni Segatto (USP/UFABC), analyzes the historical and institutional trajectory of proposals to create a National Education System (Sistema Nacional de Educação—SNE) in Brazil. Published in Revista Práxis Educativa, the article situates this debate within the broader context of national systems designed to coordinate social policies, with a specific focus on education.
The authors examine ideas related to federal coordination and the legislative proposals aimed at structuring the SNE, including the bill currently under consideration in the National Congress. Their objective is to understand the factors that have sustained the issue on the governmental agenda and to identify the core elements of the proposed regulatory frameworks.
The proposal to establish a National Education System has deep historical roots, dating back to the Manifesto dos Pioneiros da Educação Nova (1932), which already advocated a nationally coordinated arrangement to ensure equity in access to education. It was, however, the Constituição Federal de 1988 that more concretely established the principle of a collaborative regime among federal entities.
Despite this constitutional foundation, unlike other policy areas such as health and social assistance, Brazilian education policy has not consolidated a structured national system. The absence of institutionalized mechanisms of cooperation has resulted in a fragmented model, characterized by asymmetries in subnational government capacity and by conflicts in policy implementation, particularly in basic education.
From the 2000s onward, the debate on regulating the SNE gained renewed momentum with its inclusion in national education conferences and on the congressional agenda. Several bills were introduced, totaling at least eight proposals between 2011 and 2020. While they share common principles—such as defining the responsibilities of federal entities and creating intergovernmental coordination bodies—these proposals diverge in their institutional design.
The most advanced initiative is Projeto de Lei Complementar 235/2019, currently under consideration in the Chamber of Deputies after approval in the Senate. It proposes a model that articulates different levels of government through federal cooperation, aiming to promote equity and ensure the quality of basic education nationwide.
The article’s analysis highlights that, despite advances in federal education policymaking, the lack of a structured national system limits the effectiveness of coordination among federal entities. It also shows that the mobilization of multiple actors—including civil society representatives—has been crucial in keeping the issue on the political agenda and shaping the content of legislative proposals.
A persistent obstacle to approval, however, has been the lack of consensus among different sectors regarding the format and governance of the SNE. The authors argue that, if regulated, the system could help reduce institutional fragmentation and better align national, state, and municipal education policies.
In light of enduring inequalities in the provision and quality of public education in Brazil, the regulation of the National Education System is presented as a necessary step toward strengthening education governance. Conceived as a “system of systems,” the SNE would articulate existing local arrangements through federal bargaining mechanisms, involving cooperation among the Union, states, and municipalities, joint decision-making bodies, and shared definitions of goals and responsibilities.
Although the issue remains under legislative discussion, its institutionalization represents, according to the authors, a significant opportunity to promote greater integration and coherence across education policies at different levels of government.
Author Profiles
Karoline de Oliveira is a PhD candidate in Public Policy at the Universidade Federal do ABC (UFABC). She holds a bachelor’s degree in Public Policy Management and a master’s degree in Urban and Regional Studies, both from the Federal University of Rio Grande do Norte (UFRN).
Catarina Ianni Segatto is a professor in the Graduate Program in Public Policy at UFABC. She holds a PhD in Public Administration and Government from FGV EAESP.
Technical Information
Title: The Regulation of the National Education System (SNE) in Brazil: A Longstanding Debate
Authors: Karoline de Oliveira; Catarina Ianni Segatto
Year of Publication: 2023
Journal: Práxis Educativa, Vol. 18
