The Brazilian Yearbook of Basic Education 2025 pointed out inequalities in the supply of basic infrastructure of public schools in different regions of the country, including access to drinking water, electricity, garbage collection, public sewage, bathrooms and kitchen. Prepared by the Organization Todos for Education, Santillana Foundation and Modern Editora, the survey was released this Thursday (25), reaching its 12th edition.
Although 95% of public schools have the basic infrastructure items, there is a greater lack of two items: Only 48.2% of the units are connected to the public sewage network, and more than 20% have no garbage collection service yet.
In the cut by region, only 9.3% of public schools in the North and 30.8% in the Northeast have a public sewage networkwhile The index reaches 84.7% of Southeast units, 56.9% in the south and 47.8% in the Midwest. More than half of schools in the North (54%) have no garbage collectionwhile almost all southern schools (97.2%) have the service.
To the Educational Policy Manager for Education, Manoela Miranda, the absence of basic infrastructurebesides being a matter of dignity, is directly linked to the learning conditions of students. She ponders that there have been many advances in the country regarding education, but There are regions where the situation remains critical.
“Three out of ten public schools in Acre and Roraima have no drinking water, it is a difficult situation not to have even drinking water for students and managers. Lack of electricity in a third of public schools in Acre and Amazonas. And the lack of bathroom reaches a quarter of public schools in Roraima,” he said.
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Manoela points out that it is necessary to guarantee minimum conditions for the class to happen and students can stay at school.
In the Northern Region, these operational factors are more complex and, according to the expert, it is important that public policies take into account the so -called Amazonian factor, that is, the additional logistics and operational costs that the region imposes.
EQUIPMENT FOR TEACHING
Regarding the learning infrastructure, the yearbook showed that the equipment is unevenly distributed also through the teaching stages, in addition to the cut by region. Libraries and reading rooms, for example, are more present in public schools that offer the final years of elementary school (69.2%) and high school (86.5%) than in those with early -year classes (47.2%).
The presence of a computer lab was recorded in only 27% of public schools in the early years of elementary school, 46.8% of the final years, and 73% of high school units. The science laboratories were present in only 20.3% of public schools of final years and, in high school, in 46.9% of the units.
“I would also highlight the same inequality [no recorte] regional. If you consider high schools that have science laboratories in the northern region, this percentage drops to 40%. There are states like Roraima, with 22%, and Acre, with 21%, ”said Manoela.
She added that the lag is not only in the basic infrastructure, but is reflected in the infrastructure focused directly on student learning.
In Early childhood education, only 41% of public schools had a park and 35.3% had a green area within the unit. Children’s pedagogical material reaches 69.6% of schools.
Considering the regional clipping, in the north of the country, children’s parks were present in 11.5% of schools, green area in 33% and children’s pedagogical material in 36.5%. At the other end of the country, in the south, the percentages reached 87.4% (park), 60.6% (green area) and 95.5% (material).
Learning
The yearbook concludes that, “in order to fully achieve its goals, quality public education requires basic infrastructure – such as drinking water, electricity, bathrooms, kitchen, garbage collection – but should also have equipment focused on teaching and learning, such as reading rooms, laboratories and technology resources, including internet access.”
Despite 95.4% of public schools have internet accesspoints out the yearbook, Only 44.5% are connected according to appropriate parameters for pedagogical use in the classroom. The document explains that the situation “limits effective use in teaching and learning processes”.
According to Manoela Miranda, when it comes to learning, the country still has a long way to go, especially when looking at the result of adequate learning in mathematics and Portuguese language in high school.
The yearbook shows that Only 4.5% of young people in the 3rd grade of public high school had adequate learning in mathematics and Portuguese language. Among the 9th grades of elementary school, this percentage is only 13.3%, and among students in the 5th grade of elementary school, reaches 37.2%.
“I want to highlight the advances-especially in access to education, conclusion, minor age-series distortion-, on the other hand, I want to highlight the importance of these data and look at the regional, socioeconomic and racial inequalities that exist in the country to advance quality education with equity,” he said.
For the expert, the yearbook is important as a demonstration of evidence and database for the elaboration of educational policies. “Currently, in Congress [Nacional]process the National Education Plan, which will set goals and strategies for the next decade of Brazilian education. It is very important to look at this data and the challenges that still exist to have good goals, ambitious but realistic for the education we want ten years from now. ”
