This note provides an overview of Brazil’s digital education ecosystem, including the digital tools for system and institutional management and digital resources for teaching and learning that are publicly provided to schools and educational stakeholders. The note outlines how public responsibilities for the governance of digital education are divided and examines how Brazil supports the equitable and effective access to and use of digital technology and data in education. This includes through practices and policies on procurement, interoperability, data privacy and regulation, and digital competencies. Finally, the note discusses how Brazil engages in any initiatives, including with the EdTech sector, to drive innovation and research and development towards an effective digital ecosystem.
Country Digital Education Ecosystems and Governance
2. Brazil
Abstract
Key features
Education in Brazil is governed by multiple stakeholders, from the federal to local level working in cooperative and complementary fashion, which is reflected in the provision of digital education resources and systems.
Broad implementation and adoption of digital tools and resources are limited by the existing digital divide in Brazil, although dedicated programmes exist to breach it and notable implementations exist at sub-national levels.
Digital literacy and competences are present and highlighted in Brazil’s national curriculum and in its guidelines for teacher initial and ongoing training.
General policy context
Division of responsibility
In Brazil, public responsibility for providing education is distributed throughout its federal government, local governments at each of its 27 federative units (which will hereafter be referred to as “states” for brevity), and of its 5 569 municipalities in a model in which the federal government historically enacts top-down policy.1
Decentralised responsibilities notwithstanding, legislation assigns direct responsibility over a given level of education to each level of government.2 Municipalities are primarily responsible for early childhood education and care (ECEC), primary, and lower secondary education – although the responsibility for lower secondary is sometimes shared with state authorities. States are mostly responsible for the provision of upper secondary education, while the responsibilities for vocational education and training (VET) are shared with the federal government and other stakeholders (such as the national industry confederation).3 Finally, the federal government, mostly through the Brazilian Ministry of Education (MEC), is responsible for VET and higher education.
Responsibility for the provision of digital tools and resources for system management and for institutional management tends to reflect this governance model, with municipalities, states, and the federal government overseeing the provision of digital tools to institutions under their remit. Conversely, the provision of digital resources for teaching and learning is more nuanced. The federal government provides digital resources for VET education directly, whereas they provide such resources rather indirectly for all public primary and secondary educational institutions – by funding a purchase programme (PNLD) that provide learning materials for free, and by maintaining digital platforms (such as Plataforma Integrada, discussed below) containing a wide variety of curriculum aligned digital educational resources. In particular, PNLD- funded learning materials are foreseen to include digital materials as of ifs 2023 edition.4
Legislation regarding digital education, access to digital infrastructure, and assessment of student digital competences has recently been passed into law, while the competences on the use of digital technologies and computational thinking are contained in Brazil’s national core curriculum (BNCC).5 6 In addition, Brazil has comprehensive data and privacy protection and openness laws, and associated control mechanisms.7 Although these laws are federal-level initiatives, responsibility for the actual implementation of curriculum and policies remains decentralised. This reflects on the provision of digital tools, notably at schools for which states and municipalities have full autonomy to choose and procure the tools within their regulatory contexts at the local level. As of 2023; this decentralised policy implementation raises some challenges of interoperability and data portability.
Digital education strategy
Digitalisation and digital education are central policy topics in Brazil, and therefore efforts to draft a comprehensive digital public education strategy are currently underway. Nonetheless, important policies are already in place. As mentioned above, a national digital education policy (PNED) has recently been passed into law, prompting the federal and local governments to deploy a wide set of digital inclusion initiatives, foster digital education at schools for students and teachers, and foster research and development towards inclusive and accessible ICT although its impact at schools is yet to be determined. This policy complements existing legislation (PIEC) currently supporting connectivity at schools.8
In addition, this upcoming dedicated education strategy will be aligned with a broader, government-wide digital transformation strategy for 2022-2026 that has already been adopted and where education and training for digital competences figure as one of its axes.9 Notably, this wider strategy aims to improve connectivity in public schools, incorporate digital technology into teaching and learning, and foster the development of digital competences, both at initial and in-service teacher training. In addition, implementation and evaluation plans are to accompany Brazil’s digital education strategy as recommended by its Audit Courts.
Ahead of the development of Brazil’s digital education strategy, initiatives were already underway to provide public primary and secondary institutions a physical digital infrastructure and digital education resources, such as the Educação Conectada (Connected education) innovation programme later converted into national policy. In tandem with partners at different government levels, this programme aims to enhance connectivity in schools via the provision of broadband, Wi-Fi or mobile Internet, purchasing digital equipment for students such as tablets and computers, as well as school IT infrastructure such as internet routers and servers.10 The programme seems to have enjoyed some adoption within the Brazilian education system, with around 71 000 institutions listed on its website as beneficiary. It thereby prompted broader policy developments, notably an inspired piece of legislation that passed into law in 2021, focusing this initiative on schools located in areas of lower socio-economic status as well as other vulnerable areas (such as schools in rural settings).11 In addition, there is also a policy interest in improving accessibility and thus supporting students with special educational needs (SEN), notably through digital resources compliant with accessibility standards. This aim is made particularly evident in the PNLD textbook programme mentioned above.
The public digital education infrastructure
The public provision of digital platforms for education management and information systems in primary and secondary education reflects the decentralised division of responsibilities in Brazil, with administrative student information, facility and financial management systems being provided by the municipal, state-level, or federal authorities in charge of managing the respective network of institutions. The same design applies to support platforms for local system-level assessments, as those are also organised, procured, and maintained by the relevant stakeholder for a given network of schools, notwithstanding the fact that the national systemic assessments themselves are organised by the federal government (for example the SAEB national assessment discussed in detail below).
On the other hand, the federal government plays a more central role in the provision of digital resources for teaching and learning. The Ministry of Education, either through its secretaries or executive agencies such as the national fund for the development of education (FNDE), provides digital resources to most public primary and secondary institutions and sets up digital content hubs and open educational resources platforms.12
Digital ecosystem for system and school management
Student information system and learning management system
The use of system management tools is fragmented in Brazil, reflecting which stakeholder has the responsibility for the institution following the primary administrative responsibility for the school system.
At the federal level, MEC maintains a comprehensive integrated platform for budget and programme participation management (Sistema Integrado de Monitoramento, Execução e Controle – SIMEC) and provides the Sistema Nacional de Informações da Educação Profissional e Tecnológica (SISTEC), a student information system to all VET educational institutions in Brazil. Data entry into this management system is mandatory for all VET institutions, as a central register allowing all issued professional certifications to be valid countrywide. Additionally, government-provided institutional management tools are also being piloted in primary and secondary public schools to support the management of resources coming from the federal government, as well as functionalities for diagnostics and needs assessment at the school level that could be improved by dedicated PDDE funds.13
States then provide access to management systems for institutions under their responsibilities, meaning the provision of these systems and available features might vary significantly from a state to another. There is no central student information system (or student register) and it is unclear whether most states maintain one for students under their educational responsibility. Nonetheless, several states provide rather comprehensive education management and information systems, such as those made available by the states of Ceará and Paraná. Through the SIGESCOLA platform, students at Ceará can submit and receive assignments from teachers, check their attendance online, and consult their classroom assessment online, while other stakeholders such as teachers and school principals also have access to restricted areas suited for their own use. The state secretary of Paraná maintains a learning management platform available to all state and municipality-run public schools that centralises information on student trajectories through the education system (e.g., student transcripts, certifications), on attendance and performance on classroom assessments, and supports the offer and enrolment into extracurricular activities. It also supports a platform with restricted areas for students, teachers and school principals, and provides a mobile app where students or parents can check report cards, class schedule, and attendance through digitalisation of classroom records aided by facial recognition technology. The integrated system also allows for the state secretariat to gather data on student attendance and performance and thus ascertain preferred institutions or regions for targeted interventions, and posterior impacts of implemented policy.
In addition to these examples of central learning management systems, there are multiple other ones used across Brazil. Open source platforms (such as Moodle) enjoy some popularity in VET and higher education, boosted by the significant disruptions caused by the COVID-19 pandemic and related need for digital platforms that allow for distance learning. States also provide learning management system (LMS) to schools under their responsibility or in some cases, to schools under the Municipalities that feed into the system managed by states. This provision is rather varied and reliant on partnerships in place at the federal, state or municipality level – for instance on the provision of access to the Google Education suite to all public schools, either municipality or state-run in Paraná during the pandemic. Notable examples such as the Espírito Santo state in South-eastern Brazil and the above-mentioned state of Paraná in the South.
Admission and guidance system
Access to education, free choice of educational institution, and the government’s obligation to provide it are enshrined in the Brazilian Constitution and specified in further legislation. However, schools and sub-national education systems are afforded a large degree of autonomy regarding student admission to primary or secondary institutions. Notably, VET institutions at upper secondary level, educational institutions under the responsibility of the federal Ministry of Defence or universities, and private schools all administer competitive admission processes, while state or municipality-administered public schools tend to admit students based on space availability and curriculum compatibility.14 This variability is reflected in the digital tools and resources employed in these different types of schools.
Local approaches for primary or secondary education notwithstanding, the federal government sets up and maintains a unified selective admission system for upper secondary or VET students pursuing higher education (SISU –Sistema de Seleção Unificada, available at https://sisualuno.mec.gov.br). This is possibly the most widely used student admission platform in Brazil, being the primary means of admission to a significant majority of the country’s public higher education institutions. Students can list their preferred degrees, universities and institutions on this online platform, as well as other selection variables (such as eligibility to affirmative action initiatives), and they are then selected based on their performance in the national university entrance exam (Exame Nacional do Ensino Médio, ENEM) and on those other factors. The SISU platform is made available for admissions twice a year, reflecting academic semesters in Brazil, and students are invited to select and adapt their choices based on dynamically calculated student rankings and threshold grades for admission before the deadline by when they are matched with universities with available openings.
Platforms for career guidance are available but not centrally or universally provided in Brazil. Digital tools and resources for career guidance exist and are available to students enrolled in private education, but publicly funded initiatives exist only regarding guidance through VET careers, notably through a self-assessment made available through a mobile app. As the enrolment in VET institutions remains low (by 2018, only 11% of upper secondary students were enrolled in VET, against the OECD average of 42% and Brazil’s own policy goal of 25% by 2024), steering students into VET careers remains a strategic policy goal for Brazil under its national education plan (PNE) for the 2014-2024 period.15
The lack of generalised guidance for students in public schools contrasts with the stakes that students face when applying for higher education. Students receive little guidance about which diploma to pursue in higher education, but the choice they make is strategic as it affects the required entry grades and the higher education institutions they are eligible to.
Exams and assessments system
The basic education assessment system (Sistema de Avaliação da Educação Básica, SAEB) is a national standardised assessment in literacy and mathematics, sat by students enrolled in primary and secondary educational institutions at grades 5, 9 and 12 every three years. Results from the SAEB are used for system and school-level diagnostic, notably through the basic education development index (Índice de Desenvolvimento da Educação Básica, IDEB), as well as for analyses of the education system. States and some municipalities also conduct their own system-level assessments, often at the same grades as SAEB.16
The SAEB and other system-level assessments are conducted in paper and pencil format. Logistic constraints and insufficient infrastructure pose significant challenges to systemic transition to digital assessments for national or local assessments. Nevertheless, there are some digital platforms that are employed for the SAEB-related supporting tasks, for example for authoring and maintaining assessment item banks, for grading essay and open-ended questions, and for implementing administrative tasks related to the financial and logistical aspects of assessments. Some of those platforms are developed and maintained by the federal or local governments (for example the assessment item banks), whereas others, such as the platforms for assessment staff management (e.g., managing hiring, allocation and payment of test administrators, coders, and school coordinators), are procured from private contractors for use at the assessment.17 In addition to the operational aspects, a platform (Painel Educational) to divulge aggregated results to local stakeholders and report assessment results from the national to the school level is also maintained by the federal government. States have also leveraged digital tools to obtain more timely results in diagnostic assessments, with notable examples leveraging mobile applications for assessment data processing, and artificial intelligence (AI) to grade essays.18
Other digital tools and resources
There is an explicit focus in Brazilian education policy in minimising school drop-out and tracking and supporting individual students to meet the national plan policy goals, and similar more or less advanced digital tools tracking students’ attendance are present throughout all States, with some notable implementations such as the classroom journal (Diário de Classe) platform in São Paulo state, and a tracking system connected to SMS messages to parents’ mobile phones implemented in the state of Goiás using principles of behavioural economics. 19 There are a few platforms provided by the federal government and other stakeholders to support educational institutions with varying degrees of objectives, adoption, use of artificial intelligence technology, and data visualisation for generating actionable insights.20 21 22 23
Digital ecosystem for teaching and learning
The federal government plays a central role in providing teaching and learning resources to schools in Brazil, and recent digitalisation initiatives are bound to foster a more vibrant digital ecosystem of teaching and learning resources. MEC has developed an array of open and closed platforms with educational resources for teachers and students in primary and secondary education.
The national textbook programme (PNLD) consists of a textbook and educational material purchase programme operationalised by the national education development fund (FNDE) under MEC. Publishers submit a portfolio of textbooks under strict specifications (e.g., format, accessibility, compatibility with curricula) as part of their bid to be selected to figure in a list of resources – which will remain freely available for primary and secondary institutions for the following four years. As of its 2023 edition, publishers must make textbooks and teacher handbooks available also in digital format and are also incentivised to provide interactive project-based learning materials, which are bound to increase the availability of static and dynamic digital learning resources to educational institutions in primary and early grades in lower secondary education. Similar improvements could be expected for the rest of secondary education in the subsequent phases of the programme. Accessibility is also a core requisite for all PNLD-eligible digital materials, and all offered digital resources must be accessible to students with special educational needs.
In addition to textbooks, MEC also maintains or supports an array of open education resources (OER) platforms for students and teachers, coherent with policies to provide ongoing professional development for the latter. Notably, MEC has set up an integrated OER platform (Plataforma Integrada MEC RED) of digital resources for students, teachers, and school principals with more than 320 000 available resources produced by a wide range of stakeholders, such as universities, research institutes, non-government organisations (NGO), among others. This repository is complemented by learning platforms (as those listed in the AVAMEC platform: TG212 - AVAMEC) offering massive open online courses (MOOCs), particularly aimed at teachers and school staff in topics such as classroom and school management, conflict resolution, and use of digital educational resources in the classroom. A dedicated platform for VET teachers and staff (PlatforEDU) is also maintained by MEC, listing available online courses for continued professional development provided by VET institutions and universities countrywide.
In addition to open resources, students can also benefit from a wide range of MOOCs produced by VET educational institutions, upon registration and issuing certifications that could be used for professional development or career progression at the Aprenda mais (“Learn more”) platform (Aprenda Mais (mec.gov.br). Beyond learning opportunities with open resources, teachers can also self-assess their digital competences, using online tools and resources developed by civil society actors in technical co-operation with stakeholders at the federal and state-level governments.24 Literacy, especially at early age, is also a policy focus in Brazil. This is reflected in the provision of directed digital materials for teaching and learning. MEC maintains an online platform with resources for teachers has supported the translation and adaptation of educational apps for literacy education, and produced digital materials to support parents and foster literacy at home.25
Brazil also has an established environment of educational TV channels and TV-based remote training.26 Notably, a federal ministry-supported TV channel (TV Escola) provides a digital resources platform for educational institutions aiming to prepare their students to the national higher education admission exams, upon request from institution maintainers.27
The federal government also acts as a partnership broker between private sector actors and the public education system, establishing partnerships providing digital resources to schools (such as the Microsoft Office software suite, or Google’s workspace for education resources), or ICT-focused digital content for students and teachers (such as the content produced in collaboration with Huawei or Oracle). These resources are made available at a central hub maintained by MEC in a model that is also present at state-level.28 29 Nonetheless, the global pandemic also amplified the creation and dissemination of digital educational materials produced by educational technology (EdTech) companies, philanthropic foundations and other civil society actors that were aggregated and distributed to educational institutions through platforms created and maintained by MEC.
Access, use and governance of digital technologies and data in education
Ensuring access and supporting use
Equity of access
Students with special education needs and those enrolled at schools in disadvantaged socio-economic areas, such as remote and rural areas, are commonly targeted by policy in Brazil. As governance and responsibility for education are distributed, the federal government uses the funding of education as a policy lever through its wide-reaching national redistribution fund (FUNDEB). This broader focus notwithstanding, however, neither Brazil’s digital policy 2023 law nor its foreseen digital strategy have explicit target groups for digital education or digital inclusion, albeit support for socially disadvantaged and initiatives aimed at SEN students are included. Initiatives, such as the above-mentioned Educação Conectada national policy, are open to all interested schools.
One motivation for such a broad policy might be the degree of inequality with respect to digital infrastructure in Brazilian schools. Internet connectivity can provide a reasonable first indicator, as reliable access is needed to fully leverage digital educational resources. Data from 2020 shows that, even though 82% of Brazilian primary and secondary educations have access to the Internet, this provision is very unequal: 77% and 51% of schools located in the historically socio-economically disadvantaged North and Northeast states reported the same.30 Recent initiatives, organised by MEC in partnership with the World Bank, aim to focus on those states, with particular focus on teacher training for digital competences and infrastructure.31
Programmes dedicated to infrastructure are also underway to bridge the quality connectivity gap in the Brazilian North and Northeast.32 Both regions are the target of a joint venture led by a network of institutions interested in implementing secure and high-quality Internet connections in municipalities within the regions, with schools directly benefitting. Implementation of the programme is supported by a wide range of actors, including government actors from the executive (ministries of Education, Defence, Health, and Communications) and judiciary branches (national justice council – CNJ) for the North, and a state-run energy company (the São Francisco Hydroelectric Company) for the Northeast.
Supporting the use of digital tools
The federal government supports the use of digital educational tools at all education levels in various ways. This may manifest through its central role in funding education, direct provision of digital tools, directed support programmes, or supporting monitoring and assessment of their implementation. As schools and sub-national entities enjoy some autonomy regarding their choice of digital educational resources, procurement for digital technologies and learning resources for institutions may be in rare occasions directly performed by the federal government, while more commonly procured by states or municipalities or other stakeholders maintaining school networks.
The federal government does not provide earmarked subsidies for the provision of digital tools and access to platforms, but state and municipality school systems, and sometimes institutions themselves, enjoy a large degree of autonomy to employ non-earmarked funds to support digital education. There are nonetheless earmarked funds available for the provision of Internet connectivity and ICT equipment within programmes aiming to bridge Brazil’s existing digital divide, such as the above-mentioned Educação Conectada programme. In addition, the federal government also provides an approved selection of digital textbooks through its PNLD programme, which, given its size, affords the federal government significant leverage when negotiating prices with suppliers. The scale of the Brazilian education system also allows the federal, state or particularly large municipal governments to negotiate system-wide conditions with companies for the use of digital tools at schools, as observed in agreements with Microsoft for the use of its Office 365 educational suite, and with Google for the provision of its Google Workspace for Education tools to public schools.
In addition to the efforts aimed at all states, the federal government provides guidance on procurement processes conducted at the sub-national levels by states, municipalities or privately run institutions willing to procure tools with their own discretionary funds.
Cultivating the digital literacy of education stakeholders
Digital literacy and the development of student digital competences are central policy goals in Brazil, figuring extensively in its national curriculum for primary and secondary education (BNCC). In this new curriculum, digital competences are outlined as three of its ten general competences, and mentioned in all domain-specific competences, adding up to approximately 10% of the curriculum.33 Furthermore, guidelines on developing a dedicated digital competences curriculum for basic education in alignment with the BNCC have been released in 2022 as a complement to the broader curriculum, complementing additions made by state and municipality school systems to their curricula.
Accordingly, the development of teachers’ digital competences is also present in policy for initial teacher education and for their continued professional development. Guidelines to this endeavour are provided by the federal government through the national teacher training curriculum (BNC – Formação) that has been prepared in alignment with the BNCC lists of digital competences, albeit in broad terms. In line with the variety of responsibilities for maintaining schools, teacher training may also be provided by the stakeholder responsible for their employment, each providing varying degrees of continued development aimed at enhancing teachers’ digital competences.34
Even though there is no direct dissemination from the federal government to students or parents about information regarding the use of student data and digital technology at schools, the federal government, either directly or through agencies, opens consultations on diverse topics. This interface with the broader public is made through a platform maintained by the federal government (Participa + Brasil), for which there are filters for education topics. Digital technology and data use in education are sometimes put for discussion through this channel.35
Governance of data and digital technology in education
Data privacy and data protection are regulated in Brazil through comprehensive legislation framed in its personal data protection general law (LGPD).36 The LGPD presents several similarities to the European Union’s General Data Protection Regulations (GDPR), although there are some differences in terms of protections and data rights of minors (including most primary and secondary students), as well as the dissemination of educational data. This is due to a stricter standard imposed in the LGPD regarding the classification of personal data.
Implementation of the LGPD is overseen by ANPD (Autoridade Nacional de Proteção de Dados), Brazil’s data commissioner, and by relevant stakeholders such as the national comptroller general (Controladoria Geral da União, CGU). However, responsibility for accountability and exercise of data rights remains with data-collecting institutions themselves, meaning that for education, the relevant authority – federal, state, or municipality governments for public schools – are to inform students and parents about which data is collected and how to exercise their data rights, with notable examples in compliance and clarity among states.37 38
Data portability and interoperability of education data was not a reality in Brazil as of December 2023, but initiatives for countrywide student identification were underway. Although platforms for interoperable data exchange among educational institutions have been proposed, said initiatives seem to lack traction among institutions and buy-in among lawmakers.39
Supporting innovation, research, and development (R‑D) in digital education
Although data collection and management are distributed across multiple stakeholders, Brazil has a culture of disseminating and leveraging education data to inform developments in digital education. In addition to acting as a broker for strategic partnerships with the private sector, MEC, other Ministries, and federal government agencies play a role of fostering an innovation environment where education technology (EdTech) companies can flourish.
The National Institute of Educational Studies and Research Anísio Teixeira (INEP) is a federal agency under MEC that oversees national assessments, produces education statistics and indicators, and is in charge of the yearly school census. INEP plays a central role in the education data ecosystem in Brazil, and regularly divulges documented microdata for the school census it coordinates, in addition to the national assessments it manages. Its compliance with the LGPD is still underway. In addition, INEP and other data processing stakeholders within the government also divulge open data plans, mapping which data is available and means to access it.40
This wealth of educational data creates an ecosystem that can be leveraged by EdTech start-ups, for which there is a vibrant market in Brazil. Broadly within the start-up sector, the OECD Going Digital Toolkit indicates that nationally, 27% of all business in Brazil were information start-up firms by 2020, above the OECD average of 24.4%.41 Within the EdTech sector, a survey from 2022 also shows a significant growth in the sector, with 813 active EdTech companies against 566 in 2022.42 In addition to its role in brokering partnerships with the private sector, the federal government also fosters the start-up environment, albeit in a broader, cross-sectoral manner through incentive programmes.43 As implementation of and compliance with the LGPD continue to affect educational institutions throughout Brazil, data governance, portability and interoperability are bound to remain policy priorities. The development, provision, and dissemination of student information and education management systems, possibly leveraging successful cases such as the SISTEC information system for VET education might be a promising direction. Similarly, continued engagement with sub-national stakeholders, especially with the states and municipalities, has the potential to boost overall adoption and result in standards for portability and interoperability that can foster the Brazilian digital education environment.
Notes
← 1. Brazil has 27 federative units, consisting of its 26 states and a federal district where its capital, Brasilia, is located. These units are referred throughout this note to as “states”.
← 2. Notably, Law No. 9 394 from December 20, 1996 (Lei de Diretrizes e Bases da Educação Nacional - LDB, accessible at https://www.planalto.gov.br/ccivil_03/leis/l9394.htm, in Portuguese)
← 3. The national industry confederation – Confederação Nacional da Industria (CNI) is the maintainer of the “Sistema S” of educational institutions offering VET education at all education levels
← 4. From the Portuguese acronym for Programa Nacional do Livro e Material Didático,
← 5. Law No. 14 533 from 11 January 2023 – Política Nacional de Educação Digital, (PNED) national digital education policy in free translation, available at https://www.planalto.gov.br/ccivil_03/_Ato2023-2026/2023/Lei/L14533.htm
← 6. From the Portuguese acronym to Base Nacional Comum Curricular
← 7. Law No. 13 709 from 14 August 2018 – Lei Geral de Proteção de Dados Pessoais (LGPD, available at L13709 (planalto.gov.br), in Portuguese) and Decree No. 8 777 from 11 May 2016 – Política de Dados Abertos do Poder Executivo Federal (available at Decreto nº 8777 (planalto.gov.br), in Portuguese).
← 8. Law No 14 180 from 1 July 2021 – Politica de inovação Educação Conectada (PIEC), available at https://www.in.gov.br/en/web/dou/-/lei-n-14.180-de-1-de-julho-de-2021-329472130
← 9. Axis D of the Brazilian digital transformation strategy (Estratégia de Transformação Digital, available at https://www.gov.br/mcti/pt-br/acompanhe-o-mcti/transformacaodigital/estrategia-digital-eixoD in Portuguese)
← 10. From the Portuguese acronym for Programa de Inovação Educação Connectada, available at http://educacaoconectada.mec.gov.br/#ancora,
← 11. Law 14 180 from 1 July 2021, Politica de Inovação Educação Conectada, available at LEI Nº 14.180, DE 1º DE JULHO DE 2021.
← 12. From the Portuguese acronym for Fundo Nacional de Desenvolvimento da Educação – FNDE.
← 13. Namely, the PDDE Interativo platform was developed jointly by the Ministry of Education and State secretaries, and is accessible to local stakeholders and school principals registered in the national school census to manage funds from the PDDE programme.
← 14. Although the BNCC outlines a curriculum for basic education, significant regional variations exist, especially in VET education, meaning that some assessment of whether prospective students can adapt to ongoing instruction still exists.
← 15. From the Portuguese acronym for Plano Nacional de Educação, Brazil’s national education policy plan and goals for the 2014-2024 period. Notably, its goal no.10 (Meta 10) pertains to enrolment in VET.
← 16. More detail can be found in OECD Policy Perspectives No 34 – National Assessment Reform: Core considerations for Brazil, available at https://www.oecd.org/fr/bresil/national-assessment-reform-333a6e20-en.htm.
← 17. Banco National de Itens, - BNI, available at https://www.gov.br/inep/pt-br/areas-de-atuacao/avaliacao-e-exames-educacionais/bni
← 18. Both notable examples from the state of Paraná: the Prova Paraná diagnostic assessment digitalizes response cards to expedite data processing through a mobile app, and the Redação Paraná tool uses AI to grade grammatical aspects of the Portuguese language while leaving the content for teachers to grade.
← 19. The Diário de Classe platform is available at https://decentro.educacao.sp.gov.br/aplicativo-diario-de-classe-sp and detail on the SMS “nudge” system can be found at https://site.educacao.go.gov.br/pesquisa-internacional-sobre-envio-de-sms/
← 20. The SISSA (Sistema Integrado de Suporte ao Sucesso Acadêmico)platform, available at https://sissa.ufg.br/,.
← 21. Busca Ativa Escolar (available at Busca Ativa Escolar Página inicial) is a student tracking initiative to guide social service interventions developed by UNICEF in partnership with Municipalities.
← 22. Sistema de Alerta Preventivo (SAP) has been developed as part of the Brasil na Escola programme.
← 23. Sistema Presença (available at https://presenca.mec.gov.br/seb/) is an attendance monitoring system maintained by MEC to track school drop-out a metric connected toparticipation in cash transfer programmes.
← 24. Notably, through the self-assessment tool developed by the Brazilian education innovation centre (CIEB – Centro de Inovação para a Educaçao Brasileira), available at https://guiaedutec.com.br/educador and accessible to teachers upon registration.
← 25. Outputs from axis no. 2 of the Tempo de Aprender literacy programme. Available at https://alfabetizacao.mec.gov.br/tempo-de-aprender, in Portuguese.
← 26. Inclusing MEC-supported channels such as TV Brasil (available at https://tvbrasil.ebc.com.br/tags/canal-educacao) to channels such as TV Escola (available at https://tvescola.org.br) providing content for teachers.
← 27. Through the Hora do ENEM platform, available at https://www.horadoenem.org.br/#, in Portuguese.
← 28. The MECPlace platform (MECPlace – Ecossistema de Inovação e Soluções Educationais Digitais, available at https://www.gov.br/mec/pt-br/mecplace, in Portuguese).
← 29. Such as the state of Paraná, which established partnerships directly with Google, Microsoft and EdTech such as Khan Academy, available to students enrolled in state-run schools and aggregated at a resources portal (available at Plataformas Educacionais | Escola Digital - Professor).
← 30. From the Pesquisa TIC Educação 2021, survey available at Cetic.br - TIC Educação in Portuguese.
← 31. Through the Educa Mais Norte e Nordeste programme, available at Programa Educa Mais Norte e Nordestein Portuguese.
← 32. The Norte Connectado and Nordeste Conectado programmes, respectively.
← 33. From the Portuguese acronym for Base Nacional Comum Curricular, available at http://basenacionalcomum.mec.gov.br/, in Portuguese. A detailed study has been performed by CIEB and can be found at https://cieb.net.br/wp-content/uploads/2018/10/BNCC-e-cultura-digital.pdf, in Portuguese.
← 34. With notable examples such as the state of Ceará in the Brazilian Northeast or Paraná in the South that provide in-service teacher training in digital competences.
← 35. Available at https://www.gov.br/participamaisbrasil/ministerio-da-educacao for Ministry of Education consultations, and https://www.gov.br/participamaisbrasil/ for the government at large.
← 36. From the Portuguese acronym for Lei Geral de Proteção de Dados Pessoais, referring to Law No. 13 709 from 14 August 2018, available at https://www.planalto.gov.br/ccivil_03/_ato2015-2018/2018/lei/l13709.htm, in Portuguese.
← 37. The education secretary of Espírito Santo state in Southwestern Brazil, which provides data rights, relevant national and local legislation, means to access educational data, and details of its data protection officer at its website.
← 38. The state of Paraná informs students and guardians of their data rights at enrolment and assures compliance with data protection regulation by keeping all collected data within the state borders by working in tandem with the state-run technology and IT company CELEPAR and adopting stringent privacy measures such as only storing hashed biometrical data used in facial recognition.
← 39. Notably, the ID Estudantil (https://idestudantil.mec.gov.br/) and Rede Aprender (https://www.gov.br/mec/pt-br/rede-aprender) programmes, respectively.
← 40. For example, INEP’s open data plan can be accessed at https://www.gov.br/inep/pt-br/acesso-a-informacao/dados-abertos, in Portuguese.
← 41. From the OECD Going Digital Toolkit, available at Start-up firms (up to 2 years old) in information industries as a share of all businesses | Innovation Indicators (oecd.org)
← 42. From the EdTech mapping available at Mapeamento EdTechs 2022 (abstartups.com.br) in Portuguese.
← 43. Such as the FINEP Start-up programme (http://www.finep.gov.br/apoio-e-financiamento-externa/programas-e-linhas/finep-startup), supported by the Ministry of Science and Technology, or the Booster SEPRO Ventures programme (http://booster.ventures.serpro.gov.br) maintained by SEPRO, an entity under the Ministry of Economy.