Digital Education Policy in Brazil (2014-2024): Stakeholder Dynamics and Policy Evolution

• In Event: Educational Policies in a Digital Age: Comparative Views from Latin America

Proposal

This study examines the evolution of digital education policy in Brazil by analyzing the path from the 2014-2024 national education plan (PNE) to the newly approved 2024–2034 PNE. While the earlier plan lacks mention of digital education, the latest policy framework introduces a comprehensive agenda on digital literacy, digital infrastructure, and educational technology. This shift reflects a substantial evolution in political priorities, possibly influenced by changes in stakeholder perspectives, technological advancements, the global pandemic, and an increased recognition of technology as an integral part of life in the 21st century. By analyzing policy documents from the last decade alongside insights from stakeholders involved in crafting the 2024–2034 PNE, this research seeks to understand the factors that prompted the inclusion of digital education in Brazil’s long-term educational strategy.
This study aims to investigate the stakeholder dynamics and contextual factors that led to the inclusion of digital education in Brazil’s 2024–2034 PNE. We strive to identify significant shifts in policy emphasis, considering how local, targeted, and specific policies might influence the emergence of a broad national strategy for digital education. Ultimately, this research will contribute to a deeper understanding of the drivers behind policy evolution and provide a case study on integrating digital education into the national education policy framework.
We will draw on qualitative methods, including document analysis and semi-structured interviews, to explore the evolution of digital education policy in Brazil. First, an analysis of the 2014–2024 and 2024–2034 PNEs, as well as of digital education policies and programs of the past decade, will provide insights into the evolution of policy debates. Then, in-depth interviews with key stakeholders, including policymakers, educational administrators, technology specialists, and civil society representatives, will reveal Brazil’s evolving digital education approach, with a thematic analysis to identify key themes and factors driving policy changes.
Marina Novaes and Karen Hoshino
The study will address what factors contributed to the inclusion of digital education in Brazil’s 2024–2034 PNE, given its almost complete absence in the 2014–2024 PNE. Additional research questions include the identification of key actors and turning points in the promotion of digital education policy, as well as the challenges faced in avoiding the widening of the digital divide in education, especially when thinking about underserved and marginalized communities. Ultimately, the study also attempts to understand what can be expected from adding digital education as a key goal in the newly implemented PNE.
This study underscores the role of policy in ensuring that students — especially those from socioeconomically marginalized groups — are equipped with the competencies necessary to navigate the 21st century. Understanding Brazil’s educational policy shift can provide valuable insights into the conditions and stakeholder influences driving national digital education frameworks. This research will offer a case study on policy adaptation, illuminating the dynamics of policy evolution in response to emerging educational needs, technological advancements, and political agendas.
This research offers insights for policymakers and educational leaders by identifying challenges, effective strategies, and stakeholder dynamics in implementing digital education policies. By using Brazil as an example, it contributes to the global conversation on how nations adapt to technological advancements. Additionally, it enriches governance literature by highlighting the roles of diverse stakeholders in shaping the evolution of education policy.

Authors

• Marina Novaes

• Karen Hoshino, Stanford University