Challenges of Comprehensive Education: Development and Sustainability in Brazilian Education

Abstract

The moment of change, the look towards development and sustainability in the framework of the 2030 Agenda assume the focus of public policies in Brazilian education.  With this scenario in mind, this paper aims to analyse the panorama of public policies implemented for the Integral Education proposal. Thus, it aims to contextualise the approaches of Integral Education as a proposal for development and sustainability for the education of students and the reduction of social inequality. An analysis of legislative texts from institutional, governmental, and academic publications was carried out. Finally, the results of the programmes, as well as the evaluation process of Integral Education in the field of public policies for education and sustainable development in Brazil are indicated. The results show that public policies for the implementation of a school of Integral Education are necessary to achieve the goals of the 2030 Agenda. In short, Integral Education requires a paradigm shift in the conception of society, school, and human formation. Therefore, public policies for a more humanised education serve as answers for the success of public education. However, the school as an institution needs to respond to the needs of academic training by considering the social and educational reality of its students. As well as the involvement of professionals in the process of implementing a comprehensive, inclusive, and humanised education.