I don't want to—nor do I need to—get involved in controversies. The purpose of this text is to encourage reflection on the state of Brazilian education, based on my experiences over 17 years in the classroom.

My observations are not intended to invalidate the views of theorists and scholars who may present arguments contrary to my own; on the contrary, my interest lies in engaging in dialogue with them, as I believe that informed debate is essential for the development of more effective and meaningful education.

Education in Brazil faces a multifaceted crisis (which is nothing new) that is reflected in alarming statistics and teaching practices that can (and should) be questioned. Although there have been isolated improvements and pockets of excellence, the reality in the classroom as a whole is far from promising, and results from international assessments point to a decline in quality, despite the budgetary efforts made.

This text aims to highlight some problems in the Brazilian education system that I have observed, present data that illustrates this situation, discuss the underestimation of assessment, and explore how a misinterpretation of constructivism may have contributed to this scenario.

Classroom Overview: Discipline Issues, Limited Class Time, and Performance Below Expectations

One of the biggest challenges faced by Brazilian teachers is widespread discipline problems in the classroom. According to reports from teachers I know and spend time with, the amount of class time actually devoted to teaching is minimal, since much of it is taken up by classroom management and behavioral issues. This reality makes Brazil the country that devotes the least amount of time to teaching in the world. 

Data from international assessments corroborate this negative perception. In mathematics and science, according to the TIMSS assessment, Brazil ranks 55th out of 58 countries in 4th grade, and an even more alarmingsecond-to-last place in 8th grade. In reading, according to the PIRLS assessment, Brazil ranks 52nd out of 57.

PISA also reveals unsatisfactory performance:out of 81 countries, Brazil ranks 60th in mathematics, 53rd in Portuguese, and 61st in science. In science among students in the final years of elementary school, Brazil ranks last, tied with Argentina and Peru.

It is crucial to note that these indicators reflect the performance of both public and private education, making the situation even more concerning, given that the private sector is expected to perform better.

Despite increasing budgetary spending on education over the past decade and the implementation of the law establishing a minimum wage for teachers, this investment has not led to an increase in quality or an improvement in educational indicators.

Underestimating the Value of Evaluation: An Obstacle to Continuous Improvement

Assessment is a fundamental component for identifying learning difficulties and guiding educational interventions. However, in Brazil, assessment—especially large-scale assessments—is often underestimated and criticized, frequently on the grounds that it fails to take local circumstances into account and is imposed by international organizations.

This stance contrasts with the need for concrete data on student learning to inform effective public policies. The refusal to recognize the importance of assessment prevents the identification of more effective teaching methods and makes it difficult to track student progress.

Even the “automatic promotion” policy (a strategy under which students were/are promoted to the next grade without having to pass all subjects, with the goal of combating mass failure and ensuring access to education) implemented at a certain point in time was a misguided response to pressure for better retention rates, as it failed to address the root causes of learning difficulties.

The Misrepresentation of Constructivism: From Theory to Ineffective Practice

Constructivism, a theoretical perspective on how individuals learn, has become widely dominant in Brazilian education, influencing curriculum documents such as the PCNs and the BNCC. At its core, constructivism values the student’s experience, their active role in the learning process, and an understanding of how to learn.

However, the way constructivism has been interpreted and applied in some Brazilian contexts and schools may have led to significant problems. One of the consequences of this misinterpretation is a negative view of systematic instruction, as if explicit, step-by-step teaching were an obstacle to student development.

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This perspective runs counter to some scientific evidence that points to systematic instruction as a highly effective method of learning. Comparative studies consistently demonstrate that the flawed constructivist approach, when applied as a teaching method, is inferior to more direct and structured approaches.

The excessive emphasis on an empirical and unsubstantiated experience, at the expense of direct instruction, is also evident in the neglect of fundamental skills.

A prime example is the resistance to explicitly teaching multiplication tables, based on the argument that learning should always take place within a meaningful context. This approach has contributed to significant deficiencies in mathematics across several generations. I’m not going to defend the infamous “rote memorization,” but how many times has it come in handy and saved me!!

Another problem stemming from the influence of constructivism—which is applied as the sole and unquestionable method—and from a perspective that opposes experimentation is the lack of debate and evidence-based research in Brazilian education.

The refusal to test different methodologies and to analyze the results systematically prevents the identification and implementation of more effective practices. This postmodernist mindset, which questions the very notion of truth and reality, makes it difficult to reach a consensus on what works best in education.

The Urgency of a Paradigm Shift: Toward Evidence-Based Education

Given this alarming situation, a paradigm shift in Brazilian education is urgently needed. It is essential to adopt an approach based on scientific evidence. This perspective, already well-established in fields such as medicine, proposes that pedagogical decisions and educational policies be informed by the results of rigorous and replicable research.

Evidence-based education involves:

• Consider the best available scientific evidence regarding the various practices and methodologies.
• Take into account the expertise of education professionals.
• Respect the values of those we serve—in this case, the students and their families.

The implementation of a multi-tiered student support system, such as the one used in some developed countries, is an example of evidence-based practice. This system provides universal interventions for all students, small-group support for those facing difficulties, and individualized interventions for more complex cases—both academically and behaviorally—such as Positive Behavioral Interventions and Supports (PBIS) and the Response to Intervention (RTI) model.

However, the transition to evidence-based education faces significant obstacles in Brazil, including some resistance from the academic community, which is influenced by its worldviews and a lack of engagement with the reality of the classroom. The absence of courses on behavior management and effective teaching practices in teacher-training programs perpetuates a lack of knowledge and the continuation of ineffective practices.

Society as a driving force for change

Overcoming Brazil’s educational challenges requires a joint effort by society, educators, and public policymakers. It is essential to question the status quo and demand the presentation of data and evidence to support teaching practices and educational policies.

Active parental involvement in school life—such as on school boards—is crucial for ensuring more effective and transparent practices. Social pressure for high-quality, evidence-based education can influence policy decisions and drive change.

Although the road ahead is long and challenging, growing awareness of educational issues and interest in more effective approaches offer an optimistic outlook for the future. Change can begin at the municipal and state levels, through the implementation of evidence-based public policies and the recognition of education professionals who seek to improve their practices based on concrete data.

Brazilian education calls for a more pragmatic and scientific approach, one capable of reversing this bleak situation and ensuring a more promising future for the next generations.

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