Early childhood education in Brazil has been increasing its investment in teaching practices focused on children’s development, but it still faces structural challenges and inequalities in access to learning opportunities.

That is what the report points out "Perceptions and Challenges of Public Early Childhood Education", released by Itaú Social in partnership with the National Union of Municipal Education Directors (Undime), which provides an overview of the first stage of basic education based on the reality of municipal school systems.

The survey, which included 2,712 municipal school districts (49% of the national total), shows that while nearly half (48%) of municipalities adopt math literacy strategies in early childhood education, progress is greater when it comes to practices focused on language and written culture, which are present in 76% of municipalities.

The data also reveal that 20% of municipal education departments do not have specific initiatives focused on literacy in early childhood education.

In addition, 23% of municipal governments are unable to say whether the contracted preschool facilities use the same language and math development strategies as those implemented in the public school system. These contracted facilities are partner institutions, hired when the municipality needs to act quickly to meet local demand for available spots.

For Sonia Dias, manager of Development and Solutions at Itaú Social, this situation underscores the need to strengthen monitoring mechanisms, technical support, and minimum standards to prevent educational inequalities within the same school system.

According to her, it is the responsibility of the municipal departments to ensure that affiliated schools provide instruction in line with the school system’s educational guidelines, thereby preventing disparities in the quality of education offered to children.

Practices already incorporated into the networks' routine

The study shows that several initiatives considered essential for child development are already part of the routine of many municipal school systems.

Among these, support for children’s contact with nature and the environment was cited by 62% of the departments. Another 58% offer continuing education focused on child development for their staff, while 56% implement initiatives to ensure students’ access to and retention in early childhood education.

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For Luiz Miguel Martins Garcia, national president of Undime and Secretary of Education for Nova Odessa (SP), early childhood education is a crucial stage in children’s development and requires ongoing planning on the part of public officials.

“Municipal networks need to develop public policies for early childhood that take into account the views of the school community, an analysis of inequalities in each region, and an ongoing commitment to ensuring the right to a quality education,” Garcia emphasized.

The collaboration framework is still insufficient

Another point highlighted by the report is the relationship between municipalities and states. Although 67% of municipal school systems receive some form of support from state departments of education—primarily through training and technical assistance— one-third of municipalities report that they do not receive any support for early childhood education.

Among the main requests from administrators are increased financial support, the provision of training, and the availability of educational materials. According to Sonia Dias, strengthening the collaborative framework between the federal government, states, and municipalities is essential for reducing regional inequalities and supporting smaller, more vulnerable networks.

The expert cited the financial transfers made through federal programs, such as the Fund for the Maintenance and Development of Basic Education and the Valorization of Education Professionals (Fundeb) and the Direct Money for Schools Program.

“In addition to the allocation of funds, it is essential that schools, municipalities, and departments of education also have access to technical assistance and guidance on how to use these funds,” said Sonia.

Infrastructure and inclusion are the top challenges

Regarding the main obstacles faced in the management of early childhood education, municipal officials cited the inadequate infrastructure of educational facilities as one of the greatest challenges.

The issue was cited by 23% of respondents and ranges from the maintenance of daycare centers and preschools to the expansion of enrollment capacity and the procurement of educational materials.

The inclusion of children with disabilities and neurodivergent children is another significant challenge, cited by 15% of administrators. The report emphasizes that expanding access to early childhood education must be accompanied by investments in architectural accessibility, adapted materials, and inclusive teaching practices that ensure effective learning conditions for all students.

The study also highlights challenges in the provision of education for historically marginalized populations. Only 28% of municipal education departments report implementing specific initiatives for rural, Indigenous, and Quilombola education programs.

Source: Agência Brasil.

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