Brazil
This chapter sets out ten steps that, taken together, would lead towards a stronger education system in Brazil, first exploring the issue of priorities and resources, then the quality of teaching and learning, and finally equity. This chapter then discusses how to implement these steps through better governance, prioritisation and data.
This chapter focuses on the Brazilian growth experience and begins with a brief overview of events that marked the country’s development from its discovery in 1500 to the 19th century. The chapter then divides the years between 1900 and 2008 into four periods, based on the methodology developed by Bai and Perron (1998, 2003) to identify structural breaks in statistical series. We identify regime changes in 1918, 1967 and 1980. Growth accounting is subsequently used to analyse the behaviour of productivity in the post-World War II period and suggests that high inflation might have been a reason for a decline in productivity between 1980 and the mid-1990s.
The state of Paraná, one of Brazil’s most populated and developed states, has been aligning its public policies with sustainable development since the 1990s. More recently, Paraná has used the SDGs as a tool and framework to reduce longstanding challenges related to health, education and safety as well as to address global megatrends affecting the state such as climate change, demographic pressures and digitalisation. Despite the absence of a state-wide sustainable development plan, Paraná is aligning its Multi-Year Plan (PPA) for 2020-23 and other planning and budgeting tools with the SDGs to face the socio-economic territorial disparities within the state. Through a multi-stakeholder governance framework, guidelines and financial contributions, the state provides incentives to align local and regional planning systems with the 2030 Agenda and to address sustainable development challenges in an integrated way.