Another fundamental element of the legal framework for Brazilian education is the National Education Plan. This document was formulated and implemented according to the cooperation regime of the federated entities, based on the logic present in the Constitution and the LDB. That is, the current plan corresponds to the decade 2014-2024. The general idea is therefore to develop a medium-term plan for education in Brazil, with concrete objectives on the horizon. It sets out twenty general objectives to be achieved during this period, which we summarize as follows: The last important piece of legislation in the Brazilian education legal framework was the BNCC. This initiative is the implementation of the educational reform according to a logic of modernization aimed at adapting the educational model to the requirements of the 21st century. Goal-based education must necessarily be strengthened by the legal framework of Brazilian education. This topic is very important, both for teachers and educators and for students who wish to strengthen their socio-cultural repertoire for the entrance exam. LDB has considerably advanced the legal framework of Brazilian education, particularly with regard to curricula, didactics, pedagogy and the valorization of professionals working in this environment. Take a look at some new features below: First of all, of course, the performance of schools and other educational institutions (public and private) is subject to the Brazilian legal system.

Education is, in fact, a sensitive and very socially sensitive issue that leads the authorities to often modify this framework in order to improve it. Thus, when we talk about a legal framework, we are referring to laws that directly affect Brazilian education. These measures are taken over decades, permeating multiple governments and different approaches. Next, we will mention the main laws of this order concerning public policies aimed at renewing and reshaping the concept of education. With the exponential growth in the number of students enrolled in schools, the legal framework of Brazilian education increasingly required that curricula include specific guidelines for each level of education and for each subject, in accordance with the structure designed by the LDB. The last order of this format was the DCN, which are formulated by the National Board of Education. Thus, they had three general objectives: Finally, in this article, you have seen that the legal framework of Brazilian education has evolved a lot over the last thirty years. Therefore, the natural question arises: why has the quality of teaching and learning not gone hand in hand with these changes? Does the solution lie in the continuous implementation of new laws or in improving education management? Here`s that thought. In this article, you will learn what exactly this step consists of and what are the details of its main components: the Constitution, the European Court of Auditors, the LDB, the DCN, the CWP and the BNCC. So read on to check this out. There was therefore an urgent need to review early childhood, primary and secondary school education programmes, which in practice changed several NCD schemes.

There are two main areas of innovation driven by bncc. First, the emphasis on the concepts of competencies and abilities to structure teaching and formulation strategies. Here, we wanted to promote meaningful learning and the acquisition of knowledge relevant to students` lives. In addition, the document provides for general competences for all levels and competences specific to each area of knowledge. Home visits, NCDs guide this phase to develop children up to the age of 5 in motor, intellectual, social, cognitive, psychological and emotional domains. Thus, with the family and the community, they should be taught: The second axis of innovation of the BNCC concerns the reform of the high school. This new model established the creation of training paths chosen by the students themselves at this level according to their level of interest.