The study investigated how public policies in basic education in Brazil have sought to address structural inequalities and promote the quality of teaching, taking as a central axis the legal frameworks, official data, and consolidated academic literature. The objective was to analyze the paths taken by these policies towards equity, understanding their advances, limitations, and implications. The theoretical foundation encompassed the relationship between education, power, and social organization, as well as the dimensions of financing, management, and curriculum that support the formulation and implementation of educational policies. The research adopted the method of integrative literature review, with searches in national and international scientific databases, normative documents, and institutional reports. The results indicated that, despite important achievements in the normative framework, such as the consolidation of the right to education and the creation of redistributive funding mechanisms, the effectiveness of policies remains limited in the face of regional and socioeconomic disparities. It is concluded that the quality of basic education depends on the articulation between sustainable financing, strengthened school management, and the construction of inclusive curricula, with this integration being key to reducing historical inequalities. The findings highlight the need for future studies on the effects of recent high school reforms and the new cycle of the National Education Plan, pointing to paths for the improvement of educational policies in the country.
Fernando Rangel de Sousa (Mon,) studied this question.