LITERACY POLICIES IN BRAZIL ALIGNED WITH THE 2030 AGENDA

Between what was proposed and reality

Abstract

This article critically analyzes the influence of the Education for All (EFA) agenda, the Incheon Declaration, and the 2030 Agenda on literacy policies in Brazil, with an emphasis on SDG 4.6. The research adopts a qualitative and documentary approach, using international guidelines, national legal frameworks, and critical studies on comparative education. It is justified by the need to understand the effects of global agendas in unequal educational contexts such as the Brazilian one. The National Commitment for Children’s Literacy policy is examined, highlighting its advances, limitations, and tensions between international commitments and local implementation. The findings indicate efforts toward aligning with global objectives of quality, equity, and inclusion, but persistent challenges remain, such as the technocratic logic of standardized assessments, insufficient funding, and the need for more contextualized policies. The study reaffirms literacy as a critical practice and a fundamental human right, linking it to social emancipation and the principles of progressive educational approaches.