FROM CHALK TO (R)EVOLUTION

THE FUTURE OF BRAZILIAN PUBLIC SCHOOL STUDENTS AS SUBJECTS OF RIGHTS

Abstract

The research addresses the complexity of education, going beyond the mere formal transmission of knowledge, with an emphasis on promoting citizenship. The focus is on empowering students to manage their own future, carve out a space in the professional world, and recognize their vocations. The core of the analyzed issue lies in the scarcity of resources and technologies in public educational institutions, significantly influencing the preparation of students for current challenges in the job market, notably when compared to their counterparts in private institutions. Digital inclusion, inseparable from social inclusion, is discussed as a fundamental right to prevent its instrumentalization as a means of exclusion. Thus, the emerging right in society is the right to digital inclusion. However, the research goes beyond a comparative analysis, highlighting the urgency of transformations in the structure of public schools in the face of a society in constant reinvention, driven by technological advancements. The central objective is to identify the main obstacles faced by public schools and assess the consequences if the necessary changes do not take place. The research, grounded in a qualitative approach, uses concepts from scientific literature, addressing topics such as the relationship between school and the contemporary world, human rights, technology in education, the Fourth Industrial Revolution, and disparities between private and public education in Brazil. The finding is that the lack of public policies to support education tends to neglect the preparation of students for new paradigms, accentuating social inequalities. In this context, it is imperative for Brazilian education to modernize, listening attentively to its students, in order to adapt to a world that transcends the physical boundaries of educational institutions.