Today we have a huge gap in relation to teacher training courses and the reality of classrooms. According to data from the latest 2021 Higher Education Census, the number of entrants into higher education courses, in the distance education (EaD) modality, increased by 474%. There is an imminent need to rethink teacher training courses in order to bring them closer to the challenges of contemporary schools. Many of the courses still present curricula that train teachers for traditional and slightly different classroom models, when this is not the reality of the plurality of schools in Brazil.
Another major challenge lies with the ”old-new High School”. Law 13415 of 2017 modified the National Education Guidelines and Bases Law and stipulated a change in the structure of Secondary Education, which suffered and continues to suffer from various problems, such as school dropout, absenteeism, lack of connection between the school and the future of young people. The proposal had on paper elements that could solve the above challenges, such as increasing school attendance, and bringing a more relevant curriculum to the student.
The reality is that today, the model has been widely discussed, given that the intended objectives have not been achieved. This is because in different schools in Brazil, different developments of the new Secondary Education occurred, increasing the disparities, which already existed, between public and private schools.
Active participation of families is yet another contemporary challenge in education. In the past, schools were seen, almost completely, as an unquestionable institution and certainly recognized for making the most responsible decisions for their students. It would be presumptuous not to admit that having a more critical look at any institution is fundamental, as it encourages improvement and best practices. But at the same time, today there is a certain distance between families and schools. This distance is clearly the result of new work dynamics, new family configurations, the accelerated routine of big cities, among others. Here it becomes necessary for families to assume this role as allies and always seek dialogue with their children’s schools. Trust in educators is a fundamental step towards a triad of success that supports the student.
Students with special educational needs, anxiety, attention deficit disorders, giftedness, depression, suicidal ideation: issues related to mental health are increasingly present in the day-to-day life of schools. According to data from the Basic Education Census, in 2017, in Brazil, there were just over 89 thousand students with autism spectrum disorder in Brazilian schools. In 2023, this number reached 607,144 students. In other words, schools are receiving more students with demands that were not so frequent before. It is essential, therefore, that the school focuses on a curriculum that, in addition to being theoretical, can develop socio-emotional skills, which help in the development of skills that can be combined with mental health.
Current Brazilian basic education students are, for the most part, individuals born immersed in digital media, with constant stimuli and access to the great world of the internet. Since most children already have their own smartphone, issues related to learning and cognition difficulties, vision problems, aggression, among others, are imminent risks when this interaction with electronic devices is hyperbolized. Schools need to ensure several actions that range from raising awareness among students and families regarding the appropriate use of electronics, forms of control in the school environment and development of digital citizenship.
However, it is possible to advance on these fronts, whether by supporting school initiatives, as families seeking greater dialogue with schools and as a society seeking greater responsibility for education in our country. As the American philosopher John Dewey said, ”education is not preparation for life; education is life itself.”
