FROM THE RIGHT TO ACCESS TO THE RIGHT TO LEARN: EDUCATIONAL EXPANSION AND TEACHING EFFECTIVENESS IN BRAZIL

Abstract

Brazilian educational expansion represents an important social achievement, but expanding access to schooling does not, by itself, ensure the fulfillment of the right to learning. This study aimed to analyze the relationship between educational expansion and teaching effectiveness in Brazil, considering factors that influence educational quality and equity. A narrative literature review was conducted using the ERIC, Diadorim, SpringerLink, and Latindex databases, complemented by an analysis of official documents and scientific articles published between 2021 and 2026 in Portuguese and English. The findings revealed advances in universal access, public policy development, inclusion, and the expansion of different educational modalities. However, social, territorial, and institutional inequalities persist, particularly regarding infrastructure, connectivity, pedagogical conditions, educational quality, and learning outcomes. The analyzed literature demonstrated that quantitative expansion needs to be accompanied by equity policies, regulatory mechanisms, professional development and appreciation, and strategies for monitoring learning. It is concluded that the right to access is only fully realized when articulated with the right to learn with quality, inclusion, and equity.