By Thallis Victor Cruz | Donor Relations Analyst
Período: January to March 2026
Key Projects and Strategic Priorities for 2026
In 2026, we will pursue four major institutional objectives:
Continue influencing municipal administrations, particularly within the G46 (as well as 20 other municipalities with over 500,000 inhabitants), based on the Educação Já Municípios (Education Now Municipalities) agenda.
Key Achievements to Date by Todos Pela Educação Anchored in Educação Já! (Education Now)
1. National Education Plan (PNE)
For 2026, we have already begun the year facing a major milestone for Brazilian basic education — the approval of the National Education Plan (PNE) by the Federal Senate. This approval was essential to address persistent challenges in Brazil’s public education system, such as the high number of students performing below basic proficiency levels.
In March 2026, the Federal Senate approved the National Education Plan, which is currently awaiting presidential sanction.
The new National Education Plan is structured differently from the 2014–2025 PNE. It includes 73 education targets, organized around 19 broader objectives. In addition to these targets, it outlines 372 strategies. The approved plan places greater emphasis on educational quality, strengthens equity as a guiding principle, and incorporates implementation and monitoring mechanisms.
See Todos Pela Educação’s Technical Note (PT-BR) on the approved PNE. >> https://x.gd/SyFGD
Todos Pela Educação also highlights the importance of civil society in both monitoring and supporting the implementation of the PNE. Ambitious targets alone are not enough — effective implementation of these policies is equally critical.
2. Update of the Educação Já (Education Now) Document
For 2026, recognizing it as a challenging year for education — marked by presidential and gubernatorial elections in Brazil — it becomes essential to position education as a top priority in the government plans of presidential candidates and prospective state governors.
To this end, the Educação Já (Education Now) document will undergo a new update this year, aiming to serve as a guiding framework for future administrations, adapted to the current challenges of Brazilian public basic education.
In March 2026, we convened approximately 60 experts, public managers, and authorities to discuss a systemic project for Basic Education in Brazil over the coming years, including priorities for the new political cycle.
Participants included leaders from the Ministry of Education (MEC), such as Kátia Schweickardt, Zara Figueiredo, Alexsandro Santos, and Gregório Grisa, as well as the president of Inep, Manuel Palacios. Also in attendance were Senator Teresa Leitão (PT-PE) and Federal Deputy Mendonça Filho (União-PE). Among the education secretaries present were, at the state level, Fátima Gavioli (Goiás), Renato Feder (São Paulo), and Roni Miranda (Paraná), and at the municipal level, Cecília Cruz (Recife), Diego Calegari (Joinville), Juliana Rohsner (Vitória), Leonardo Pascoal (Porto Alegre), and Thiago Peixoto (Florianópolis).
The meeting aimed to guide a qualified debate on the future of existing policies and the structural improvements needed to advance public education. The contributions gathered will serve as inputs for Todos Pela Educação’s technical outputs within the Educação Já (Education Now) initiative.
This initiative is part of building a national agenda for Brazilian basic education, incorporating contributions from experts, public managers, and leaders in the education sector.
3. Analysis of the Law Reinforcing the Inclusion of Early Childhood Education Teachers under the National Salary Floor Law
At the beginning of the year, a law was enacted amending the National Salary Floor Law (Law No. 11,738/2008) and the Law of Guidelines and Bases of National Education (LDB) (Law No. 9,394/1996) to address the exclusion of Early Childhood Education teachers from the national salary floor. This exclusion had resulted from differing job titles used across education systems.
Despite this progress, the new wording has raised questions, particularly regarding a possible extension of the salary floor to classroom support staff.
Todos Pela Educação assesses that the changes reinforce the right of Early Childhood Education teachers to the salary floor, correcting historical distortions, but do not extend the benefit to other roles. The core interpretation of the legislation remains tied to teaching functions, as defined by the pedagogical responsibilities outlined in the LDB, with no legal basis to include assistants or support staff.
It is important to ensure a consistent and technical interpretation of these changes in order to reduce legal uncertainty, avoid litigation, and guide education managers in the proper implementation of the law.
See Todos Pela Educação’s analysis of the law (PT-BR). >> https://x.gd/TTjtC
4. Literacy Analysis Based on the Child Literacy Indicator (ICA)
Brazil has surpassed its literacy target for 2025, with 66% of children literate by the end of the 2nd year of Elementary School, indicating progress since 2023 and reflecting the impact of coordinated actions among federal, state, and municipal governments.
Despite this progress, 34% of children are still not literate, highlighting the need for learning recovery efforts and improvements in the quality of literacy instruction. Most states showed progress, with 20 reaching the target and 18 exceeding it; Paraná and Goiás achieved 80%, a level originally projected nationwide only for 2030.
The analysis also highlights the absence of data disaggregated by race/ethnicity and socioeconomic status, which limits the assessment of inequalities in outcomes.
See Todos Pela Educação’s technical note (PT-BR). >> https://x.gd/lUv3R
5. Implementation Science Call for Proposals
Through a public call for proposals, Todos Pela Educação, in partnership with Fundação Itaú, selected six researchers from different regions of Brazil to study key aspects of the policy implementation process. The research focuses on the following themes: Education for Ethnic-Racial Relations, teachers, the National Education System, and Early Childhood Education. The program will run for nine months and includes an immersion at the University of Oxford.
Implementation remains one of the greatest challenges facing education policy in Brazil today, making research and debate in this field essential for advancing public education policies.
6. Center for Applied Studies in Teaching and Learning Practices (Ceapea)
In 2026, Todos Pela Educação incorporated the Center for Applied Studies in Teaching and Learning Practices (Ceapea), founded by Instituto Singularidades in 2021, into its institutional ecosystem. The Center is led by Bárbara Barbosa Born, who holds a PhD in Education from Stanford University (USA).
Ceapea is now part of the Public Policy Directorate, with a focus on producing and disseminating applied knowledge on education policies. Its work centers on developing studies, analyses, and research that contribute to improving the design, implementation, and evaluation of public education policies.
This incorporation will enable Todos Pela Educação to further deepen its knowledge production, strengthening its advocacy on teacher policies and pedagogical components.
7. Second Cohort of the Training Program for Public Education Managers (2026)
In March 2026, Todos Pela Educação launched the second edition of its training program aimed at leadership teams from municipal education departments. The initiative is part of the organization’s capacity-building efforts for public managers and seeks to strengthen their ability to lead education reforms within their school systems.
The program is carried out in partnership with the Institute of Advanced Studies at the University of São Paulo (USP), through the Sérgio Henrique Ferreira Chair, which is responsible for certifying participants.
This year, the program continues with a clear focus on exchanging experiences and practices to address the challenges faced by education systems. In addition, the 2026 edition emphasizes implementation as its central theme. The program also serves as a platform for sharing best practices in the implementation of education policies at the municipal level.
Links:
Project reports on GlobalGiving are posted directly to globalgiving.org by Project Leaders as they are completed, generally every 3-4 months. To protect the integrity of these documents, GlobalGiving does not alter them; therefore you may find some language or formatting issues.
If you donate to this project or have donated to this project, you can receive an email when this project posts a report. You can also subscribe for reports without donating.
Support this important cause by creating a personalized fundraising page.
Start a Fundraiser
