DO PASSADO AO PRESENTE: ANALFABETISMO, DISPARIDADES REGIONAIS E RELAÇÕES ÉTNICO-RACIAIS.

The article examines the evolution of the National Education Plans (PNEs) in Brazil, focusing on the issue of illiteracy among black and pardo (mixed-race) individuals in different regions of the country. The historical analysis of education reveals the persistence of these disparities over time and underscores the need for policies that consider the diverse cultural and historical realities of Brazil. Additionally, illiteracy rates among indigenous peoples are discussed, highlighting the urgency of actions targeted at this specific group. The study identifies deficiencies in the 2001-2010 PNE, such as the lack of clear strategies and attention to regional and racial inequalities, as well as in the 2014-2024 PNE, despite the presence of measurable goals. Discrepancies in regional and ethnic-racial data persist, with the highest illiteracy rates found in the North and Northeast, where most black, pardo (mixed-race), and indigenous populations are concentrated, reflecting significant structural and social challenges. The article proposes a critical analysis of education in the country, aiming to understand the historical inequalities that should be considered in the new National Education Plan. [ABSTRACT FROM AUTHOR]