This study examines the projected role of universities within Brazil’s National Education Plan (PNE), focusing on the goals and outcomes outlined in the current PNE 2014–2024 and comparing them with the proposed objectives for the PNE 2024–2034. Through a comparative analysis of Goals 12, 13 and 14, this study draws on data from official sources to identify advances, shortfalls and emerging trends that define the envisioned model for Brazilian higher education institutions. Findings show that while there were improvements in enrolment rates and faculty qualifications, the 2014–2024 goals fell short in creating equitable access and sustainable quality across the sector. The proposed 2024–2034 PNE emphasizes greater inclusion and quality enhancement, with a renewed focus on expanding public sector engagement and improving student retention. Despite these positive directions, the lack of a cohesive university model that meets contemporary demands may limit the transformative potential of the new PNE to create a genuinely inclusive and forward-looking higher education landscape in Brazil.
AlexanderA., & ManolchevC. (2020). The future of university or universities of the future: A paradox for uncertain times. International Journal of Educational Management, 34(7), 1143–1153. https://doi.org/10.1108/IJEM-01-2020-0018
2.
BergoM. M. R., CostaB. L. D., & RianiJ. L. R. (2025). Gestão de vagas remanescentes sob a ótica da gestão administrativa das Instituições Federais de Ensino Superior. Revista Internacional de Educação Superior, 11, e025015. https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8673493/33280
3.
Brazil. (2007). Decree No. 6,096, of April 24, 2007. Provides for the support program for restructuring and expansion plans of federal universities – Reuni. Diário Oficial da União.
4.
Brazil. (2010). Decree No. 7,234, of July 19, 2010. Provides for the National Student Assistance Program – Pnaes. Diário Oficial da União.
5.
Brazil. (2012, August29). Law No. 12,711, of August 29, 2012. Provides for admission to federal universities and federal technical education institutions and other provisions. Diário Oficial da União: Seção 1, 1. https://www.planalto.gov.br/ccivil_03/_ato2011-2014/2012/lei/l12711.htm
6.
Brazil. (2024a). New monitoring panel for the National Education Plan. National Education Plan. https://app.powerbi.com/view?r=eyJrIjoiYTQ1MmJjNWMtOTE1ZS00NmMxLTk5OGQtYjRlMTI4OWI5YWM4IiwidCI6IjI2ZjczODk3LWM4YWMtNGIxZS05NzhmLWVhNGMwNzc0MzRiZiJ9
7.
Brazil. (2024b). Bill No. 2,614, of 2024. Provides for the National Education Plan for the decade 2024-2034 and other provisions. Presidency of the Republic. https://www.planalto.gov.br/ccivil_03/Projetos/ato_2023_2026/2024/PL/pl-2614.htm
8.
BritoM. (2017). New trends or persistent inequalities? Modernization and educational expansion in Brazil. Cadernos de Pesquisa, 47, 224–263. https://doi.org/10.1590/198053143789
9.
CarvalhoF. S., PilattiL. A., CarvalhoH. A., & LimaI. A. (2023). Information and communication technology in Brazilian public schools: A sustainable legacy of the pandemic?Sustainability, 15(8), 6462. https://doi.org/10.3390/su15086462
10.
CavalcantiT., GuimaraesJ., & SampaioB. (2010). Barriers to skill acquisition in Brazil: Public and private school students’ performance in a public university entrance exam. The Quarterly Review of Economics and Finance, 50(4), 395–407. https://doi.org/10.1016/j.qref.2010.08.001
11.
CiviciA., & AngjeliE. (2023). Towards Universities 4.0—Development opportunities, new scientific values, and employment. InAngjeliA.(Ed.), The challenge of digital transformation (p. 22). Mediterranean University of Albania.
12.
ColeJ. (2021). Academic freedom under fire. Science, 374(6537), 1300. https://doi.org/10.1126/science.abn5447
13.
DaveyT., MeermanA., OrazbayevaB., RiedelM., Galán-MurosV., PlewaC., & EckertN. (Eds). (2018). The future of universities thoughtbook: 40 perspectives on how engaged and entrepreneurial universities will drive growth and shape our knowledge-driven future until 2040. University Industry Innovation Network.
14.
FriedmanH., & FriedmanL. W. (2021). Has higher education fallen down the rabbit hole and landed in the bizarro world? You bet it has!Academia Letters, 2655. https://doi.org/10.20935/AL2655
15.
GurukkalR. (2022). Future higher education. Higher Education for the Future, 9(1), 7. https://doi.org/10.1177/23476311211063698
16.
HartmannE. (2019). The future of universities in a global risk society. Globalizations, 16(5), 717–736. https://doi.org/10.1080/14747731.2019.1583412
17.
JayalN. G. (2019). The imagined futures of the public university in India. Globalizations, 16(5), 737–744. https://doi.org/10.1080/14747731.2019.1584496
18.
KauppiN. (2019). Waiting for Godot? Some impediments to counter-hegemonic forces in higher education. Globalizations, 16(5), 745–750. https://doi.org/10.1080/14747731.2019.1578100
19.
KnobelM., & LealF. (2019). Higher education and science in Brazil: A walk toward the cliff?International Higher Education, (99), 25–27. https://doi.org/10.6017/ihe.2019.99.11639
MayT. (2004). Pesquisa documental: escavações e evidências. InLumsdenK. & MayT.(Eds), Pesquisa social: questões, métodos e processos (pp. 206–230). Artmed.
22.
MittelmanJ. H. (2019). To risk or derisk the soul of the university? The peril in educational globalization. Globalizations, 16(5), 707–716. https://doi.org/10.1080/14747731.2019.1578065
23.
Nature. (2024a). Chemistry Nobel recognizes AI-driven advances in structural biology. Nature. https://www.nature.com/articles/d41586-024-03214-7
24.
Nature. (2024b). Physics Nobel awarded for breakthroughs in artificial intelligence and neural networks. Nature. https://www.nature.com/articles/d41586-024-03213-8
25.
OECD. (2018). Education in Brazil: An international perspective. OECD Publishing. https://doi.org/10.1787/9789264309050-en
26.
PatomäkiH. (2019). Repurposing the university in the 21st century: Toward a progressive global vision. Globalizations, 16(5), 751–762. https://doi.org/10.1080/14747731.2019.1578533
27.
PilattiL. A., & CechinM. R. (2018). Perfil das universidades brasileiras de e com potencial de classe mundial. Avaliação: Revista da Avaliação da Educação Superior, 23(1), e0006. https://doi.org/10.1590/S1414-40772018000100006
28.
StegerM. B. (2019). Committing to cultures of creativity: The significance of transdisciplinarity. Globalizations, 16(5), 763–769. https://doi.org/10.1080/14747731.2019.1578485
29.
Wink JuniorM. V., & PaeseL. H. Z. (2019). Inequality of educational opportunities: Evidence from Brazil. EconomiA, 20(1), 109–120. https://doi.org/10.1016/j.econ.2019.05.002
