The advancement of technological expansion through the adoption of digital platforms, EdTech, and Artificial Intelligence in all areas of social life strengthens the expanding privatization of teaching, especially at the higher education level. The objective of this article is to analyze the forms of technological expansion in the field of Higher Education and their consequences for the work and subjectivity of teachers. This is a bibliographic and documentary study, using primary and secondary sources. The conclusion is that a new rationality exists that consolidates the transformations arising from technological expansion in all dimensions of human life, affecting the work and subjectivity of teachers working in higher education, who experience a profound intensification of work to ensure increased profitability of capital. With the replacement of humans by machines, labor becomes more fragile in the face of capital, wages fall, and unemployment rises.

This research aims to analyze the relationship between the government incentive FIES and the operational performance of educational services companies listed on B3. Methodologically, the research is classified as quantitative and descriptive. Methods of calculating accounting indicators and hypothesis tests were used through panel data regression, seeking to describe the relationships between the variables. The results demonstrated that educational services companies listed on B3 benefit from FIES, as this government incentive has a direct and positive effect on their operational performance. For each value captured from FIES financing, these companies show a positive operational result. Therefore, the findings can contribute to other companies in this sector adopting the FIES program, given the potential increase in profitability, return on investment, and consequently, the valuation of their shares.

This article analyzes social participation in councils within the context of the Fund for the Maintenance and Development of Basic Education and the Appreciation of Professionals in Education (FUNDEB), focusing on the minutes of meetings of the Fund's Monitoring and Social Control Council in União da Vitória, Paraná, from 2020 to 2022. The specific objectives are: to identify relevant topics discussed; to verify the Council's compliance with legislation and its consistency with democratic practices and educational valorization; and to analyze the impact of decisions on the social management of FUNDEB. The research is qualitative and documentary. The results highlighted the lack of full participation of councilors and the need for academic training. The analyses aimed to foster debate on the Council's importance in the articulation between civil society and the State, suggesting improvements in educational policies.

This paper aims to survey scientific publications addressing the financing of rural education between 2019 and 2022, in order to map the main problems addressed by theses and dissertations published during this period, from the perspective of the neoliberal political agenda. In this sense, the guiding question is: what were the main problems regarding the financing of education for rural schools in theses and dissertations published in the Brazilian Digital Library of Theses and Dissertations (BDTD) database between 2019 and 2022? This is a bibliographic research, of an explanatory-descriptive nature, with a qualitative and quantitative approach. Its relevance lies in understanding the main problems regarding the financing of education for differentiated contexts, such as rural areas. The results indicated that, throughout the history of education, especially during the period studied, there has been a notable denial of public policies for rural populations, ranging from the closure of schools to the denial of rights to access education, retention, and success for students who live and work in rural areas.

This paper presents a methodological proposal for handling enrollments over historical series, specifically the period of the Fundeb's validity (2007 to 2020), based on a modification of the simple growth rate called the privatization rate of the educational offer. It addresses the issue of education privatization in municipalities in the state of São Paulo, conducting analyses by population size and by intermediate region. The study identified privatization of the offer manifested in enrollments in all population sizes – with greater intensity in medium-sized municipalities – and in all intermediate regions, except for São José do Rio Preto.

The article examines the role of the Ser Educacional S.A. holding company in higher education, from 2007 to 2023, and the effects on academic work at an IES (Instituição de Ensino Superior) in the group, located in the state of Pará. This is a documentary and empirical research that combined the examination of the group's reports and interviews with professors from the IES. The interviewees' statements demonstrate that the sale of an IES to a company with activities in the stock market results in evident harm to the professor's work, abundantly reporting the strategies adopted. In this case, part of the company's profitability strategies falls on the intermittency of academic work: salary insecurity, lack of stability, overcrowded classes, lack of salary equity. The statements exposed the precarization and intensification of the professor under the logic of corporate governance.

This paper evaluates the effects of the basic education funding policy on reducing inequalities in the distribution of resources among Brazilian public networks in 2006, 2020, and 2022. Based on the Student Year Value (VAA), an indicator based on tax revenue data and enrollments, the Gini index was calculated and maps were created to assess inequality. The Gini index shows a reduction in national inequality from 0.64 in 2006 to 0.57 in 2020, and an increase to 0.59 in 2022. State Gini indices varied from 0.49 to 0.54 in 2006, from 0.51 to 0.55 in 2020, and from 0.52 to 0.58 in 2022. The maps show that the Fundef raised many municipalities with VAA up to R$ 1,000.00 to the range of R$ 1,000.00 to R$ 5,000.00 in 2006; the Fundeb reduced the concentration of high VAAs and raised the lowest ones in 2020, and the permanent Fundeb raised VAAs in states of the North and Northeast to the range of R$ 5,000.00 to R$ 10,000.00 in 2022. Therefore, the policy affected funding, reducing inter and intra-state inequalities.

This paper presents the structure of the career and remuneration of public education in the Career, Position, and Remuneration Plan (PCCR) for teachers, pedagogues, and school directors in the municipal education network of Ananindeua/PA. The research is documentary, in which the PCCR – Law No. 2.355/2009 and its amendments are interpreted. The categories selected are: criteria for career advancement; type of entry; leave for continuous training; work schedule; composition of remuneration. It was found that: there has been an increase in precarious hiring at the expense of public tenders, the 40-hour schedule does not reach the pedagogical hour – time of activity without interaction with students – in practice, working conditions are precarious and remuneration has been reduced due to the Salary Floor, promotion is automatic, without the performance evaluation being carried out. It is concluded that there is a difference between what is planned and what is executed when it comes to the valuation of the magistracy with the implementation of PCCR/2009 and its updates.

The objective of this paper is to investigate how teacher valorization is envisioned in the current Career and Remuneration Plan for education professionals in Paraíba in the year 2023. Using a qualitative approach and documentary analysis as a research technique, this article considers debates about the quality of education as starting points for constructing two categories of analysis: statutory qualities and teacher entrepreneurship, along with the analytical matrix developed by Silva (2023). The results show that the analyzed Career Plan is more aligned with aspects related to statutory qualities, but with several observations and incentives for new research that can enhance teacher entrepreneurship, particularly regarding the percentage of temporary education professionals and the lack of a reference parameter for initial salaries linked to the National Professional Minimum Wage.

The article analyzes the guidelines for the use of resources allocated to schools within the framework of education funding. In Mozambique, one of the forms of education funding is the direct allocation of resources to schools, known as Direct Support to Schools. The use of resources distributed in this modality follows ministerial guidelines outlined in the Manual of Procedures. These guidelines establish what materials can or cannot be acquired using the allocated resources, pressuring school managers to find other ways to acquire materials not covered. Through a literature review and documentary analysis, it was possible to ascertain that the manual provides for democratic management of resources. However, limitations in terms of acquisitions impact the material conditions of schools and, consequently, the realization of the Right to Education. The established guidelines for material acquisitions do not always meet the real needs of schools, particularly primary schools, making the improvement of material conditions a challenge. Due to these limitations, it is understood that the manual needs to be optimized to grant more autonomy to schools, adapt to the reality of each one, and contribute to the realization of the right to education.