[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593007-105":59,"doc-detail-593007-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","brazils-social-justice-policies-for-higher-education-what-can-we-learn-from-asia","Brazil’s Social Justice Policies for Higher Education: What can we learn from Asia?","","Brazil tertiary education evolved significantly over the past two decades through government policies targeting enrollment expansion, equity, and learning access. Public universities expanded mainly via REUNI, while private enrollments increased through FIES student loans and PROUNI grants. Distance online programs were also promoted to offset regional opportunity gaps. The article examines how the Confucian model in Asia-Pacific shaped comparable strategies, then recommends a more comprehensive, long-term rationale combining public funding and social engagement for sustainable social justice outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/brazils-social-justice-policies-for-higher-education-what-can-we-learn-from-asia/593007/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/brazils-social-justice-policies-for-higher-education-what-can-we-learn-from-asia/593007.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What main policies did Brazil use to expand higher education access?","Question",{"text":112,"@type":113},"The article highlights REUNI for public universities, FIES for student loans in private institutions, PROUNI for grants, and encouragement of online distance learning to address geographic barriers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are FIES and PROUNI framed as social justice initiatives?",{"text":117,"@type":113},"They are designed to create opportunities for students from lower-income families to pursue higher education degrees in private institutions.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges does the article raise about the sustainability of Brazil’s approach?",{"text":121,"@type":113},"It notes claims that the social-justice subsidy model adopted by Brazil may not be sustainable, especially as the country’s economic indicators weakened during the policy period.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593007,1792344242,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Asian Journal of Distance Education  \n[http://www](http://www.AsianJDE.org)[.](http://www.AsianJDE.org)[AsianJDE](http://www.AsianJDE.org)[.](http://www.AsianJDE.org)[org](http://www.AsianJDE.org)  \n© 2018 The Asian Society of Open and Distance Education ISSN 1347-9008 Asian J D E 2018 vol 13, no 1, pp 88-108  \nBrazil’s Social Justice Policies for Higher Education:  \nWhat can we learn from Asia?  \nMatheus Batalha Moreira NERY  \nDepartment of Psychology, Business and Education, UNINASSAU, Brazil  \n[160100757@prof.uninassau.edu.br](160100757@prof.uninassau.edu.br)  \nABSTRACT :  \nBrazil tertiary education has evolved substantially in the last 20 years. The policies set up by the Brazilian government aimed at different targets. There were actions to expand the enrollments in the country’s public universities, mainly through a program called Reestruturação e Expansão das Universidades Federais (REUNI) . The government also invested in increasing the enrollments in private universities and colleges through the government students’ loans program, called Programa de Financiamento Estudantil (FIES), and through a grant program, called Programa Universidade para Todos (PROUNI) . And finally, the policymakers also encouraged the development of online distance learning programs as away to compensate for the lack of higher education opportunities in the areas located far away from Brazil’s most developed cities. The FIES and PROUNI were implemented as social justice policies to create opportunities for students from lower-income families to pursue a higher education degree. However, There are claims that the social justice subsidy model adopted by the Brazilian government isn’t sustainable. On the other side of the world, countries from Asia-Pacific are exploring different strategies to increase both enrollments and quality in tertiary education based on Confucian principles. This Confucian Model led scholars to believe that the Asia-Pacific countries were ready to compete against the tertiary education offered in the western hemisphere. Therefore, firstly, the author’s analysis focuses on the pivotal decisions that shaped Brazil’s higher education system. In sequence, the author examines some key learning points from the Asia-Pacific countries that adopted a tertiary education strategy based on the Confucian Model. The author proposes that to ensure the Brazilian social justice policies efficacy the country’s policymakers should consider developing a more comprehensive rationality involving a long-term thinking strategy for its primary, secondary and tertiary education, mixing government funds and social engagement, in a course of action that can boost academic quality and enrollments. In summary, the author presents recommendations to policymakers, scholars, and HEI administrators regarding the development of Brazilian social justice policies for tertiary education.  \nKeywords: Brazilian Higher Education; Social Justice Policies; Confucian Model; AsiaPacific; and Online Distance Learning Programs  \nINTRODUCTION  \nThe fundamental purpose of higher education is developing a country’s youth, and creating paths that can generate opportunities for students to contribute positively to society.  \nThis requires public investments and policies that direct resources to assist student personal, academic and professional success. To date, Brazil has not yet reached its full potential in education, as access to higher education is a challenge.  \nASIAN JOURNAL of DISTANCE EDUCATION  \nThe goal of the Brazilian government is to achieve 33% higher education enrollment in the 18-24-year-old age group by 2024. However, a national survey conducted by the Brazilian Institute of Geography and Statistics (IBGE) showed that among the young people in this age group, only 17.6% are enrolled in undergraduate programs in the country’s universities and colleges; 18,697,083 people in this age group are not enrolled in any institution of tertiary education (IBGE, 2016","cbCaiswL4eJ0YfXJ","https://ap.wps.com/l/cbCaiswL4eJ0YfXJ","pdf",394238,22,"English","# Abstract\n# Introduction\n## Higher education enrollment goals in Brazil\n## Core strategies: REUNI, FIES, PROUNI, and distance learning\n## Budget impact and social justice rationale\n## Economic constraints and sustainability debate","[{\"question\":\"What main policies did Brazil use to expand higher education access?\",\"answer\":\"The article highlights REUNI for public universities, FIES for student loans in private institutions, PROUNI for grants, and encouragement of online distance learning to address geographic barriers.\"},{\"question\":\"How are FIES and PROUNI framed as social justice initiatives?\",\"answer\":\"They are designed to create opportunities for students from lower-income families to pursue higher education degrees in private institutions.\"},{\"question\":\"What challenges does the article raise about the sustainability of Brazil’s approach?\",\"answer\":\"It notes claims that the social-justice subsidy model adopted by Brazil may not be sustainable, especially as the country’s economic indicators weakened during the policy period.\"}]","Brazil’s Social Justice Policies for Higher Education: What can we learn from Asia? | PDF",1792076383,55]