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This trajectory has stemmed from some of the inherent concerns within the political, economic and social contexts that have affected education in Brazil. All efforts made by previous governments – from 2002 to 2016, which even at the time were considered too late – have virtually been nullified by the current misgovernance since August 2016. With these efforts, it was believed that only a consistent, robust education project could overcome the daunting marks of historically constituted inequality, and thus of exclusion. Currently, education is no longer treated as a priority on the national agenda, nor is there any sign of an emancipatory education project being presented, which thereby leads to the formation, in Freire’s terms, of a libertarian education. Quite the contrary, in fact: we are now faced with a pseudo-retrograde proposal that aims to control the knowledge involved in the education of our children and the young. According to an OECD study (2017)1, Brazil is one of the countries that invests the least in primary and secondary education, spending around one third of most other countries. The barriers created by this are such that we run the risk of not being able to meet any of the goals established by the National Education Plan (2014/2024)2, since the problem, in all its dimensions, has not yet been diagnosed, nor has action been taken to solve those that have already been identified.

The trajectory of design/education at UFPE and the actions of RIDE