This study examined the evolution and implementation of educational policies in Brazil, based on an analysis of basic education performance data from the Basic Education Assessment System (SAEB), collected in 2021. The research was justified by the need for continuous improvement in the quality of education, in response to the demands of the 1988 Federal Constitution and subsequent modifications to the Law of Guidelines and Bases of Education (LDB). The objective was to identify and analyze the main factors influencing the educational performance of Brazilian students through multilevel analysis of SAEB data. The methodology employed allowed for a comprehensive evaluation that considered not only the individual performance of students, but also the institutional and socioeconomic context of schools. The analysis was enriched by statistical models that identified and quantified the effects of variables relevant to educational performance. The results highlighted the significant influence of school characteristics and socioeconomic contexts on student performance. It was observed that well-directed public policies have the potential to mitigate disparities in education and promote quality education. Important interactions were identified between student performance and variables such as school resources, pedagogical practices, and school management. It was concluded that the integration of robust analyses and focused educational policies can significantly improve educational quality in different regional and socioeconomic contexts in Brazil.
