The use of surveillance technologies, particularly facial recognition and biometric technologies, is expanding in various aspects of Brazilian society. While the adoption of such technological solutions in public security is subject to analyses, articles, reports, and regulatory proposals, the same level of scrutiny has not been observed when these technologies are used in the field of education. This raises the following questions: How has facial recognition been adopted by the public sector in the educational field? Which regions have been incorporating these strategies? What are the inherent risks? What are the justifications for implementing these technologies?

These are the questions that guided the production of the report “Surveillance technologias and education: mapping facial recognition policies in Brazilian public schools” launched on March, 16th, 2023, which maps the degree of expansion, forms of use, and practices adopted in the use of these technologies in different regions of the country.

Based on interviews with managers and experts, data collection from news portals, transparency portals, municipal and state government websites, and through information access requests via the LAI (Access to Information Law), we sought to describe how the Brazilian government, at its various spheres, has introduced facial recognition technology in schools, identifying vulnerabilities, gaps, and points of attention for privacy and the right to non-discrimination of students.

Fifteen facial recognition adoption policies in schools were identified: in the state of (i) Tocantins and the municipalities of (ii) Mata de São João (BA), (iii) Fortaleza (CE), (iv) Jaboatão dos Guararapes (PE), (v) Águas Lindas (GO), (vi) Goiânia (GO), (vii) Morrinhos (GO), (viii) Betim (MG), (ix) Rio de Janeiro (RJ), (x) Angra dos Reis (RJ), (xi) Itanhaém (SP), (xii) Potirendaba (SP), (xiii) Santos (SP), (xiv) Porto Alegre (RS), (xv) Xaxim (SC).

Key Findings

Among the key findings of the report it is highlighted:

• Except for the state of Tocantins, facial recognition has mainly been adopted at the municipal level through public contracts with national companies that provide technology services. In most identified cases, the implementation of the technology is still in the initial testing phase and does not cover the entire municipal or state education network. The technology has been fully implemented only in three municipalities: Betim (MG), Jaboatão dos Guararapes (PE), and Goiânia (GO).
• The purposes stated by local authorities for implementing the technology focus on three groups: (i) optimization of school environment management, where facial recognition would save teachers’ class time, manage school absences, and manage meals and school supplies; (ii) combating school dropout to prevent unauthorized changes in attendance records, communicate with the Tutelary Council, and manage social programs in case of absenteeism; and (iii) for security purposes, to prevent students from leaving without authorization and safeguard school property.
• These justifications are part of diagnoses of problems and challenges that affect the Brazilian public education system, such as overcrowded classrooms, lack of funding for school meals, school dropout, and violence. While the purposes are legitimate, analysis of contested cases and interviews with representatives of civil society show that facial recognition does not appear to be capable of efficiently addressing these issues and difficulties affecting Brazilian public schools.

The report also questions whether facial recognition could be considered a “technology of education” capable of solving structural issues in the school environment. It argues that it is a surveillance technology whose use has been globally questioned, with allegations of discriminatory biases and issues related to security, transparency, and system effectiveness. Considering the target audience of children and adolescents, the topic becomes even more sensitive.

Finally, the report emphasizes that educational technologies should take into account responsible and human rights-aligned use, considering ethical, regulatory, and protective issues regarding the rights and best interests of children and adolescents. Therefore, in the adoption of technologies in the school environment, we recommend that the public authorities take into consideration the following topics:

1. Education technologies and surveillance technologies: Capacitating public administrators to differentiate between different types of technological tools;
2. Context analysis: Producing prior analysis and impact reports on data protection and human rights, with an emphasis on potential discriminatory elements that may be present in the use of specific technologies;
3. Participation and democratic management: Cooperation among different sectors of society, with the participation of teachers and students;
4. Enhancement of transparency mechanisms: Prompt and complete responses to LAI (the Brazilian equivalent to the Freedom of Information Act – FOIA) requests and disclosure of the Privacy Policies;
5. Use of open-source software;
6. Digital and technological training and literacy for public administrators and educators.

The report can be read in its entirety in Portuguese and English.