Home/Countries/Brazil/Primary School Teachers

BrazilPrimary School Teachers

Category: EducationSource: World Bank World Development IndicatorsGlobal Rank: #7 of 201Updated April 2026
Latest Value
819,787
2023
YoY Change
+0.8%
20222023
Global Rank
#7
of 201 countries
Maximum
887,428
2004
Minimum
754,291
2007
CAGR
+0.0%
23 years
Last
819,787
Previous
813,441
Highest
887,428
Lowest
754,291
Source
World Bank World Development Indicators

Brazil's primary school teachers was 819,787 in 2023, ranking #7 out of 201 countries. This represents a +0.8% change from 2022. Over the past 23 years, the highest recorded value was 887,428 (2004) and the lowest was 754,291 (2007). Data sourced from the World Bank World Development Indicators.

Source: World Bank World Development Indicators

Historical Data

YearValueChange
2023819,787+0.8%
2022813,441+5.3%
2021772,790-0.2%
2020774,646-1.1%
2019783,517-1.9%
2018798,957+0.3%
2017796,457+0.4%
2016793,276+0.2%
2015791,787-0.4%
2014795,014+0.7%
2013789,575+0.4%
2012786,411+1.5%
2011774,575+1.6%
2010762,132-1.1%
2009770,703-0.4%
2008773,624+2.6%
2007754,291-14.9%
2005886,781-0.1%
2004887,428+1.2%
2003877,204+1.2%
2002867,003+1.0%
2001858,813+5.4%
2000815,079

Top Countries — Primary School Teachers

#CountryValueYear
1World34.1M2024
2China6.7M2024
3India5.0M2024
4United States1.8M2023
5Indonesia1.5M2025
6Nigeria913,3052021
7Brazil819,7872023
8Mexico571,8322023
9Congo, Dem. Rep.561,1722023
10Philippines527,5042024
View all 201 countries →

About This Indicator

Definition

Primary School Teachers — World Bank World Development Indicators.

Methodology

Data compiled by Data API, UN Educational, Scientific and Cultural Organization (UNESCO), uri: https://databrowser.uis.unesco.org/resources, note: The data are obtained through the UIS API. Detailed documentation is available at: https://api.uis.unesco.org/api/public/documentation/, publisher: UNESCO Institute for Statistics (UIS), type: Bulk file (csv), date accessed: 2025-09-22, date published: 2025-09.

Source: World BankCoverage: 20002025View original source →