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Decree No. 6320, Of 20 December 2007

Original Language Title: Decreto nº 6.320, de 20 de Dezembro de 2007

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DECREE NO 6,320, DE December 20, 2007.

Approves the Regimental Framework and the Framework Demonstrative of the Cargos in Commission and the Gratified Functions of the Ministry of Education, and gives other arrangements.

THE PRESIDENT OF THE REPUBLIC, in the use of the assignments conferring you the art. 84, incisos IV and VI, point?a?, of the Constitution, and in view of the provisions of art. 50 of Law No 10,683 of May 28, 2003,

DECRETA:

Art. 1st Ficam approved the Regimental Structure and the Cargos Demonstrative Framework in Commission and Gratified Functions of the Ministry of Education in the form of Annexes I and II.

Art. 2nd In consequence of the provisions of art. 1st, stay remanded, in the form of Annex III, the following posts in Committee of the Group-Direction and Superior aides-DAS:

I-from the Office of Management, the Ministry of Planning, Budget and Management, to the Ministry of Education: a DAS 101.5 ; four DAS 101.3 ; four DAS 101.2 ; six DAS 101.1 ; four DAS 102.4 ; and two DAS 102.1 ; and

II-from the Ministry of Education to the Office of Management, Ministry of Planning, Budget and Management: a DAS 101.4.

Art. 3rd The apostillations arising from the approval of the Regimental Structure of which it treats the art. 1st shall occur within the period of twenty days, counted from the date of publication of this Decree.

Single Paragraph. After the apostillations provided for in the caput, the Minister of State for Education shall publish in the Official Journal of the Union, within thirty days, counted from the date of publication of this Decree, nominal relationship of the holders of the posts in committee of the Group-Direction and Superior-DAS, as referred to in Annex II, indicating, inclusive, the number of vacant posts, their denomination and their level.

Art. 4th internal regiment of the Ministry of Education will be approved by the Minister of State and published in the Official Journal of the Union, within ninety days, counted from the date of publication of this Decree.

Art. 5th This Decree enters into force on the date of its publication, producing effects from January 2, 2008.

Art. 6th Ficam revoked the Decrees on the 5,159, July 28, 2004, and 5,638, of 26 of December 2005.

Brasilia, December 20, 2007 ; 186th of the Independence and 119th of the Republic.

LUIZ INACIO LULA DA SILVA

Fernando Haddad

Paulo Bernardo Silva

This text does not replace the published in the DOU of 12/21/2007

ANNEX I

REGIMENTAL STRUCTURE OF THE MINISTRY OF EDUCATION

CHAPTER I

OF NATURE AND COMPETENCE

Art. 1st The Ministry of Education, the body of the direct federal administration, has as area of competence the following subjects:

I-national education policy ;

II-child education ;

III-education in general, understanding fundamental education, high school, higher education, education of young people and adults, vocational education, special education and distance education, except military education ;

IV-evaluation, information and educational research ;

V-research and university extension ;

VI-magisterion ; and

VII-financial assistance for deprived families for the schooling of their children or dependent.

CHAPTER II

DA ORGANIZATIONAL STRUCTURE

Art. 2nd The Ministry of Education has the following organizational structure:

I-bodies of direct and immediate assistance to the Minister of State:

a) Cabinet ;

b) General Secretariat:

1. Subsecretive of Administrative Affairs ;

2. Undersecretion of Planning and Budget ; and

3. Directorate of Information Technology ;

c) Legal Consulting ;

II-singular specific organs:

a) Basic Education Registry:

1. Directorate of Conceptions and Curricular Guidelines for Basic Education ;

2. Directorate of Training Policies, Teaching Materials and Technologies for Basic Education ;

3. Directorate for Institutional Strengthening and Educational Management ; and

4. Directorate of Articulation and Support for Systems of Education Basic ;

b) Secretary for Professional and Technological Education ;

1. Directorate for Development of the Federal Network for Vocational and Technological Education ;

2. Directorate of Formulation of Professional and Technological Education Policies ;

3. Directorate of Regulation and Supervision of Professional and Technological Education ; and

4. Directorate of Articulation and Special Projects ;

c) Superior Education Registry:

1. Network Development Board of federal institutions of higher education ;

2. Directorate of Graduate Policies and Programs ;

3. Directorate of Regulation and Supervision of Higher Education ; and

4. Directorate of Federal University Hospitals and Health Residences ;

d) Special Education Registry: Director of Special Education Policies ;

e) Secretary of Education to Distance:

1. Board of Regulation and Supervision in Distance Education ;

2. Infrastructure Director-Structure in Educational Technology ; and

3. Directorate of Production of Contents and Training in Distance Education ;

f) Secretary of Education Continued, Alphabetization and Diversity:

1. Directorate of Education for Diversity ;

2. Youth Education Policy Board and Adults ;

3. Directorate of Studies and Monitoring of Educational Vulnerabilities ; and

4. Directorate of Integral Education, Human Rights and Citizenship ;

g) Benjamin Constant Institute ; and

h) National Institute of Deaf Education ;

III-Representation in the State of São Paulo and in the State of Rio de Janeiro ;

IV-collegiate body: National Board of Education ; and

V-linked entities:

a) municipalities:

1. National Education Development Fund ;

2. National Institute for Studies and Educational Research Anísio Teixeira ;

3. Federal University of Bahia ;

4. Federal University of Paraíba ;

5. Federal University of Alagoas ;

6. Federal University of Alfenas ;

7. Federal University of Campina Grande ;

8. Federal University of Goiás ;

9. Federal University of Itajubá ;

10. Federal University of Juiz de Fora ;

11. Federal University of Lavras ;

12. Federal University of Minas Gerais ;

13. Federal University of Pernambuco ;

14. Federal University of Santa Catarina ;

15. Federal University of Santa Maria ;

16. Federal University of São Paulo ;

17. Federal University of Uberland ;

18. Federal University of Ceará ;

19. Federal University of the Holy Spirit ;

20. Federal University of the State of Rio de Janeiro ;

21. Federal University of Pará ;

22. Federal University of Paraná ;

23. Federal University of the Bahia Reconcavo ;

24. Federal University of Rio de Janeiro ;

25. Federal University of Rio Grande do Norte ;

26. Federal University of Rio Grande do Sul ;

27. Federal University of the Mineiro Triangle ;

28. Federal University of the Valleys of the Jequitinhonha and Mucuri ;

29. Federal Fluminense University ;

30. The Federal Rural University of the Amazon ;

31. The Rural Federal University of Pernambuco ;

32. Rural Federal University of Rio de Janeiro ;

33. The Federal Rural University of the Semi-Árido;

34. Pedro II College ;

35. The Federal Center for Technological Education Celso Suckow of Fonseca ;

36. Federal Centre for Technological Education of Bahia ;

37. Federal Centre for Technological Education of Paraíba ;

38. Federal Centre for Technological Education of Alagoas ;

39. Federal Centre for Technological Education of Bambuí ;

40. Federal Center for Technological Education of Bento Gonçalves ;

41. Federal Centre for Technological Education of Campos ;

42. Federal Center for Technological Education of Cuiabá ;

43. Federal Center for Technology Education of Goiás ;

44. Federal Centre for Technological Education of January ;

45. Federal Center for Technological Education of Mato Grosso ;

46. Federal Centre for Technological Education of Minas Gerais ;

47. Federal Center for Technological Education of Gold Black ;

48. Federal Centre for Technological Education of Pelotas ;

49. Federal Center for Technological Education of Pernambuco ;

50. The Federal Centre for Technological Education of Petrolina ;

51. Federal Center for Technological Education of Chemistry of Nilopolis ;

52. The Federal Centre for Technological Education of Rio Pomba ;

53. Federal Centre for Technological Education of Rio Verde ;

54. Federal Center for Technological Education of Roraima ;

55. Federal Center of Technological Education of Santa Catarina ;

56. Federal Centre for Technological Education of São Paulo ;

57. Federal Center for Technological Education of South Vicente ;

58. Federal Centre for Technological Education of Sergipe ;

59. Federal Centre for Technological Education of Uberaba ;

60. Federal Centre for Technological Education of Urutaí ;

61. The Federal Centre for Technology Education of the Amazon ;

62. Ceará Federal Technological Education Center ;

63. Federal Centre of Technological Education of the Holy Spirit ;

64. Federal Centre for Technological Education of the Maranhão ;

65. Federal Center for Technological Education of Para ;

66. Federal Centre for Technological Education of Piauí ;

67. Federal Center for Technological Education of Rio Grande do Norte ;

68. The Federal Technological University of Paraná ;

69. Federal Agrotechnical School Antony José Teixeira ;

70. The Federal Agrotechnical School of Alegre ;

71. The Federal Agrotechnical School of Alegrete ;

72. The Federal Agrotechnical School of Araguatins ;

73. The Federal Agrotechnical School of Barbacena ;

74. Federal Agrotechnical School of Barons ;

75. The Federal Agrotechnical School of Belo Garden ;

76. The Federal Agrotechnical School of Cáceres ;

77. The Federal Agrotechnical School of Castanhal ;

78. The Federal Agrotechnical School of Catu ;

79. The Federal Agrotechnical School of Ceres ;

80. Federal Agrotechnical School of Codó ;

81. Federal Agrotechnical School of Colatine ;

82. Federal Agrotechnical School of Colorado from the West ;

83. Federal Agrotechnical School of Concordia ;

84. Federal Agrotechnical School of Crato ;

85. The Federal Agrotechnical School of Iguatu ;

86. Federal Agrotechnical School of Inconfidants ;

87. The Federal Agrotechnical School of Machado ;

88. Federal Agrotechnical School of Manaus ;

89. Federal Agrotechnical School of Muzambinho ;

90. The Federal Agrotechnical School of Rio de Rio ;

91. The Federal Agrotechnical School of Salinas ;

92. Federal Agrotechnical School of Santa Inês ;

93. The Federal Agrotechnical School of Santa Teresa ;

94. Federal Agrotechnical School of St. Christopher ;

95. The Federal Agrotechnical School of San Gabriel of the Cachoeira ;

96. Federal Agrotechnical School of Saint John Evangelista ;

97. Federal Agrotechnical School of Saint Louis ;

98. Federal Agrotechnical School of Satuba ;

99. The Federal Agrotechnical School of Lord of the Bonfim ;

100. Federal Agrotechnical School of Sertan ;

101. Somber Federal Agrotechnical School ;

102. The Federal Agrotechnical School of Sousa ;

103. Federal Agrotechnical School of Uberland ;

104. Federal Agrotechnical School of Victory of Santo Anso ;

105. Federal Agrotechnical School of Marabá ;

106. The Federal Agrotechnical School of New Andradina ;

107. Federal Agrotechnical School of St. Raimundo of the Mangabers ;

108. The Federal Technical School of Palmas-TO ;

109. Amazon Federal Technical School ;

110. The Federal Technical School of Rondônia ;

111. The Federal Technical School of the Acre ;

112. Federal Technical School of Brasilia ;

113. The Federal Technical School of Mato Grosso do Sul ; and

114. Federal Technical School of Canoas ;

b) public foundations:

1. Coordination of Higher-Level Personnel Improvement-CAPES ;

2. Joaquim Nabuco foundation ;

3. Federal Faculty Foundation of Medical Sciences of Porto Alegre ;

4. Foundation University of Brasília ;

5. Foundation University of Amazonas ;

6. Foundation Federal University of the Great Dourados ;

7. Foundation Federal University of ABC ;

8. Foundation Federal University of Rio Grande ;

9. Foundation Federal University of Mato Grosso ;

10. Foundation Federal University of Mato Grosso do Sul ;

11. Foundation Federal University of Gold Preto ;

12. Foundation Federal University of Pelotas ;

13. Foundation Federal University of Rondônia ;

14. Foundation Federal University of Roraima ;

15. Foundation Federal University of São Carlos ;

16. Foundation Federal University of Saint John Del Rei ;

17. Foundation Federal University of Sergipe ;

18. Foundation Federal University of Viçosa ;

19. Foundation Federal University of Acre ;

20. Foundation Federal University of Amapá ;

21. Foundation Federal University of the Maranhão ;

22. Foundation Federal University of Piauí ;

23. Foundation Federal University of Tocantins ;

24. Foundation Federal University of the Valley of San Francisco ; and

c) public company: Hospital de Clínicas de Porto Alegre.

CHAPTER III

DAS COMPETENCIES OF ORGANS

I Section

of the Direct and Immediate Care Bodies to the Minister of State

Art. 3rd To the Cabinet competes:

I-attend the Minister of State in his political and social representation, deal with relations public and the preparation and dispatching of their personal expedient ;

II-follow up on the progress of the Ministry's projects of interest, in plotting in Congress National ;

III-arrange for the consultation and requirements formulated by Congress to be attended National ;

IV-arrange for the official publication and dissemination of the matters related to the area of acting of the Ministry ;

V-coordinate and develop activities, within the international framework, which assist in acting institutional of the Ministry, in articulation with the Ministry of Foreign Affairs and other bodies of public administration ;

VI-plan, coordinate, and supervise the development of the social media activities of the Ministry ; and

VII-exercise other assignments that are committed to it by the Minister of State.

Art. 4th To the Executive Officer competes:

I-attend the Minister of State in the supervision and coordination of the activities of Secretaries members of the structure of the Ministry and the entities it linked to ;

II-supervise and coordinate the activities of administrative organization and modernization, as well as those related to the Federal Planning and Budget Systems, Information and Information Resources Administration, Civil Personnel Administration, General Services, Financial Administration and Accounting, within the framework of the Ministry ; and

III-aiding the Minister of State in the definition of guidelines and in the implementation of the area's actions of competence of the Ministry.

Single Paragraph. The Executive Officer also exercises the role of the sector of the Civil Personnel Systems of the Federal Administration-SIPEC, General Services-SISG ; from Administration of Information Resources and Informatics-SISP, Planning and Federal Budget, Federal Accounting and Federal Financial Administration, through the Subsecretaries of Administrative and Planning Affairs and Budget and Information Technology Officer to her subordinates.

Art. 5th To Undersecretive of Administrative Affairs competes:

I-plan, coordinate, and supervise the execution of organization and modernization activities administrative, as well as those related to the Federal Systems of Civil Personnel Administration and General Services, within the Ministry ;

II-promote the articulation with the central body of the federal systems referred to in the inciso I, informing and guiding the organs of the Ministry as to compliance with administrative standards ;

III-promote the elaboration and consolidation of the plans and programs of the activities of their area of competence and submit them to the higher decision ;

IV-advising the leaders and managers on planning, management and organization of their respective activities and work processes ; and

V-advising the areas and units of the Ministry, especially in planning, systematization, standardization and deployment of techniques and management tools.

Art. 6th To Undersecretive Planning and Budget competes:

I-plan, coordinate, and supervise the execution of the activities related to Federal Systems of Planning and Budget, Financial Administration and Accounting, within the Ministry of Education ;

II-promote the articulation with the central organ of the systems referred to in the inciso I, informing and orienting the units and the linked entities of the Ministry of Education as to compliance with the prevailing standards ;

III-coordinate the elaboration and consolidation of annual and multiannual plans and programmes of the Ministry of Education and submit them to the higher decision ;

IV-develop, coordinate and evaluate the budgeting, financial and accounting implementation activities, within the Ministry of Education ;

V-monitor and evaluate the targets and results of the implementation of the annual plans and programmes and multiannual, in articulation with the remaining Secretaries, municipalities, public enterprises and foundations linked to the Ministry of Education ; and

VI-conduct account taken of the expense payers and too much responsible for goods and values public and of all those who give cause for loss, extraction or other irregularity that results in damage to the erary.

Art. 7th To the Directorate of Information Technology competes:

I-co-ordinate and supervise the elaboration, execution and evaluation of the Plan-related actions Director of Information Technology, within the Ministry ;

II-plan, coordinate, manage and supervise the development and maintenance projects of systems, voice and data communication, stabilized electrical network, local network with and wireless, computational infrastructure, information service services and other information technology activities and Ministry communication ;

III-establish and coordinate the implementation of the information security policy within the framework of the Ministry ;

IV-define and adopt systems development methodology and coordinate the prospection of new information and communication technologies within the Ministry ;

V-promote actions aiming at ensuring the availability, quality and reliability of processes, information and communication technology products and services, within the Ministry ;

VI-coordinate, supervise, guide, monitor and evaluate the elaboration and implementation of the plans, programs, projects and strategic information technology hires and communication from the Ministry ;

VII-plan and implement strategies of information and communication technology solutions, of agreement with the guidelines defined by the Ministry ;

VIII-ensure that products and services relating to information and communication technology are conducted in accordance with relevant legislation ;

IX-institutionally represent the Ministry in information technology affairs and communication ; and

X-advising the information and informatics committee-COMINF/MEC, offering the technical support and operational necessary to its proper functioning.

Art. 8th To Legal Consulting, the sector's sector of the Advocacy-General of the Union, competes:

I-advising the Minister of State on matters of a legal nature ;

II-exercise supervision of the legal activities of the linked entities ;

III-fixing the interpretation of the Constitution, the laws, the treaties and the other normative acts, the be uniformly followed in your area of acting and coordination, when there is no normative orientation of the Advocate-General of the Union ;

IV-draw up studies and prepare information, on request of the Minister of State ;

V-attend the Minister of State in the internal control of the administrative legality of the acts to be by him practiced or already effective, and of those coming from organ or entity under their legal coordination ; and

VI-to examine, prior and conclusively, within the Ministry:

a) the texts of the tender edible, as well as those of the respective contracts or instruments congenneres, to be published and celebrated ; and

(b) the acts by which if it is to recognize the unchargeability, or decide the bidding waiver.

Section II

Of The Natural Specific Organs

Art. 9th The Registry of Basic Education competes:

I-plan, guide and coordinate, within national framework, the policy formulation process for child education, fundamental education and high school ;

II-propose and foster the implementation of policies, by means of technical and financial cooperation, together with the units of the federation, in a regime of collaboration and democratic management, to ensure the equality of educational provision conditions and the student's stay at school ;

III-develop actions aiming at improving the quality of learning in the area of child education, of elementary and high school education, having the school as the main focus of acting ;

IV-develop actions objecting to the guarantee of equal conditions for access and permanence in the school and the range of standards of the social quality of basic education ;

V-encourage the improvement of the quality standard of basic education at all its levels, in perspective of the right, social inclusion and valorisation of education professionals ;

VI-to ensure compliance with legal devices relating to child education, teaching fundamental and high school ;

VII-develop actions in partnership with other bodies that compete for compliance with competencies of the Registry ; and

VIII-support and monitor the implementation of agreements and arrangements made with national bodies and international, in its scope.

Art. 10. To the Directorate of Conceptions and Curricular Guidelines for Basic Education competes:

I-subsidise the formulation of the policies of basic education ;

II-propose, foster and coordinate actions aimed at basic education targeting training and the integral development of the human being and the exercise of citizenship ;

III-subsidizing the elaboration and implementation of the national policy of basic education, establishing principles, objectives, priorities, fulfillment goals, and quality parameters ;

IV-promote studies on strategic policies concerning basic education, with a goal of support the systems in the universalization of care ;

V-promote studies on structures, curricula and technical-pedagogical organization for the improvement of basic education ;

VI-promote exchange with national and international bodies aiming at the enhancement of national basic education policy ; and

VII-supervising, guiding and controlling the activities developed by the Pedro II College.

Art. 11. To the Directorate for Training Policies, Teaching Materials and Technologies for Basic Education competes:

I-propose and support actions that promote, together with educational systems, the initial training guarantee and continued, aiming at the valorisation of basic education professionals ;

II-propose, support, and stimulate the production of innovative educational technologies for education basic ; and

III-propose, support and supervise the implementation of policies and actions of development and evaluation of teaching-pedagogical materials for basic education.

Art. 12. To the Directorate of Institutional Strengthening and Educational Management competes:

I-propose, foster and coordinate actions that promote, together with educational systems, both the insertion of social problems in school contents such as the creation of collective channels of formulation, management, and monitoring of educational policies ;

II-propose and support the articulation of teaching systems with governmental organizations and non-government, aiming at strengthening basic education ;

III-to provide managerial studies about education systems, aiming at the improvement of management educational public ;

IV-stimulate and support education systems as to the formulation and collective assessment of plans national, state and municipal education ;

V-guiding education systems in the formulation of standards and the establishment of standards of quality to be adopted in the educational spaces ;

VI-subsidizing education systems with instruments able to strengthen democratic management, acting in the formation of leaders, managers and advisors of education ;

VII-create mechanisms of articulation between the Union and the educational systems, targeting the improvement of the collaboration regime and the improvement of the standard of social quality of basic education ;

VIII-supporting and stimulating the operation of the accompanying advice and social control of the resources linked to education within the Union, the Federal District, the States and the Municipalities.

IX-encourage the institutional strengthening and modernization of the structures of the secretaries of education and schools ; and

X-develop participating and simplified network planning technologies, supported in scientific studies.

Art. 13. To the Directorate of Articulation and Support for Systems of Education Basic competes:

I-support technical and financially the states and the Federal District in the development of education basic ;

II-analyzing the technical and financial feasibility of educational programs and projects, adept them to the policies and educational guidelines of basic education ;

III-propose, in articulation with other competent bodies, criteria for the transfer of financial resources to educational systems and governmental and non-governmental organizations ;

IV-follow, monitor, and evaluate the execution of plans, programs and projects approved by Secretary ;

V-define and propose goals and objectives to be achieved in the implementation of the projects educational ;

VI-propose guidelines, standards, and technical standards that guide the execution of educational projects ; and

VII-participate in intersectorial actions that aim at improving the quality of education.

Art. 14. To the Registry of Professional and Technological Education competes:

I-plan, guide, coordinate and supervise the process of formulation and implementation of professional and technological education policy ;

II-promote the development of professional and technological education in line with the public policies and in articulation with the diverse social actors involved

III-define and deploy permanent funding policy for professional education and technology ;

IV-promoting actions to foster strengthening, expansion and improvement of the quality of education professional and technological ;

V-instituting mechanisms and spaces of social control that ensure democratic, transparent management and effective within public policy and resources earmarked for professional and technological education ;

VI-strengthen the federal public network of vocational and technological education, seeking proper budget and financial availability for their effective maintenance and expansion ;

VII-promote and carry out research and studies of strategic policies, objecting to developing professional and technological education ;

VIII-develop new management and public-private partnership models, in the perspective of the unification, optimization and expansion of professional and technolog

IX-establish strategies that provide higher visibility and social recognition of education professional and technological ;

X-support technical and financially the development of professional and technological education of the teaching systems, at the different levels of government ;

XI-establish articulation mechanisms and integration with the education systems, sectors productive and over-social actors with regard to the quantitative and qualitative demand of professionals, within the framework of professional and technological education ;

XII-to ensure compliance with educational legislation within the framework of vocational education and technology ;

XIII-accreditation and recredating private technological education institutions, as well as authorize, recognize and renew the recognition of their superior technology courses ;

XIV-supervise the activities developed by the Federal Professional Education Network and Technology ;

XV-elaborate, maintain, and update the National Catalogs of Higher Technology and Graduate Courses Technical Courses, and

XVI-establish guidelines for the actions of expansion, supervision, evaluation and regulation of the professional and technological education in line with the National Education Plan

Art. 15. To the Development Directorate of the Federal Network for Vocational and Technological Education competes:

I-propose criteria for the implementation of policies and strategies for the planning, the organization and oversight of the management of federal professional and technological education institutions ;

II-promote, coordinate and supervise, in conjunction with the Directorate of Policy Formulation of Professional and Technological Education and the Directorate of Regulation and Supervision of Professional and Technological Education, the actions of improving professional and technological education with regard to operational and technical-pedagogical management in the federal education and technological institutions ;

III-supervising the activities developed by Federal Agri-Technical Schools, by Schools Federal Techniques, by Federal Technological Faculties, by Federal Centers for Technological Education, by the Federal Institutes of Education, Science and Technology, and by Federal Technological Universities ;

IV-support the activities of the Technical Schools linked to Federal Universities ;

V-ensure, monitor, and promote compliance with standards and the adoption of management practices democratic within federal institutions of professional and technological education ;

VI-analyse and issue technical opinions on matters related to the management of institutions professional and technological education ;

VII-conduct studies with a view to the proposition of indicators for management evaluation within the framework of federal education and technological institutions ;

VIII-carrying out technical studies and guidelines, with the Policy Formulation Directorate of Professional and Technological Education, aiming at the promotion of optimization actions and definition of indicators for assessment of the installed capacity of federal institutions of professional and technological

IX-promote, in conjunction with the Directorate of Regulation and Supervision of Professional Education and Technological, studies on methodologies, instruments and indicators for evaluation of the infrastructure of courses and institutions of professional and technological education ;

X-promote the actions required for the development of plans, programs and projects in the institutions federal professional and technological education and monitoring and evaluation of their results ; and

XI-organize and keep up to date the information system regarding education evaluation professional and technological.

Art. 16. Directorate of Professional and Technological Education Policy Formulation competes:

I-subsidizing the process of formulating and implementing the policy and normative referential of the professional and technology education ;

II-propose guidelines for the implementation of the programmes aimed at the expansion and development of the vocational and technological education, in articulation with the rest of

III-establish strategies for the implementation of the national guidelines of vocational education and technology approved by the National Board of Education ;

IV-propose and update the curricular referrals of professional and technological education ;

V-plan, propose, coordinate and stimulate the development of professional and technological education at the different levels of teaching ;

VI-draw up studies that aim to stimulate and support the provision of initial training courses and continued, of professional education integrated with high school and higher technology courses in the different education systems ;

VII-design, foster and support incentive programs for post-graduation, research and extensions in technological areas, in partnership with the government agencies ;

VIII-stimulating the partnership between professional and technological education institutions and the sector productive, for the provison of courses and programs, in care of the demand of young people and adults ;

IX-plan and coordinate the process of professional certification, within the framework of education professional and technological ;

X-promote and disseminate studies and research on professional and technological education and their relations with the society ;

XI-plan, propose, coordinate, and stimulate the development of projects and programs of qualification of human resources for acting in professional and technological educati

XII-propose standards, instructions and technical publications reaching the programmes and projects in the framework of professional and technological education ; and

XIII-support the activities of the forums that act in Professional and Technological Education.

Art. 17. To the Directorate of Regulation and Supervision of Professional and Technological Education competes:

I-promote supervision actions regarding the regulation of the mean-level technical courses and the Higher Technology Courses, as well as actions regarding the accreditation of professional and technological education institutions ;

II-propose standards and procedures and coordinate the evaluation process for level technical courses medium offered by the Federal Teaching System ;

III-guide and coordinate the process of authorization, recognition and renewal of recognition of the Higher Technology Courses offered by the Federal Education System, in line with the guidelines and guidelines of the National Higher Education Evaluation Commission ;

IV-propose, maintain and subsidize, in conjunction with the Education Policy Formulation Directorate Professional and Technological, the design and technological update actions of the Cadastros and National Catalogues of Professional and Technological Education ;

V-carry out studies with views to the proposition of indicators for evaluation of the Cadastros and Catalogs National Professional and Technological Education, as well as for the evaluative processes of the mid-level technical courses and the higher technology courses of the federal education system ;

VI-run evaluation actions in partnership with the National Institute of Studies and Research Educational Anísio Teixeira and in line with the guidelines and guidelines of the National Board of Higher Education Assessment ;

VII-support studies on methodologies, instruments and indicators for evaluation of courses and professional and technological education institutions ;

VIII-participate in the actions concerning the supervision of federal education institutions professional and technological, in conjunction with the Directorate of Development of the Federal Network of Vocational and Technological Education ;

IX-promoting supervision actions related to compliance with educational and induction legislation improvement of quality standards within the framework of professional and technological education ; and

X-propose methodologies for the planning of the Professional and Technological Education offer, observed labour demands and offer tuning with the partner-economic-cultural, local and regional indicators.

Art. 18. Directorate of Articulation and Special Projects competes:

I-coordinate the joint action of the Secretariat together with the different education systems and public and private bodies ;

II-articular and coordinate, in conjunction with the Education Policy Formulation Directorate Professional and Technological and in collaboration with the State and Municipal Systems of Teaching, the dissemination and deployment of the policies of Professional and Technological Education ;

III-propose and monitor the actions of technical cooperation within the framework of professional education and technology ;

IV-articular and propose, in conjunction with the Development Directorate of the Federal Education Network Professional and Technological, programmes and projects of cooperation with governmental and non-governmental, national and foreign bodies and institutions in accordance with the policies of professional and technological education

V-articulate and promote partnerships of partnerships with the Secretaries of the Registry and with the rest ministries, in accordance with the policies of Professional and Technological Education ;

VI-articulating the participation of the Registry in the formulation of projects involving the different teaching systems, attuned to national public policies and guidelines, seeking national and international funding sources for the Professional and Technological Education actions ;

VII-follow up and disseminate the actions of the Registry within the framework of the National Congress ;

VIII-promoting articulations with the social, economic and cultural sectors targeting the strengthening of Professional and Technological Education ; and

IX-develop new models of management and partnership with the public and private sectors, in perspective of unification, optimization and expansion of professional and technolog

Art. 19. To the Superior Education Registry competes:

I-plan, guide, coordinate and supervise the process of formulation and implementation of national higher education policy ;

II-propose policies of expansion and supervision of higher education, in line with the Plan National Education ;

III-promoting and disseminating studies on higher education and its relations with society ;

IV-promote exchange with other governmental and non-governmental bodies, entities national and international, aiming at the improvement of higher education ;

V-articulate with other government and non-governmental bodies aiming for improvement of the higher education ;

VI-acting as the Ministry's sector of science and technology for the intended purposes in the legislation it has on the National System of Scientific and Technological Development ;

VII-subsidizing the elaboration of projects and programs aimed at updating the Federal System of Higher Education ;

VIII-to ensure compliance with educational legislation within the framework of higher education ;

IX-subsidizing the formulation of the policy of offering funding and supporting the student of education top free, and not free of charge, and supervise the programs aimed at those finalities ;

X-establish management policies for hospitals linked to federal educational institutions superior ;

XI-establish policies and run programs aimed at medical residency, articulating with the several related sectors, through the National Medical Residence Commission ; and

XII-encourage and empower higher education institutions to develop programmes of international cooperation, increasing the exchange of people and knowledge, and giving greater international visibility to the higher education of Brazil.

Art. 20. To the Network Development Directorate of federal institutions of higher education competes:

I-support federal institutions of higher education through budget resources for the execution of your activities ;

II-evaluate the managerial performance of federal higher education institutions ;

III-analyzing projects from federal higher education institutions for support purposes financial ;

IV-promote budgetary monitoring and the cost ascertaining of the targeted institutions or supervised ;

V-coordinate the policy of expansion and strengthening of the Network of federal educational institutions superior ; and

VI-supervising the execution of infrastructure works of federal educational institutions superior supported by the Superior Education Registry.

Art. 21. To the Directorate of Graduate Policies and Programs competes:

I-promote, coordinate and define criteria for the deployment, monitoring and evaluation of the support programmes for higher education institutions ;

II-develop and monitor special foster projects, aiming for modernization and qualification of the institutions of higher education ;

III-supporting the implementation of special programmes aiming at the integration of higher education with the society and, particularly, the interaction with local and regional reality ;

IV-coordinate and monitor the student support programs, with the aim of democratizing the access to higher education and ensure their maintenance ;

V-promote and support cooperation programmes between higher education institutions, public and private ;

VI-support and promote special projects related to undergraduate education ; and

VII-propose programs and projects from the interaction with higher education institutions, targeting especially the improvement of the degree courses and extension activities.

Art. 22. To the Board of Regulation and Supervision of Higher Education competes:

I-promote the supervision of institutions that integrate the Federal Higher Education System ;

II-propose criteria for the implementation of policies and strategies for the organization, regulation and supervision of higher education ;

III-define guidelines and instruments for accreditation and redemption of institutions of higher education, authorization, recognition, and renewal of hig

IV-organize, monitor and coordinate the activities of committees designated for actions of supervision of higher education ;

V-promote supervisory actions related to compliance with educational legislation and induction of improvement of quality standards ;

VI-manage the system of information and monitoring of evaluation related processes and supervision of higher education ;

VII-interacting with the National Board of Education with views on the enhancement of legislation and higher education standards concerning supervision, subsidizing that Council in its assessments for the accreditation and re-redging of higher education institutions, authorization, recognition and renewal of course recognition ;

VIII-promote the orientation of users of the process systems of processes, as well as of the public in general ; and

IX-interacting with the National Board of Health and the Order of Lawyers of Brazil and too many entities of class, under the current legislation, with a view to the enhancement of the supervision processes of higher education.

Art. 23. To the Directorate of Federal University Hospitals and Health Residences competes:

I-coordinate and monitor the implementation of the management activities of the hospitals linked to the federal institutions of higher education ;

II-support technically and devise tools for improving the management of hospitals linked to the federal institutions of higher education ;

III-collect information from hospitals linked to federal institutions of higher education, by Federal University Hospital Information System-SIHUF Information System ;

IV-analyzing data and information provided by hospitals linked to federal institutions of higher education ;

V-draw up matrix of resource distribution for hospitals linked to federal institutions of higher education, based on information provided by hospitals, after validation ;

VI-to monitor and evaluate the financial performance of hospitals linked to federal institutions of higher education, through the Follow-up System of Federal University Hospitals-SAHUF ;

VII-building average indicators-faculty-assisted, managerial, administrative and performance-per category of hospitals ;

VIII-propose criteria for the deployment of educational and strategic policies, with views to the post-graduate implementation lato sensu in medical residence, depending on regional and national requirements ;

IX-develop special programs and projects to foster teaching, aiming at training in medical residence, at a lato sensu graduate level ;

X-coordinate the implementation, monitoring and evaluation of the lap graduate programs sensu in medical residence ;

XI-organize, monitor and coordinate graduate activities lato sensu in residence medical, by means of specially designated commissions for this purpose ;

XII-define, on a national level, guidelines and instruments for accreditation and redemption of institutions and for the evaluation of the lato-sensu graduate programs in medical residence ;

XIII-coordinate and monitor the Medical Residence programs ;

XIV-grant and monitor the scholarships for postgraduate lato sensu in residence medical ;

XV-draw up proposal of national curricular guidelines for training in the modality of Multiprofessional Residence in Health, which defines common axis of learning and training process ;

XVI-draw up proposal for national evaluation system for Multiprofessional Residence in Health- Residence in Professional Area of Health ;

XVII-establish and monitor criteria to be met by the institutions where they will be held the Multiprofessional Residence Programs in Health-Residence in Health Professional Area, as well as the criteria and the systematic accreditation, periodically believing the programmes, in view of the quality of the training of the professionals, as per principles and guidelines of the Single Health System-SUS and listening to social needs ; and

XVIII-establish the general rules of operation of Multiprofessional Residence Programs in Health-Residence in Professional Area of Health, according to social needs and the principles and guidelines of SUS.

Art. 24. To the Office of Special Education competes:

I-plan, guide, coordinate and supervise at national level, at all levels, steps and modalities of teaching, the process of formulation and implementation of the National Policy of Special Education ;

II-supporting technically and formulating funding policies with the teaching systems that offers special education ;

III-define guidelines for the organization of the educational care specialized in the systems of teaching ;

IV-promote articulation with national, foreign and international bodies, targeting the improvement of care in the special education area ;

V-orial and monitor the elaboration and definition of plans, programs and projects in the area of special education ;

VI-evaluate plans, programs and projects developed by the public and private educational systems, supported by the Registry ;

VII-to ensure compliance with the national legislation relevant to special education ;

VIII-support, monitor and evaluate the deployment of inclusive educational systems ;

IX-ensuring equal opportunity for access and staying in students' school with special educational needs ; and

X-develop actions, in partnership with governmental and non-governmental bodies, for compliance of the skills of special education.

Art. 25. To the Directorate of Special Education Policies competes:

I-subsidizing the formulation of the special education policy, as well as defining the strategies and technical-pedagogical guidelines ;

II-subsidizing the formulation of the funding policies of special education ;

III-define strategies and objectives, proposing targets to be achieved in the implementation of the national policy of special education ;

IV-propose and support actions that will enable the construction of inclusive educational systems ;

V-articulate with the teaching systems, in the different administrative spheres, to ensure the inclusion of students with special educational needs at all levels, steps and modalities of teaching ; and

VI-promote institutional articulation for technical and financial cooperation with organizations governmental and non-governmental level at federal, state, municipal, and federal District level.

Art. 26. To the Office of Education Distance competes:

I-formulate, propose, plan, evaluate and supervise policies and programs of education to distance, aiming at the universalisation and democratization of access to information, knowledge and education, at all levels and modalities of teaching ;

II-create, develop and nurture the production of content, programmes and tools for training initial and continued in the modality the distance ;

III-prospecting and develop educational methodologies and technologies using technologies of information and communication in the enhancement of educational processes and specific processes of teaching and learning ;

IV-provider information technology infrastructure and communication to public institutions of teaching, parallel to the implementation of initial and continuing education policy for the harmonic use of these technologies in education ;

V-articulate with the other organs of the Ministry, with the Education Secretaries of the States, the Municipalities and the Federal District, with public and private telecommunication networks, and with the class associations, for the improvement of the distance education process ;

VI-promoting and disseminating studies on distance education modality ;

VII-encourage improvement of the quality standard of distance education at all levels and modalities ;

VIII-plan, coordinate and supervise the execution of capacity-building programs, orientation and support for teachers in the area of distance education ; and

IX-promote technical and financial cooperation between the Union, States, Federal District and Municipalities and national, foreign and international bodies, for the development of distance education programs ; and

X-provide advising on definition and implementation of policies, objecting to democratization of access and the development of distance education modality.

Art. 27. To the Directorate of Regulation and Supervision in Education Distance competes:

I-plan and coordinate actions aiming at the regulation of the distance modality ;

II-promote studies and research, as well as follow up on trends and development of education the distance in the Country and abroad ;

III-promoting the regulation of distance education modality, in particular with the other organs of the Ministry, suggesting possible enhancements ;

IV-propose guidelines and instruments for accreditation and redemption of institutions of higher education and for the authorization, recognition and renewal of distance learning from distance

V-define and propose criteria for the acquisition and production of distance education programs, considering the national curricular guidelines and the different information and communication languages and technologies ;

VI-to promote partnerships with the normative bodies of education systems targeting the regime of collaboration and cooperation for production of rules and standards for distance education modality.

VII-exarar opinion on the requests for accreditation and re-redemption of institutions, specific to distance education offer distance, as far as the technologies and processes of the distance education themselves are concerned ;

VIII-exarar opinion on applications for authorization, recognition and renewal of recogni of distance education courses, with regard to the technologies and processes of education themselves within distance ;

IX-propose to the National Board of Education-CNE, sharing with the Office of Education Superior and the Office of Professional and Technological Education, guidelines for the elaboration, by the National Institute for Educational Studies and Research Anísio Teixeira-INEP, of the specific evaluation instruments for course authorization superior distance and for accreditation of institutions for higher education offer in this modality ;

X-establish guidelines, sharing with the Superior Education Registry and the Registry of Vocational and Technological Education, for the elaboration by INEP of the evaluation instruments for authorization of higher distance courses ;

XI-exercise, in particular with the Superior Education Registry and the Office of Education Professional and Technological, the supervision of the undergraduate and sequential courses in distance, as far as their area of acting is concerned ;

XII-draw up proposal of quality referrals for distance education, for analysis by the CNE ;

XIII-propose criteria for the implementation of policies and strategies for the organization, regulation and supervision of higher education, in modality the distance ;

XIV-establish guidelines, in particular with the normative organs of the education systems, for accreditation of institutions and permit of courses, in distance education modality, for basic education ;

XV-promote the supervision of institutions that integrate the Federal Higher Education System and are accredited to offer education in modality the distance ;

XVI-organize, monitor and coordinate the activities of committees designated for actions of supervision of higher education, in modality the distance ;

XVII-promote supervisory actions related to compliance with educational legislation and induction of the improvement of quality standards of education offer in modality the distance ;

XVIII-manage the information system and the monitoring of evaluation related processes and supervision of higher education in the modality the distance ;

XIX-interacting with the CNE for the enhancement of legislation and standards of higher education the distance applicable to the process of supevision, subsidizing that Council in its assessments for the accreditation and re-rewriting of higher education institutions, authorization, recognition and renewal of course recognition ; and

XX-interacting with the National Board of Health and with the Order of Lawyers of Brazil and too class entities, in accordance with the current legislation, with a view to enhancing the processes of supervision of higher education, in modality the distance.

Art. 28. To the Office of Infrastructure in Educational Technology competes:

I-plan and coordinate actions aiming at the execution of programs and educational technology projects, at all levels and modalities ;

II-to carry out the monitoring and evaluation of the programmes, with definition of indicators of performance and results, interacting with the related areas ;

III-research, plan, develop and deploy programs and projects of digital technology and of support, and maintenance of the physical-technological resources required to implement distance education programs ;

IV-foster the development of the support infrastructure in the area of information technologies and of communication, together with the education systems in the States, Municipalities and Federal District ;

V-prospecting and specifying educational technologies, supporting the development of solutions, their use by basic, higher education and in special education ;

VI-analyzing the technical feasibility of educational technology programs and projects, adept them to national policies and guidelines of education, at all levels and modalities ;

VII-promote studies of computerized systems, aiming to universalize their use in room of class and in educational management ;

VIII-guiding state and municipal education systems in the formulation of standards and in the establishment of standards to be adopted in the use of information and communication technologies ;

IX-identify, select, maintain, and make available, by means of electronic, hits for use didadic-pedagogical, supporting the development and implementation of new storage tools and provision ; and

X-fomenting the use of distance education tools, ensuring evolutionary maintenance of the environments and the proper support to the usual organs and institutions.

Art. 29. To the Directors of Production of Contents and Training in Education Distance competes:

I-propose the production of content, educational programmes and educational material in different media, for the different levels of education ;

II-plan the production and post-production of educational programmes, as well as the acquisition of third parties ;

III-coordinate and monitor the productions of content, educational programmes and teaching material to role of third parties, to ensure standard of quality and suitability for the curricular guidelines for the different levels of education ;

IV-indicate the media suitable for the diffusion and dissemination of distance education programs ;

V-formulate, implement and support programs that use information and information technologies communication to promote the interactivity and integration of the different languages and media, aiming for the improvement of the quality of education ;

VI-foster, coordinate, and evaluate the use of network technology in education ;

VII-empower professionals for the production, use and dissemination of technology educational and qualify education practitioners for their management and critical and creative use ;

VIII-support and develop capacity-building projects of support technicians to ensure the maintenance of equipment, systems and networks ;

IX-develop and support programmes the distance of initial and continuing education of teachers, in partnership with other bodies of the Union, the States, the Municipalities and the Federal District ;

X-foster and implement infoinclusion projects, by means of technical and financial cooperation ; and

XI-guiding state, municipal and Federal District education systems in the formulation of capacity-building projects that utilize distance education.

Art. 30. To the Office of Continued Education, Alphabetization and Diversity competes:

I-plan, guide, coordinate, foster, formulate and implement, within national framework, together with the other federated ones, policies that contribute to the diminution of inequalities in access, permanence and success in education and the enhancement of educational quality, through recognition of diversity, its appreciation and valorization, coming back to education for sustainable development ;

II-plan, guide, coordinate, foster, monitor and evaluate, in national context, the formulation and implementation of policies aimed at literacy and education of young and adult education, field education, Indigenous education, education in remnant areas of quilombos, full education, human rights education and environmental education ;

III-plan, guide, coordinate, foster, monitor and evaluate, within a national framework, the development of programs and actions that contribute to the decrease in inequalities in access, permanence and success in education and the enhancement of educational quality ;

IV-propose and encourage educational support actions for children, adolescents and youth in situations of discrimination and social vulnerability ;

V-propose and coordinate actions for technical cooperation with the various education systems, targeting the effective development of literacy and education of young people and adults, and socio-educational inclusion, as well as the definition of strategies and technical-pedagogical guidelines to be adopted ;

VI-articulating with Indigenous education systems and communities in the offer of school education specific and intercultural, respected the diversities, so as to cherish their ethnic identities, languages and technologies, ensuring access to information, technical and scientific knowledge of national society ;

VII-supporting the education systems in the implementation of field education, at all levels and modalities ;

VIII-supporting education actions in the remnant communities of quilombos, respected their specificities ;

IX-draw up and disseminate guidelines and support the implementation of education programs and actions integral, in collaboration with the teaching systems ;

X-elaborate and disseminate guidelines and support programs and environmental education actions in the systems of teaching, with views to strengthen the cross-sectionality of the theme and its impact ;

XI-elaborating and disseminating guidelines and supporting programs and actions of human rights education, in collaboration with the teaching systems, with a view to overcoming prejudices and discriminatory attitudes in the school environment ;

XII-supporting programs and actions, in partnership with the education systems, with a view to the approximation of the communities of the school environment ; and

XIII-proposing, supporting, articulating and setting criteria for partnerships with government organizations and non-governmental, aiming to strengthen the development of literacy and education actions of youth and adults, promote socio-educational inclusion and diffuse with education systems the themes under their responsibility.

Art. 31. To the Directorate of Education for Diversity competes:

I-coordinate, guide, plan and monitor the formulation and implementation of policies educational ones that promote and broaden access, the permanence and success of the populations of the field, of the indigenous peoples, of the remnants of quilombos and of traditional populations, at all levels and modalities of teaching, respecting their sociocultural specificities and societal projects of the future ;

II-promote valorization and respect for ethnic-racial diversity in networks and systems of teaching ;

III-foster, guide and monitor the implementation of the CNE guidelines on Education of the Field, Indigenous School Education and Education of ethnic-racial relations, aiming at the strengthening of teaching systems and the implementation of public policies for socio-cultural diversity ;

IV-elaborating and implementing policies for improving school infrastructure in communities indigenous, the field and the remnant areas of quilombos, respecting the socio-environmental and cultural specificities of these communities ;

V-promote and develop the initial and continued training of teachers, respecting the sociopolitical, economic and cultural specificities of the indigenous peoples, the communities of the countryside and the remnant areas of quilombos ;

VI-develop the production of specific didactic and paradidatic material, respecting the sociocultural specificities and societal projects of the future of indigenous peoples, of the communities of the field and of the remnant areas of quilombos ;

VII-promote and develop the initial and continued training of teachers and practitioners of education, in partnership with educational systems, for the enhancement of ethnic-racial diversity ;

VIII-develop the production of didactic and paradidatic material for the valorisation of diversity ethnic-racial in the education systems ;

IX-fomenting studies and research, in partnership with the Directorate of Studies and Monitoring of Educational vulnerabilities, and the development of actions, projects and programs to strengthen and cherish Indigenous languages and ethnic-racial diversity ;

X-promote, in partnership with the education systems, the creation of consultation instances and participation of representatives of the field communities, Indigenous peoples and African-Brazilians within the framework of educational policies ;

XI-systematically disseminating information on the policies and actions regarding education of the field, Indian school education and education of ethnic-racial relations ;

XII-coordinating articulation actions in the Ministry, with other government bodies and institutions and non-government, aiming at the integration and potentialization of public policies and finalistic programmes ;

XIII-promote technical and financial cooperation between the Union, States, Municipalities, District Federal and also national and international bodies for the enhancement of the policies aimed at Field Education, Indigenous School Education and Education of ethnic-racial relations ; and

XIV-promote the exchange of national and international policies and experiences on the themes on Field Education, Indigenous School Education and Education of ethnic-racial relations.

Art. 32. To the Board of Education Policies for Young and Adults competes:

I-propose, foster and coordinate actions for literacy and education of young people and adults, targeting to the formation and integral development of the human being in the exercise of citizenship ;

II-amplify and strengthen the articulation between the education systems, aiming for the improvement of the arrangements for collaboration and the improvement of the quality of the teaching of young and adults ;

III-supporting literacy and education programs of young people and adults as a means to enhance the scholarization, access to knowledge, continuity and completion of studies of those early excluded from the formal system of education ;

IV-define and propose goals and objectives to be achieved in the implementation of the inclusion programs educational, literacy and education of young people and adults, within the Ministry ;

V-encourage improvement of the quality of literacy and education actions of young people and adults, atting to the different regional and cultural characteristics, respected the specificities of that public ;

VI-propose the implementation of policies and criteria for establishment of financial assistance and execution of literacy and education actions of young people and adults ;

VII-orienter, support and monitor the elaboration and definition of plans, programs, and projects of literacy and education of young people and adults ;

VIII-technically supporting the education systems aiming to institutionalize the education of young people and adults as a modality of basic education, as well as the enhancement of quality ;

IX-propose, support and supervise the implementation of policies and development actions and evaluation of educational-pedagogical materials for literacy and education of young and adult ; and

X-subsidizing the National Commission on Alphabetization and Education of Young and Adults in the performance of their functions.

Art. 33. To the Directorate of Studies and Monitoring of Educational Vulnerabilities competes:

I-monitor the execution of plans, programs and projects approved by the Registry with views to the overcoming educational vulnerabilities, proposing measures that aim to enhance their actions ;

II-analyze the plans, processes, products and results regarding the programs, projects and activities supported by the Registry ;

III-produce documentation and promote the dissemination of information to subsidize management and decision making regarding the implementation and execution of the programs, projects and activities of the Registry, aiming at the reduction of educational vulnerabilities ;

IV-to monitor the implementation and operationalization of education funding policy, in scope of the themes and segments of acting of the Registry ;

V-co-ordinate the production and analysis of indicators regarding the programs and projects of the Secretary ;

VI-organize and coordinate information systems of the Secretariat's programs and projects, in articulation with areas related to the Ministry ;

VII-coordinate studies and research that promote analyses of the implementation, results and the effects of programs and projects, as well as efficiency, effectiveness, effectiveness, and equity of the same ;

VIII-organize and coordinate the maintenance of updated cadasters of partner institutions and the beneficiaries of the Secretary's programmes, in partnership with the other units of the Registry and the related areas of the Ministry ;

IX-propose, plan, program, and coordinate actions aimed at the collection and production of data and analyses statistics regarding the programs, projects and activities of the Registry ;

X-organize and coordinate the update of databases of the Secretary's programs, partners governmental and non-governmental, defining the information accessible to the public, in partnership with the other departments and related areas of the Ministry ;

XI-co-ordinating documentation and dissemination and managing studies, information and knowledge produced by the Registry, offering support for the elaboration, publishing, dissemination and distribution of documents, in articulation with the remaining units of the Registry ;

XII-to accompany, coordinate and propose the production of works in the various supports and languages, aiming at give consistency and organicity to the products carried out by the various units of the Registry ;

XIII-follow up, coordinate and propose development and updating of instrument content, virtual sites and too much resources for the dissemination of information, in articulation with the remaining units of the Registry

XIV-plan, coordinate, and guide the execution of the visual programming activities, line editorial, publications and materials elaboration for distribution at the events of the office, in articulation with the remaining units of the Registry.

Art. 34. To the Directorate of Integral Education, Human Rights and Citizenship competes:

I-plan, guide, coordinate, foster and implement, within national framework and in partnership with education systems and institutions facing education, policy development, integral and integrated education programs and actions, environmental education, human rights education and citizenship and education for gender diversity and sexual orientation, in addition to actions promoting health, valorisation of diversity and the confrontation of violence, prejudice and all forms of discrimination in the school environment ;

II-propose, foster, implement and monitor policies, programs and actions that object to equal conditions for access to and staying in the education systems, from persons discriminated against or in a situation of socio-environmental vulnerability ;

III-stimulate and support projects and actions of initial and continued teacher education in the themes of acting of the Board ;

IV-elaborating and supporting the development of teaching materials, paradidatics, pedagogical and educational technologies that contribute to the promotion and diffusion of the themes on which the Board acts ;

V-promoting the institutional articulation between public sector, civil society, education systems and educational institutions in the thematic areas of competence of the Directorate, aiming at the development of actions for greater integration between the community, schools and other educational institutions ;

VI-promote and support, technical and financially, projects that are aimed at promoting the thematics of the Board ;

VII-promote the institutional articulation in the Ministry, in the organs of the Federal Government, in the education systems and civil society institutions, from policies, programs and actions with a view to strengthening the themes of the Board ;

VIII-promoting exchange with national entities and international organizations on the subject matter of comprehension of the Directorate ; and

IX-supporting the development of studies and research on the thematic of the Directorate, in partnership with the Directorate of Studies and Monitoring of Educational Vulnerabilities.

Art. 35. The Benjamin Constant Institute competes:

I-subsidizing the formulation of the National Policy of Special Education in the area of visual impairmentation ;

II-promote the education of visually impaired, upon their maintenance as an education body fundamental, aiming at ensuring educational service and preparation for the work of blind and vision people, as well as developing experiences in the pedagogical field of the visual disability area ;

III-promoting and realizing human resource empowerment programs in the area of disability visual ;

IV-promote, carry out and disseminate studies and research in the pedagogical, psychosocial fields, ophthalmological, of prevention of the causes of the blindness of integration and reintegration of blind and vision-reduced people to the community ;

V-promote programs for dissemination and exchange of experience, knowledge and innovations technological in the area of care for blind and vision people reduced ;

VI-elaborating and producing teaching-pedagogical material for the teaching of blind and vision people reduced ;

VII-supporting technical and financially the educational systems and institutions acting in the area of visual impairability, in articulation with the Office of Special Education ;

VIII-promote pedagogical development targeting the enhancement and updating of resources instructional ;

IX-develop rehabilitation programs, labor market research and promotion of professional forward aiming to enable, to blind and vision people reduced, the full exercise of citizenship ; and

X-acting permanently together with the society, by means of mass communication and other resources, aiming for the rescue of the social image of blind and reduced vision people.

Art. 36. The National Institute of Deaf Education competes:

I-subsidizing the formulation of the National Policy of Education in the deafness area ;

II-promote and carry out human resource capacity-building programs in the deafness area ;

III-watch, technically, the education systems, targeting the educational care of pupils deaf, in articulation with the Office of Special Education ;

IV-promote exchange with the Country's educational associations and organizations, targeting the encourage the integration of deaf people ;

V-promote the education of deaf students, through the maintenance of basic education organ, targeting guarantee educational service and preparation for the work of deaf people ;

VI-effectthe purposes of inclusive education, through the provision of undergraduate and postgraduate, with the aim of preparing bilingual professionals with scientific, social, political and technical competence, empowered to efficient professional acting, observed the area of training ;

VII-promote, carry out and disseminate studies and research in the areas of deafness prevention, evaluation of the methods and techniques used and the development of didactic resources, aiming at improving the quality of the deaf person's care ;

VIII-promote programmes for exchange of experience, knowledge and innovations in the area of education of deaf students ;

IX-elaborating and producing teaching-pedagogical material for the teaching of deaf students ;

X-promote constant action together with society, through mass media and other media resources, aiming at the rescue of the social image of deaf people ; and

XI-develop rehabilitation programs, labor market research and promotion of professional forwarding, with the purpose of enabling people to surf the full exercise of citizenship.

Section III

From Representations

Art. 37. The Regional Representations shall be responsible to monitor, support and strengthen the activities of the Ministry in its areas of jurisdiction and to exercise other assignments that are entrusted to them by the Minister of State.

Section IV

The Collegiate Body

Art. 38. To the CNE it is up to exercise the powers that it treats the Law No 4,024 of December 20, 1961.

CHAPTER IV

OF THE ALLOCATIONS OF LEADERS

I Section

From the Executive Secretary

Art. 39. To the Executive Secretary it is incumbent:

I-co-ordinate, consolidate and submit to the Minister of State the Ministry's overall plan of action ;

II-supervise and evaluate the execution of projects and activities of the Ministry ;

III-supervising and coordinating the articulation of the organs of the Ministry with the central bodies of the systems for the area of competence of the Secretariat-Executiva; and

IV-exercise other assignments that are committed to it by the Minister of State.

Section II

Of Secretaries

Art. 40. The Secretaries must plan, direct, coordinate, guide, monitor, and evaluate the execution of the activities of the units that integrate their respective Secretaries and exercise other assignments that are committed to them in internal regiment.

Section III

Of the other Leaders

Art. 41. To the Chief Minister's Office, the Legal Adviser, the Directors, the Representatives and the other leaders is to plan, direct, coordinate, guide, monitor, and evaluate the implementation of the activities of the respective units and of the projects and programs and to exercise other assignments that are committed to them, in their respective areas of competence.

CHAPTER V

DAS GENERAL PROVISIONS

Art. 42. The internal regiments will define the detailing of the integral bodies of the Regimental Structure, the competencies of the respective units and the assignments of their leaders.