Decree No. 6755, of 29 JANUARY 2009.
The establishment of the National Policy of training of professionals in the Teaching of basic education, discipline the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior-CAPES in fuelling the initial and ongoing training programs, and other matters.
The PRESIDENT of the REPUBLIC, in the use of the role that gives the art. 84, section IV, of the Constitution, and in view of the provisions of art. 211, caput and § 1, of the Constitution, both in the arts. 3, items VII and IX, and 8 of Law 9394 of 20 December 1996, the law on 10172, of 9 January 2001, and in art. 2 of law No. 8405 of 9 January 1992, DECREES: Art. 1 Is established national policy of training of professionals in the Teaching of basic education, with the purpose of organizing, in collaboration between the Union, the States, the Federal District and the municipalities, initial and ongoing training of teaching professionals for public networks of basic education.
Sole paragraph. The provisions in the caput shall be carried out in the form of the arts. 61 to 67 of Law 9394 of 20 December 1996, and will cover the different types of basic education.
Art. 2nd Are principles of National Policy of training of professionals in the Teaching of basic education: i. the teacher education for all stages of basic education as public commitment of State, seeking to ensure the rights of children, young people and adults to quality education, built on solid scientific and technical bases;
II-the training of teaching professionals as commitment to a social, political and ethical project which contributes to the consolidation of a sovereign nation, fair, inclusive and democratic to promote the emancipation of individuals and social groups;
III-the constant collaboration between the federated entities in achieving the goals of the National Policy of Training of professionals in the Teaching of basic education, articulated between the Ministry of education, training institutions and the educational systems and networks;
IV-the guarantee of quality of teacher training courses offered by the training institutions in the face-to-face and distance learning modes;
V-the articulation between theory and practice in the process of teacher education, founded in the area of scientific and didactic knowledge, contemplating the inseparability between teaching, research and extension;
I saw the recognition of school and other institutions of basic education as spaces necessary for the initial training of teaching professionals;
VII-the importance of the training project in higher education institutions that reflect the specificity of teacher education, ensuring the work of different organic units that compete for this training and ensuring solid theoretical and interdisciplinary basis;
VIII-the importance of teaching in the educational process of school and professional value, translated into permanent policies to stimulate the professionalization, the journey only, the career development, continuing education, exclusive dedication to teaching, to the improvement of compensation and to guarantee decent working conditions;
IX-equity in access to initial and continuing training, seeking to reduce social and regional inequalities;
X-linkage between initial and continuing training, as well as between the different levels and courses of instruction;
XI-the continuing education understood as essential component of teacher professionalization and should join the daily life of the school and consider the different knowledge and teaching experience; and XII-the understanding of teaching professionals as training agents of culture and, as such, the necessity of their permanent access to information, and cultural experience.
Art. 3 Are national training policy objectives of basic education Teaching professionals: I-promote the improvement of the quality of basic education;
II-support the provision and expansion of initial and ongoing training courses to professionals of the Magisterium by public institutions of higher education;
III-to promote the Equalization of opportunities for initial and continued teaching professionals in public institutions of higher education;
IV identify and meet the need of the public education systems and networks for initial and continued training of teaching professionals;
V-promote the valorization of teaching, through initial training and ongoing actions that stimulate the entry, permanence and career progression;
VI-to expand the number of teachers in public primary education which have been licensed in public institutions of higher education, preferably in the face-to-face mode;
VII-extend training opportunities to meet the special education policies, adult and youth literacy and education, Indian education, and education of at-risk populations and social vulnerability;
VIII-to promote the training of teachers in the perspective of integral education, human rights, environmental sustainability and of racial-ethnic relations, with a view to building inclusive and cooperative school environment;
IX-promote the theoretical-methodological update in the process of training of teaching professionals, including with regard to the use of information and communication technologies in educational processes; and X-promote the integration of basic education with initial teacher training, as well as strengthen continuing education as regular school practice that responds to regional cultural and social characteristics.
Art. 4 the National Policy of training of professionals in the Teaching of basic education will fulfill their goals through the creation of Permanent State Forums in support of teacher training, in collaboration between the Union, the States, the Federal District and the municipalities, and through actions and specific programmes of the Ministry of education.
§ 1 the scheme of collaboration will be achieved through strategic plans formulated by the State Permanent Forums to support teacher training, to be established in each State and the Federal District, and they will have guaranteed seat: I-the Secretary of Education of the State or the Federal District and another member nominated by the State Government or the Federal District;
II-a representative of the Ministry of education;
III-two representatives of Municipal Secretaries of Education indicated by the respective regional section of the National Union of municipal education Leaders-UNDIME;
IV-the maximum leader of each public institution of higher education headquartered in the State or the Federal District, or his representative;
V-a representative of the teaching professionals nominated by the Brazilian National Confederation of workers in education-CNTE;
VI-a representative of the State Board of education;
VII-a representative of the National Union of municipal education Councils-UNCME; and VIII-a representative of the Forum of the Undergraduate Public higher education institutions, when there is.
(2) the participation in the forums shall by accession of the organs, institutions or entities referred to in paragraph 1.
§ 3 the lack of adherence to that referred to in § 2 shall not prevent the operation of the forums.
paragraph 4 will be able to integrate the forums representatives of other bodies, institutions or local entities that request formally join.
§ 5 the forums will be chaired by the Secretary of education of the States or Federal District, and the plenary of the collegiate, in the case of substitutes indicate the absence or lack of membership of the Federation entity.
§ 6 the Forum will monitor the implementation of the strategic plan and will promote its periodic review.
§ 7 the Forum shall draw up its internal rules of operation, according to national guidelines to be laid down by the Ministry of education, and shall meet at least twice a year in ordinary sessions, and whenever necessary, in extraordinary session, upon convocation by the President.
Art. 5 strategic plan referred to in paragraph 1 of art. 4 shall include: I-diagnosis and identification of training needs of professionals of the Magisterium and of the capacity of public institutions of higher education concerned;
II-definition of actions to be developed to meet the needs of initial and continued, in different levels and courses of instruction; and III-duties and responsibilities of each participant, with specification of the commitments undertaken, including financial.
(1) the diagnosis of needs of professionals of teaching will be based on the data of the basic education school census, contemplated in art. 2 of Decree No. 6425, of April 4 2008, and discriminate against: I-initial training courses;
II-the courses and continuing training activities;
III-the amount, the scheme of work, field or area of expertise of the professionals of the Magisterium to be met; and IV other relevant data that complement the demand formulated.
(2) planning and organization of the meeting the training needs of professionals in the teaching profession should consider the census data of higher education, which deals with the art. 3 of Decree No. 6425, of 2008, in order to promote the full use of the installed capacity of public institutions of higher education.
Art. 6 the Ministry of education shall consider and approve strategic plans presented and will act in the form of art. 9, considering the steps, methods, type of educational establishment, as well as the regional and demographic distribution of the quota of professionals of the Magisterium to be serviced.
Art. 7 the service the need for initial training of teaching professionals, in the form of art. 9, shall be: (I)-the expansion of enrollment in graduate courses and pedagogy by public institutions of higher education; and II-through technical or financial support to meet the specific needs identified in the form of art. 5.
Sole paragraph. The initial training of teaching professionals will give preference to the face-to-face mode.
Art. 8. Attend the ongoing training needs of professionals in the teaching shall be the offer of induction courses and training activities for public institutions of education, culture and research, in line with the designs of school units and networks and educational systems.
§ 1-the continuing education of professionals will be teaching through classroom courses or courses at a distance.
§ 2 the needs of continuing education of professionals of the Magisterium will be met by training activities and courses, improvement, specialization, master's degree or doctorate.
(3) update courses, improvement and specialization will be encouraged by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior-CAPES, must be approved by its Technical-Scientific Council of basic education and will be offered by public institutions of higher education, preferably by those involved in the strategic plan for dealing with the arts. 4 and 5.
§ 4 The continuing education courses approved by the scientific and technical Council of basic education will include the collection of CAPES and educational technologies courses the Ministry of education.
§ 5 If the need for continuing education cannot be met by courses already approved in the form of § 4, the CAPES shall promote the development of specific pedagogical political project, in conjunction with public institutions of higher education.
§ 6 the CAPES will have about requirements, conditions of participation and criteria for the selection of specific institutions and educational projects to be supported.
Art. 9. The Ministry of education will support the actions of initial and continuous teacher training professionals offered under the terms of this Decree, by: I-granting scholarships and research grants for teachers, in the form of law, 6 11273 February 2006, as well as assistance to projects relating to the actions referred to in the caput; and II-financial assistance to the States, Federal District, Municipalities and public institutions for implementation of programmes, projects and training courses.
Art. 10. CAPES will encourage the training of teaching professionals to act on basic education, by encouraging the initiation into teaching programmes and scholarships to students enrolled in undergraduate full degree courses in institutions of higher education.
§ 1 Introduction to teaching programmes should provide for: i. the relationship between higher education institutions and the systems and networks of basic education; and II-the collaboration of students in the teaching-learning activities from the public school.
§ 2 The introduction to teaching programs can only contemplate with positive evaluation degree courses conducted by the Ministry of education, in accordance with the law in 14 10861, April 2004.
Art. 11. The CAPES will foster: I-educational projects aimed at promoting new curricular designs or training courses for teaching professionals;
II-pedagogical projects aimed at promoting curricular designs own professional teaching training for field education, indigenous peoples and remaining quilombos communities;
III-emergency offer undergraduate courses and courses or special programmes targeted at teachers in exercise for at least three years in public education, which are: a) unlicensed graduates;
b) graduates in diverse area of teacher performance; and (c)), in Normal mode;
IV-review of academic structure projects and curriculum of the graduate courses;
V-research aimed at mapping, deepening and consolidation of studies on profile, demand and training of teaching professionals;
VI-software to support educational and research projects proposed by institutions and by public-school teaching professionals who contribute to your continuing education and for the improvement of the school; and VII-programmes that promote the coordination of the actions of continuous formation with spaces of non-formal education and with other educational and cultural initiatives.
Art. 12. The Ministry of education, to implement the National Policy of Training of professionals in the Teaching of basic education, should ensure their consistency with the processes of evaluation of basic education and higher education, textbook programs, programs of development of education, in addition to the curricula of basic education and the national curriculum guidelines of the graduate courses and pedagogy.
Art. 13. The cost of this Decree will run on budget appropriations allocated annually to the Ministry of education, CAPES and the National Fund for the development of education FNDE, and the Executive Branch to make the Union's financial support with the existing budgetary appropriations, observed the limits of drive and commitment, as well as the limits of the budgetary programming and financial payment.
Art. 14. This Decree shall enter into force on the date of its publication.
Brasília, 29 January 2009; 188 of independence and 121 of the Republic.
LUIZ INACIO LULA DA SILVA Fernando Haddad