DECREE NO 6,755, DE January 29, 2009.
Institutes the National Training Policy of Professionals of the Magistrate of Education Basic, discipline the acting of the Coordination of Higher Level Personnel Improvement-CAPES in fostering initial and continuing education programs, and gives other arrangements.
THE PRESIDENT OF THE REPUBLIC, in the use of the attribution conferring you the art. 84, inciso IV, of the Constitution, and in view of the provisions of art. 211, caput and § 1o, both of the Constitution, in the arts. 3
, incisos VII and IX, and 8 of Law no 9,394, December 20, 1996, in Law no 10,172, of January 9, 2001, and at art. 2 of Law no 8,405 of January 9, 1992,
Art. 1o It is instituted the National Professional Training Policy of the Basic Education Magistration, with the purpose of organizing, in collaboration arrangements between the Union, the States, the Federal District and the Municipalities, the initial and continued training of the professionals of the Magistrate for the public education networks basic.
Single Paragraph. The willing in the caput will be carried out in the form of the arts. 61 a 67 of Law no 9,394 of December 20, 1996, and will cover the different modalities of basic education.
Art. 2o They are principles of the National Professional Training Policy of the Basic Education Mystery:
I-the teaching training for all the steps of basic education as public engagement of state, seeking to ensure the right of children, young people and adults to quality education, built on scientific bases and solid techniques ;
II-the formation of the professionals of the magistertion as commitment to a social, political and ethical that contributes to the consolidation of a sovereign, democratic, fair, inclusive nation and which promotes the emancipation of individuals and social groups ;
III-the constant collaboration between the federated ones in achieving the goals of Politics National Training of Professionals of the Ministry of Education Basic, articulated between the Ministry of Education, the formative institutions and the educational systems and networks ;
IV-the quality standard guarantee of the teaching courses of lecturers offered by the formative institutions in the presential and distance modalities ;
V-the articulation between theory and practice in the teaching-training process, founded in the field of scientific and didactic knowledge, contemplating the indissociability between teaching, research and extension ;
VI-the recognition of the school and too many basic education institutions as spaces necessary to initial training of the professionals of the magister ;
VII-the importance of the formative project in the higher education institutions that reflect the specificity of the teaching training, ensuring organicity to the work of the different units that compete for such training and ensuring sound theoretical and interdisciplinary foundation ;
VIII-the importance of the lecturer in the educational process of the school and its professional appreciation, translated into permanent policies of stimulation to professionalization, the unique journey, career progression, continued training, exclusive dedication to the magisterion, improving the conditions of remuneration and the guarantee of dignified conditions of work ;
IX-equity in access to initial and continuing education, seeking to reduce inequalities social and regional ;
X-the articulation between initial training and continued training, as well as between the different levels and modalities of teaching ;
XI-the continuing education understood as an essential component of teaching professionalization, should integrate into the everyday school of the school and consider the different flavour and teaching experience ; and
XII-the understanding of the professionals of the magister as formative agents of culture and, as such, of the need for your permanent access to information, vivence and cultural update.
Art. 3the Are objectives of the National Professional Training Policy of the Basic Education Mystery:
I-promote the improvement of the quality of public basic education ;
II-support the offer and expansion of initial and continuing training courses to professionals of the magisterium by public institutions of higher education ;
III-promote the national equalization of the initial and continued training opportunities of the professionals of the mystery in public institutions of higher education ;
IV-identify and suppress the need for networks and public education systems by initial training and continued professional of the magister ;
V-promote the valorization of the docent, upon initial and continuing training actions that stimulate admission, permanence and career progression ;
VI-broaden the number of current faculty in public basic education that have been licensed in public institutions of higher education, preferentially in the presential modality ;
VII-amplify training opportunities for the fulfillment of special education policies, literacy and education of youth and adults, Indigenous education, field education and of populations in risk and social vulnerability ;
VIII-promoting teacher training in the perspective of integral education, human rights, of environmental sustainability and ethnic-racial relations, with views to the construction of inclusive and cooperative school environment ;
IX-promote the theoretical-methodological update in the training processes of the professionals of the Mystery, including with regard to the use of communication and information technologies in educational processes ; and
X-promote the integration of basic education with teaching initial training, as well as strengthen the continuing education as regular school practice that responder to regional cultural and social characteristics.
Art. 4o The National Policy Formation of Education Professionals Training Basics will fulfill their objectives through the creation of the Permanent Education Support Permanent Forms, in collaboration arrangements between the Union, the States, the Federal District and the Municipalities, and through specific actions and programs of the Ministry of Education.
The collaboration regime will be realized by means of formulated strategic plans by the Permanent State Forums of Supporting Training, to be instituted in each state and in the Federal District, and in them will have a guaranteed seat:
I-the Secretary of Education of the State or the Federal District and plus a member appointed by the Government of the State or the Federal District ;
II-a representative of the Ministry of Education ;
III-two representatives of the Municipal Secretaries of Education indicated by their respective sec Regional Union of the National Union of Municipal Leaders of Education-UNDIME ;
IV-the maximum leader of each public institution of higher education based in the State or the Federal District, or its representative ;
V-a representative of the professionals of the Magistrate appointed by the sectional of the Confederation National of Workers in Education-CNTE ;
VI-a representative of the State Board of Education ;
VII-a representative of the National Union of the Municipal Councils of Education-UNCME ; and
VIII-a representative of the Public Higher Education Institutions'Graduate Education Institutions' Forum, when there is.
The participation in the Forums will be given by the adherence of the organs, institutions or entities referred to in § 1 .
§ 3o The lack of the accession referred to in § 2o does not prevent the operation of the forums.
Power to integrate the forums representatives of other bodies, institutions or entities places that formally apply for their membership.
The Forums will be chaired by the State or District Education Secretaries Federal, it is up to the high school plenary to indicate substitutes, in the case of absence or in the lack of membership of the federation.
§ 6o The Forum will monitor the implementation of the strategic plan and promote its review periodical.
§ 7o The Forum should draw up its internal standards of operation, as per guidelines national to be fixed by the Ministry of Education, and shall meet, at a half-yearly minimum, in ordinary sessions, and whenever necessary, in extraordinary sessions, upon convocation of the Chair.
Art. 5o The strategic plan referred to in § 1the of art. 4the should contemplate:
I-diagnosis and identification of the training needs of professionals of the magister and the capacity for care of the public institutions of higher education involved ;
II-definition of actions to be developed for the fulfillment of the initial training needs and continued, at the different levels and modalities of teaching ; and
III-assignments and responsibilities of each partner, with specification of commitments assumed, including financial.
The diagnosis of the needs of professionals from the magister will be based on the data of the school census of basic education, of which it treats art. 2 of Decree n ° 6,425, of April 4, 2008, and discriminates:
I-the initial training courses ;
II-the courses and activities of continuing training ;
III-the quantity, the work regime, the field or the area of acting of the professionals of the magisterium to be met ; and
IV-other relevant data supplementing the formulated demand.
The planning and organization of the fulfillment of the training needs of practitioners of the magister should consider the data of the census of higher education, of which it treats art. 3º of Decree No. 6,425, 2008, so as to promote the full utilization of the installed capacity of public institutions of higher education.
Art. 6o The Ministry of Education will analyze and approve strategic plans presented and will act in the form of the art. 9
, considering the steps, modalities, type of educational establishment, as well as the regional and demographic distribution of the contingent of professionals of the magister to be met.
Art. 7o The fulfillment of need for initial training of professionals from the Mystery, in the form of art. 9o, will give:
I-by the magnification of enrolment offered in degree courses and pedagogy by the institutions public higher education ; and
II-by means of technical or financial support for the fulfillment of specific needs, identified in the form of the art. 5
Single Paragraph. The initial training of professionals from the magister will give preference to the presential modality.
Art. 8o The fulfillment of the continuing training needs of professionals of the magisation will be given by the induction of the offer of courses and formative activities by public institutions of education, culture and research, in line with the projects of school units and networks and educational systems.
The continued training of the professionals of the magister will give you through courses presentials or courses in the distance.
The continued training needs of professionals from the magister will be met for formative activities and refresher courses, improvement, specialization, master's or doctoral degrees.
The refresher, improvement and specialization courses will be fostered by the Coordination of Higher Level Personnel Improvement-CAPES, should be homologated by its Technical Scientific Board of Basic Education and will be offered by public HEIs of higher education, preferably by those involved in the strategic plan of treating the arts. 4 th and 5 .
The continuing training courses homologated by the Technical-Scientific Council of the Basic Education of CAPES will integrate the educational courses and technologies of the Ministry of Education.
° If the need for continued training cannot be met by courses already homologated in the form of § 4 °, CAPES should promote the development of specific political-pedagogical projects in articulation with public institutions of higher education.
CAPES will have on requirements, conditions of participation, and selection criteria of institutions and specific pedagogical projects to be supported.
Art. 9o The Ministry of Education will support the initial and continuing education actions of professionals of the magisterion offered to the amparo of this Decree, upon:
I-grant of scholarships and research grants for teachers, in the form of the Act no 11,273 of February 6, 2006, as well as aid to projects relating to the shares referred to in the caput ; and
II-financial support to states, Federal District, municipalities and public institutions to implementation of programs, projects and training courses.
Art. 10. CAPES will encourage the training of professionals from the magister to act in basic education, by fostering initiation programmes to faculty and grant of scholarships to students enrolled in full degree degree courses in the higher education institutions.
§ 1o The initiation programs to the docency should predict:
I-the articulation between institutions of higher education and systems and education networks basic ; and
II-the collaboration of students in the teaching-learning activities of the public school.
§ 2o The initiation programs to faculty will only be able to contemplate courses of graduation with positive evaluation conducted by the Ministry of Education pursuant to Law no 10,861 of April 14, 2004.
Art. 11. CAPES will foster, still:
I-pedagogical projects that aim to promote new curricular designs or formative pathways intended for the professionals of the magister ;
II-pedagogical projects that aim to promote curricular designs of the formation of professionals of the magister for service education of the field, of the indigenous peoples and of remnant communities of quilombos ;
III-emergency provision of degree courses and special courses or programmes addressed to the lecturers in exercise for at least three years in the public basic education network, which are:
a) unlicensed graduates ;
b) graduates in diverse area of teaching acting ; and
c) mid-level, in Normal modality ;
IV-revision projects of the academic and curricular structure of the degree courses ;
V-research aimed at mapping, deepening and consolidating studies on profile, demand and processes of training of the professionals of the magister ;
VI-programs of support for educational and research projects proposed by institutions and by professionals in the public school mystery that contribute to their continued training and to the improvement of the school ; and
VII-programs that promote the articulation of continuing training actions with education spaces non-formal and with other educational and cultural initiatives
Art. 12. The Ministry of Education, in implementing the National Graduate Training Policy of the Ministry of Basic Education, should ensure its consistency with the evaluation processes of basic and higher education, the textbook programs, the education development programs, in addition to the curricula of basic education and the national curriculum guidelines of the degree courses and pedagogy.
Art. 13. The expenses arising from this Decree will run into the account of the budget allocations annually earmarked for the Ministry of Education, CAPES and the National Development Fund of Education-FNDE, and the Executive Power shall reconcile support financial from the Union with the existing budget allocations, observed the limits of movement and commitment, as well as the limits of payment of budget and financial programming.
Art. 14. This Decree shall enter into force on the date of its publication.
Brasilia, January 29, 2009 ; 188
th of the Independence and 121 of the Republic.
LUIZ INACIO LULA DA SILVA