DECREE NO. 4,791, OF July 22, 2003.

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

THE PRESIDENT OF THE REPUBLIC, in the use of the assignments that gives him the art. 84, incisos IV and VI, paragraph "a" of the Constitution, and with a view to the provisions of the arts. 47 and 50 of the Law no 10,683, of May 28, 2003,

DECRETA:

Art. 1º Stay approved the Regimental Structure and the Demonstrative Framework of the Cargos in Commission and Gratified Functions of the Ministry of Education, in the form of the Annexes I and II to this Decree.

Art. 2º On the basis of the provisions of the art. 1st, stay remanded, in the form of Annex III to this Decree, the following posts in committee of the Group-Direction and Superiors Superiors-DAS and Gratified Functions-FG:

I-from the Office of Management, the Ministry of Planning, Budget and Management for the Ministry of Education: a DAS 101.6; a DAS 101.5; eleven DAS 101.1; three DAS 102.2; and three DAS 102.1; and

II-of the Ministry of Education for the Management Office, of the Ministry of Planning, Budget and Management, three DAS 101.2; a DAS 102.5; and a FG-2.

Art. 3º The apostilings arising from the approval of the Regimental Structure of which it treats art. 1º should occur within twenty days, counted from the date of publication of this Decree.

Single paragraph. After the apostilaments provided for in the caput, the Minister of State for Education shall publish in the Official Journal of the Union within thirty days of the date of publication of this Decree, the nominal relationship of the holders of the posts in committee of the Group-Direction and Superiors Superiors-DAS referred to in Annex II, indicating, including, the number of vacant posts, their denomination and their respective level.

Art. 4º The internal regiments of the organs of the Ministry of Education will be approved by the Minister of State for Education and published in the Official Journal of the Union, at the ninety term days, counted from the date of publication of this Decree

Art. 5º This Decree comes into effect on the date of your publication.

Art. 6º Ficam revoked the Decree no 4,637, of March 21, 2003, and the Annex to Decree No. 4,770 of June 30, 2003, as regards the Ministry of Education.

Brasilia, July 22, 2003; 182º of Independence and 115º of the Republic.

LUIZ INACIO LULA DA SILVA

Cristovam Ricardo Cavalcanti Buarque

Guido Mantega

REGIMENTAL STRUCTURE OF THE MINISTRY OF EDUCATION

CHAPTER I

DA NATURE AND COMPETENCE

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

I-national education policy;

II-child education;

III-education in general, comprising fundamental education, high school, higher education, youth and adult education, vocational education, special education, and distance education, except military education;

IV-assessment, information, and educational research;

V-research and university extension;

VI-magistery; and

VII-assistance financial to carent families for the schooling of their children or dependents.

CHAPTER II

OF THE ORGANIZATIONAL STRUCTURE

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

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

a) Cabinet;

b) Executive Secretariat:

1. Subsecretariat of Administrative Affairs; and

2. Planning and Budget Undersecretariat;

c) Legal Consultancy;

II-singular specific organs:

a) Secretariat of Child and Fundamental Education:

1. Department of Educational Policies;

2. Department of Development of Teaching Systems;

3. Department of Educational Projects; and

4. Department of Education Funding Policies;

b) Secretary of Medium and Technological Education;

c) Board of Higher Education:

1. Department of Higher Education Policy;

2. Department of Development of Higher Education;

3. Department of Special Projects of Modernization and Qualification of Higher Education; and

4. Department of Supervision of Higher Education.

d) Secretary of Special Education;

e) Secretariat of Distance Education:

1. Department of Education Policy to Distance;

2. Department of Informatics in Education à Distance; and

3. Department of Production and Dissemination of Educational Programs;

f) Secretary of Educational Inclusion;

g) Extraordinary Eradication of Eradication of Analfabetism;

1. Department of Studies, Follow-up and Evaluation;

2. Department of Implementation and Management of the Program;

h) Institute Benjamin Constant; and

i) National Institute of Surf 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) authorities:

1. National Education Development Fund;

2. National Institute of Educational Studies and Research Anicus Teixeira;

3. Federal University of Bahia;

4. Federal University of Paraíba;

5. Federal University of Alagoas;

6. Federal University of Campina Grande;

7. Federal University of Goiás;

8. Federal University of Itajubá;

9. Federal University of Juiz de Fora;

10. Federal University of Lavras;

11. Federal University of Minas Gerais;

12. Federal University of Pernambuco;

13. Federal University of Santa Catarina;

14. Federal University of Santa Maria;

15. Federal University of São Paulo;

16. Federal University of Uberlândia;

17. Federal University of Ceará;

18. Federal University of the Holy Spirit;

19. Federal University of Pará;

20. Federal University of Paraná;

21. Federal University of Rio de Janeiro;

22. Federal University of Rio Grande do Norte;

23. Federal University of Rio Grande do Sul;

24. Fluminense Federal University;

25. Federal Rural University of Amazonia;

26. Federal Rural University of Pernambuco;

27. Federal Rural University of Rio de Janeiro;

28. School of Pharmacy and Odontology of Alfenas;

29. Mossoró's High School of Agriculture;

30. Faculty of Medicine of the Mineiro Triangle;

31. Integrated Federal Faculties of Diamantina;

32. Pedro II College;

33. Federal Centre for Technological Education Celso Suckow of Fonseca;

34. Federal Center for Technological Education of Bahia;

35. Federal Center for Technological Education of Paraíba;

36. Federal Center for Technological Education of Alagoas;

37. Federal Center for Technological Education of Bambuí;

38. Federal Center for Technological Education of Bento Gonçalves;

39. Federal Center for Technological Education of Campos;

40. Federal Center for Technological Education of Cuiabá;

41. Federal Center for Technological Education of Goiás;

42. Federal Centre for Technological Education of Januaria;

43. Federal Center for Technological Education of Mato Grosso;

44. Federal Center for Technological Education of Minas Gerais;

45. Federal Center for Ouro Preto Technological Education;

46. Federal Centre for Technological Education of Pelotas;

47. Federal Center for Technological Education of Pernambuco;

48. Federal Center for Technological Education of Petrolina;

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

50. Federal Centre for Technological Education of Rio Pomba;

51. Federal Center for Technological Education of Rio Verde;

52. Federal Center for Technological Education of Roraima;

53. Federal Center for Technological Education of Santa Catarina;

54. Federal Center for Technological Education of São Paulo;

55. Federal Center for Technological Education of São Vicente do Sul;

56. Federal Center for Technological Education of Sergipe;

57. Federal Center for Technological Education of Uberaba;

58. Federal Center for Technological Education of Urutaí;

59. Federal Centre for Technological Education of Amazonas;

60. Federal Center for Technological Education of Ceará;

61. Federal Center for Technological Education of the Holy Spirit;

62. Federal Center for Technological Education of the Maranhão;

63. Federal Center for Technological Education of Pará;

64. Federal Center for Technological Education of Paraná;

65. Federal Center for Technological Education of Piauí;

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

67. Federal Agrotechnical School Antônio José Teixeira-Guanambi-BA;

68. Federal Agrotechnical School of Alegre;

69. Federal Agrotechnical School of Alegrete;

70. Federal Agrotechnical School of Araguatins;

71. Federal Agrotechnical School of Barbacena;

72. Federal Agrotechnical School of Barons;

73. Federal Agrotechnical School of Belo Jardim;

74. Federal Agrotechnical School of Cáceres;

75. Federal Agrotechnical School of Castanhal;

76. Federal Agrotechnical School of Catu;

77. Federal Agrotechnical School of Ceres;

78. Federal Agrotechnical School of Codó;

79. Federal Agrotechnical School of Colatine;

80. Federal Agrotechnical School of Colorado from the West;

81. Federal Agrotechnical School of Concontention;

82. Federal Agrotechnical School of Crato;

83. Federal Agrotechnical School of Iguatu;

84. Federal Agrotechnical School of Inconfidants Viscount de Mauá;

85. Federal Agrotechnical School of Machado;

86. Federal Agrotechnical School of Manaus;

87. Federal Agrotechnical School of Muzambinho;

88. Federal Agrotechnical School of Rio do Sul;

89. Federal Agrotechnical School of Salinas Clemente Medrado;

90. Federal Agrotechnical School of Santa Inês;

91. Federal Agrotechnical School of Santa Teresa;

92. Federal Agrotechnical School of St. Kitts;

93. Federal Agrotechnical School of São Gabriel da Cachoeira;

94. Federal Agrotechnical School of Saint John Evangelista Nelson of Senna;

95. Federal Agrotechnical School of São Luis;

96. Federal Agrotechnical School of Satuba;

97. Federal Agrotechnical School of the Lord of the Bonfim;

98. Federal Agrotechnical School of Serton;

99. Federal Agrotechnical School of Shadow;

100. Federal Agrotechnical School of Sousa;

101. Federal Agrotechnical School of Uberlândia;

102. Federal Agrotechnical School of Victory of Saint Anso João Cleófas;

103. Palmas-TO Federal Technical School;

104. Federal Technical School of Porto Velho;

105. The Federal Technical School of Moura Rolim; and

106. Federal Technical School of Santarém;

b) public foundations:

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

2. Joaquim Foundation Nabuco;

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

4. Foundation University of Brasilia;

5. Foundation University of Amazonas;

6. Foundation University of Rio de Janeiro;

7. Foundation University of Rio Grande;

8. Foundation Federal University of Mato Grosso;

9. Foundation Federal University of Mato Grosso do Sul;

10. Foundation Federal University of Ouro Preto;

11. Foundation Federal University of Pelotas;

12. Foundation Federal University of Rondônia;

13. Foundation Federal University of Roraima;

14. Founding Federal University of São Carlos;

15. Foundation Federal University of Saint John Del Rei;

16. Foundation Federal University of Sergipe;

17. Foundation Federal University of Viçosa;

18. Foundation Federal University of Acre;

19. Foundation Federal University of Amapá;

20. Foundation Federal University of Maranhão;

21. Foundation Federal University of Piauí;

22. Foundation Federal University of Tocantins; and

23. Federal University of the Valley of the San Francisco Valley;

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

CHAPTER III

OF THE COMPETENCE OF THE ORGANS

Section I

Of the Direct and Immediate Assistance Bodies to the Minister of State

Art. 3º To the Cabinet competes:

I-attend to the Minister of State in his political and social representation, occupy himself with public relations and preparer and dispatch of his personal expedient;

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

III-provide for the fulfillment of the consultations and the requirements formulated by the National Congress;

IV-provide for the official publication and disclosure of the subjects related to the acting area of the Ministry; and

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

Art. 4º À Secretariat-Executive competes:

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

II-supervise and coordinate the related activities to the Federal Planning and Budget, Organization and Administrative Modernization Systems, of the Administration of Information Resources and Informatics, of Human Resources, of General Services, of Financial Administration and Accounting, in the scope of the Ministry; and

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

Single paragraph. The Executive Secretariat exercises, still, the role of the sectoral body of the Civil Personnel Systems of the Federal Administration-SIPEC, of Organization and Administrative Modernization-SOMAD, of Administration of Information Resources and Informatics-SISP, of General Services-SISG, Planning and Federal Budget, Federal Accounting and Federal Financial Administration, through the Subsecretaries of Administrative and Planning Affairs and Budget to it subordinates.

Art. 5º To the Subsecretariat of Administrative Affairs competes:

I-plan, coordinate and supervise the execution of the activities related to the Federal Systems of Organization and Modernization Administrative, Administration of Information Resources and Informatics, Human Resources and General Services, within the Ministry;

II-promote the articulation with the central organ of the federal systems referred to in the inciso I, and inform and guide the Ministry's bodies as to the compliance with administrative standards established; and

III-promoting the elaboration and consolidation of the plans and programs of the activities of your area of competence and subject them to the top decision.

Art. 6º À Subsecretariat of Planning and Budget competes:

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

II-promote the articulation with the central bodies of the systems referred to in the inciso I, informing and directing the organs of the Ministry as to the fulfillment of the established standards;

III-coordinate the drafting and consolidation of the Ministry's annual and multi-annual plans and programs and submit them to the decision higher;

IV-follow up, consolidate and evaluate the results of the physical-financial execution of the plans and annual and multiannual programmes of the Ministry, in articulation with the programme managers;

V- developing the budget, financial and accounting implementation activities, within the Ministry; and

VI-conduct taking of accounts of the expense payers and too many responsible for public goods and values and of all the one that gives cause and loss, stray or other wrongdoing that results in damage to the erarium.

Art. 7º To Legal Consulting competes:

I-advise the Minister of State in matters of a legal nature;

II-exercise the coordination of the legal activities of the Ministry and linked entities;

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

IV- draw up studies and prepare information, by 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 it practiced or already effectuated, and of those arising from organ or entity under their legal coordination; and

VI-examine, preview, and conclusively, within the Ministry's scope:

a) the edital texts of bidding as well as those of the respective congenneric contracts or instruments, to be published and celebrated; and

b) the acts by which it is going to recognize the inexigsibility, or decide the dispensation of bidding.

Single paragraph. The Legal Consultancy, the administratively subordinate body to the Minister of State, still exercises the role of the sectoral organ of the Advocate General of the Union.

Section II

From the Singular Specific Organs

Art. 8º The Registry of Child and Fundamental Education competes:

I-plan, guide, and coordinate, in a national framework, the process of formulating policies for child education and fundamental education, in all its modalities and forms, that ensure quality standard assurance;

II-fostering the implementation of policies through technical and financial cooperation, aiming to ensure equal conditions for the teaching offer and the student's stay in the school;

III-develop actions aiming at the improvement of the quality of learning in the area of child education and fundamental education, in all its modalities and forms, having the school as the main focus of its acting;

IV-develop actions objectivating the guarantee of equal conditions for access and permanence in school and the reach of better standards of quality of education fundamental to the population of young people and adults;

V-ensuring the conditions of equal access to the school, as well as the stay in the school of the population in the age group of six to fourteen years, with special attention to those who are, still, out of school;

VI-stimulating the equality of conditions for school access and the permanence of children from zero to five years in school of child education;

VII-encouraging the improvement of the standard of quality of child education and fundamental in all its modalities and forms;

VIII-supporting the operation of schools situated in Indigenous communities and remnants of quilombos and in settlements recognized by the competent organs;

IX-ensure compliance with the legal devices concerning child education and fundamental education; and

X-developing actions in partnership with other bodies that compete for the fulfillment of their competencies.

Art. 9º To the Department of Educational Policies competes:

I-subsidize the formulation of the child and fundamental education policy, as well as the definition of strategies and guidelines technical-pedagogical;

II-propose, foster and coordinate actions for children's education and teaching fundamental, aiming at the formation and integral development of the human being in the exercise of citizenship;

III-to articulate with governmental and nongovernmental organizations to strengthen child education and fundamental education; and

IV-propose and support actions of development and evaluation of teaching and teaching materials for children's education and fundamental education in all modalities and forms.

Art. 10. To the Department of Development of Teaching Systems compete:

I-analyze technical feasibility and financial of educational programs and projects, adept them to the educational policies and guidelines of child education and fundamental education in all modalities and forms:

II-promote managerial studies of the education systems, aiming at the enhancement of educational public management;

III-stimulate and support the elaboration of national, state, and municipal education plans;

IV-orienting state and municipal education systems in the formulation of standards and the establishment of standards to be adopted in the educational spaces;

V-propose criteria for the transfer of resources financial to education systems and governmental and nongovernmental organizations, in articulation with the competent bodies;

VI-follow-up, monitor and evaluate the execution of plans, programs and projects approved by the Registry; and

VII-adopt measures for the articulation between the education systems, aiming at the improvement of the collaborative regime and the improvement of the quality of child education and fundamental education.

Art. 11. To the Department of Educational Projects competes:

I-subsidize the formulation of policies and the definition of strategies for the implementation of educational projects;

II-propose criteria for setting of guidelines, standards and technical standards that guide the execution and evaluation of educational projects; and

III-define and propose goals and objectives to be achieved in the implementation of the educational projects.

Art. 12. To the Department of Education Funding Policies compete:

I-follow up and supervise the implementation and operationalisation of the education financing policy;

II-coordinate production of data and information regarding the monitoring and control of the resources linked to education;

III-accompany, by articulating with the Ministry of Finance, the repasses effectuated by the Union to the units of the Federation;

IV-coordinate, in articulation with the other organs of the Ministry, the periodic evaluation of the results of the application of the relevant legislation;

V-carry out studies on the financial repercussion of the implementation of mechanisms of education funding policy child and elementary school; and

VI-support and stimulate the functioning of the Councils of monitoring and social control of education-linked resources within the Union, the Federal District, the states and the Municipalities.

Art. 13. The Secretary for Average and Technological Education competes:

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

II -support the development of the education systems of medium and technological education, at the different levels of government, upon technical and financial support;

III-establish mechanisms of articulation and integration with the productive sectors with regard to the quantitative and qualitative demand of professionals, in the framework of education technological;

IV-promoting exchange with public and private bodies, national, foreign and international;

V-ensuring compliance with educational legislation within the framework of medium education and technological; and

VI-overseeing the activities developed by the Federal Agrotechnical Schools, by the Federal Technical Schools, by the Federal Centers for Technological Education and by the College Pedro II.

Art. 14. The Higher Education Bureau competes:

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

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

III- to promote and disseminate studies on higher education and its relations with society;

IV-promote the exchange with national and international entities on the matter of their competence;

V-support technically and financially the higher education institutions;

VI-articulate with other organs and governmental and nongovernmental institutions aiming at the improvement of higher education;

VII-acting as the sectoral science and technology body of the Ministry for the purposes laid down in the legislation that it has on the National Scientific and Technological Development System;

VIII-subsidize the elaboration of projects and programs aimed at the updating of the federal education system;

IX-ensuring compliance with educational legislation in the framework of higher education; and

X-subsidize the formulation of the policy of offering, financing and supporting the student of non-free higher education and supervise the programs aimed at that purpose.

Art. 15. To the Department of Higher Education Policy competes:

I-subsidize the formulation of the National Plan of Education, in the framework of higher education;

II-promoting studies of strategic policy policies objecting the development of higher education;

III-promoting and supporting cooperation programmes among the public and private higher education institutions; and

IV-establish implementation strategies of the curricular guidelines approved by the National Board of Education.

Art. 16. To the Department of Higher Education Development competes:

I-support the educational institutions upper through budget resources for the execution of their activities;

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

III-analyzing the processes of provision of accounts of the supervised or supervised institutions;

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

V-coordinate and follow up the implementation of the management activities of the hospitals linked to federal higher education institutions, aiming at the enhancement in the areas of human resources, managerial development and physical and technological infrastructure;

VI-keep up to date on the enrollment of higher education institutions; and

VII-processing and analyzing the data that substantiate the activities of the Registry.

Art. 17. To the Department of Special Projects of Modernization and Qualification for Higher Education competes:

I -develop special projects of fostering for higher education, aiming at the modernization and qualification of higher education institutions and university hospitals;

II-promote and coordinate the implantation, monitoring and evaluation of special fossil-level projects for the institutions of higher education and for university hospitals;

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

IV-coordinate and follow up on activities related to the Special Tutoring Program;

V-supporting and promoting special projects related to graduation; and

VI-coordinate the implementation of the funding and student support policies.

Art. 18. To the Department of Supervision of Higher Education competes:

I-promoting the implementation of policies educational pertinent to higher education;

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

III-define guidelines and instruments for accreditation and re-enactment of higher education institutions, authorization, recognition and renewal of recognition of higher courses;

IV-organize, follow up and coordinate the activities of assigned commissions for higher education supervisory actions;

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

VI-manage the system of information and follow-up of processes related to assessment and supervision;

VII-interacting with the National Board of Education with views to the enhancement of the legislation and standards of higher education, of the evaluative processes, subsidizing, including, that Council in its assessments with views to the accreditation and recentment of higher education institutions, authorization, recognition and course recognition renewal; and

VIII-formulate, implement and support programs, together with higher education institutions, aiming at the improvement of institutions as a whole and, in particular, of the undergraduate courses, as well as extension activities aimed at the adequacy of the institutions the local and regional reality.

Art. 19. The Secretary of Special Education competes:

I-plan, guide, coordinate and supervise the process of formulation and implementation of the National Special Education Policy;

II-support, technique and financially, the special education systems of education;

III-set guidelines for the organization of the special education education systems;

IV-promoting the articulation with organisms national, foreign and international, aiming at the improvement of care in the special education area;

V-orienting and monitoring 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 systems of teaching, supported, technically and financially, by the Registry; and

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

Art. 20. The Registry of Distance Education competes:

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

II-articulate with the too many organs of the Ministry, the Secretaries of Education of the States, Municipalities and the Federal District, with public and private telecommunications networks, and with the class associations for the further improvement of the distance education process;

III-plan, coordinate, and supervise the execution of capacity-building programs, guidance and support a teachers in the area of distance education;

IV-support the adoption of educational technologies and pedagogics that assist in learning in the distance education system;

V-promoting studies for identification of educational needs, aiming at the development of the production and dissemination of distance education programs, at all levels of education;

VI-planning, implementing and evaluating distance education programmes in the states, Municipalities and the Federal District, in articulation with the Education Secretaries of the Federation's units and with the telecommunications network;

VII-promoting 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

VIII-optimizing the technological infrastructure of the media, aiming for the improvement of teaching.

Art. 21. To the Department of Education Policy at Distance competes:

I-plan and coordinate actions targeting the implementation of educational programs and projects;

II-follow up and control the implementation and the development of distance education, by means of programmes in television networks;

III-promote and coordinate distance education programs, for all levels of education;

IV-promote and coordinate projects aimed at improving the quality of distance education;

V-coordinate programs and actions developed in conjunction with the state, municipal, and Federal District Education Secretaries and with other institutions in the area of distance education; and

VI-define and propose criteria for the acquisition and production of distance education programmes.

Art. 22. To the Department of Informatics in Distance Education competes:

I-plan and coordinate actions aiming at the execution of educational informatics projects;

II-foster the development of the supporting infrastructure in the area of informatics together with the education systems in the states, Municipalities and Federal District;

III-supporting the development of computer technologies and their use by elementary, middle and higher education and in special education;

IV-carry out studies and research aiming to know national and foreign production, in the area of informatics, volleyst distance education, at its different levels; and

V-promoting the development of research on educational informatics programs.

Art. 23. To the Department of Production and Dissemination of Educational Programs competes:

I-propose the production of educational and printed material programmes;

II-elaboration of programme production projects educational, post-production, as well as acquisition of productions from third parties;

III-subsidise the pedagogical sector in the design of educational programmes and printed material;

IV-coordinate and follow up the productions to be held by third parties; and

V-indicate the means appropriate to the diffusion and dissemination of the distance education programs.

Art. 24. The Secretariat of Educational Inclusion competes:

I-plan, guide, coordinate and supervise the process of formulating and implementing policies aimed at educational inclusion in consonance with the various federal, state, municipal and federal income transfer programs;

II-foster, coordinate, and evaluate complementary educational activities that contribute to the quality's eigenness educational;

III-plan and propose actions promotion policies in the localities in situation of inequality and social and educational vulnerability;

IV-implement, operationalize, monitor and evaluate the income programmes linked to education;

V-promoting strengthening and integration policy of the organs and entities linked to education at the federal, state, municipal and federal level;

VI-articular and promote the integrated actuation of the diverse income transfer programs aimed at educational and social inclusion;

VII-promoting articulation with multilateral multilateral development entities and between countries, disseminating the experiences national and assessing the potential of the experiences of other regions of the world; and

VIII-accomplish internal and external audits in the cadasters and procedures concerning the programs under their responsibility.

Art. 25. The Extraordinary Secretory of Eradication of Analfabetism competes:

I-planning, orienting and to coordinate, in national scope, the process of formulating policies for the eradication of illiteracy, in all its modalities and forms;

II-fostering implementation of the policies for the eradication of illiteracy, by means of technical and financial cooperation, aiming to ensure the eigenness of the teaching offer and the permanence of the student in the program;

III-develop actions objecting to the decrease in the illiteracy and the Evasion of the programs of combating illiteracy, in its different modalities, in the various regions of the Country;

IV-ensuring access to illiteracy programs to every citizen, not a participant in regular education, with special attention to those who have never had school initiation;

V-encouraging the improvement of the quality of literacy actions, attest to the different characteristics regional and cultural;

VI-support the operation of literacy actions in the quilombos, in the indigenous, carcerary communities, as well as in every community of more isolated characteristic;

VII- promote integration with the Ministry's remaining finalistic secretaries and with the different initiatives, public and private, aimed at the eradication of illiteracy; and

VIII-plan, coordinate, and supervise the execution of illiteracy eradication programs and projects.

Art. 26. To the Department of Studies, Follow-Up and Evaluation competes:

I-subsidize the formulation of the Program of Eradication of Anilliteracy, as well as the definition of technical-pedagogical strategies and guidelines to be adopted;

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

III-track and supervise the implantation and operationalization of the Illiteracy Eradication Program;

IV-coordinate, within the framework of the Ministry, the elaboration of information necessary for the execution of the operationalization activities of the Program of Eradication of Anilliteracy;

V-carry out studies on the impacts of the implantation of the Programme of Eradication of Anilliteracy, in its areas of application.

VI-coordinate, in articulation with the remaining bodies of the Government, the periodic evaluation of the results of the application of the actions pertinent to the programmes that have the same target audience; and

VII-orienting state and municipal education systems in formulating work plans that object to the realization of literacy activities.

Art. 27. To the Department of Implementation and Management of the Program competes:

I-propose and coordinate actions of technical cooperation with the various teaching systems, aiming for their effective development and zealt by the formation of the educating for the exercise of citizenship;

II-propose and support the articulation with governmental and nongovernmental organizations to strengthen the development of actions, with views to the eradication of illiteracy and promotion of the citizenship;

III-plan and coordinate actions aiming at the execution of eradication projects of the illiteracy;

IV-define and draw up criteria of effectivation of partnerships with organizations government and nongovernmental, which aim at the eradication of illiteracy;

V-support the execution of programs of social inclusion and eradication of illiteracy, aiming at the suitability of institutions to local and regional reality.

Art. 28. The Benjamin Constant Institute competes:

I-subsidize the formulation of the National Education Policy Special in the area of visual impairability;

II-promoting the education of visually impaired, by its maintenance as a fundamental education body, aiming to ensure educational listening and preparation for the work of blind and impaired people, as well as to develop experiences in the pedagogical field of the area of visual impairment;

III-promote and carry out human resource capacity-building programs in the area of visual impairment;

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

V-promoting programmes for dissemination and exchange of experience, knowledge and technological innovations in the area of care for blind and impinged vision persons;

VI-elaboration and produce didactic-pedagogical material for the teaching of blind and insighted people;

VII-supporting technically and financially the education systems and institutions that act in the disability area visual, in articulation with the Secretary of Special Education;

VIII-promoting development pedagogical aiming at the enhancement and updating of instructional resources;

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

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

Art. 29. To the National Institute of Deaf Education competes:

I-subsidize the formulation of National Policy of Special Education in the area of hearing impairment;

II-promote and carry out capacity-building programs of human resources in the area of hearing impairment;

III-assist technically to the systems of teaching targeting educational care for the hearing impaired, in articulation with the Secretary of Special Education;

IV-promoting exchange with associations and educational institutions of the Country, aiming at encouraging the integration of hearing impaired;

V-promoting the education of hearing impaired, through its maintenance as a fundamental education body and medium education, aiming to ensure educational listening and preparedness for the work of deaf people, as well as to develop experiences in the pedagogical field in the area of hearing impairment;

VI-promote, carry out, and disseminate studies and research in the areas of deafness prevention, evaluation of methods and techniques used and development of didactic resources, aiming at improving the quality of hearing impaired care;

VII-promoting exchange programmes of experiences, knowledge and innovations in the area of hearing impaired education;

VIII-elaborating and producing teaching material-pedagogical for the teaching of hearing impaired;

IX-promoting constant action together with the society, through mass media and other resources, targeting the rescue of the social image of the hearing-impaired; and

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

Section III

From Representation

Art. 30. To Representation in the State of São Paulo compete to carry out the activities of the Ministry in the State, as well as others that are committed to it by the Minister of State.

Art. 31. To Representation in the State of Rio de Janeiro compete to practise the acts of management of inactive personnel and pensioner, as well as providing support from the Minister's office, in the respective state.

Section IV

From the Collegiate Organ

Art. 32. The National Board of Education is to exercise the skills of which it treats Law No. 4,024 of December 20, 1961.

CHAPTER IV

OF THE ATTRIBUTIONS OF THE LEADERS

Section I

From the Executive Secretary

Art. 33. The Executive Secretary is incumbent on:

I-coordinate, consolidate and submit to the Minister of State the plan of the Ministry's global action;

II-overseeing and evaluating the execution of projects and activities of the Ministry;

III-supervise and coordinate the articulation of the organs of the Ministry with the organs central to the systems concerning the area of competence of the Secretariat-Executive; and

IV-exercise others assignments that are committed to him by the Minister of State.

Section II

Dos Secretaries

Art. 34. To the Secretaries it is incumbent on planning, directing, coordinating, directing, monitoring and evaluating the implementation of the activities of the units that integrate their respective Secretaries, and to exercise other assignments that are committed to them in internal regiment.

Section III

From the remaining Leaders

Art. 35. To the Chief Minister's Office, the Legal Adviser, the Directors, the Representatives and the remaining leaders it is incumbent on planning, directing, coordinating, directing, monitoring and evaluating the implementation of the activities of the respective units and the projects and programs and exercise other assignments that are committed to them, in their respective areas of competence.

CHAPTER V

OF THE GENERAL PROVISIONS

Art. 36. The internal regiments will define the detailing of the integral organs of the Regimental Structure, the competences of the respective units and the assignments of their leaders.

Attachment (s)