📋 Tender Overview
To face educational inequalities aggravated by the pandemic, the Ministry of Education (MEC) has supported teaching networks in promoting the recomposition of learning. In Ceara, the Secretariat of Education (Seduc/CE) acts strategically, in articulation with the, implementing policies that combine diagnosis, pedagogical follow -up and actions aimed at equity.
The main state initiative is the focus on learning, action of the Ceara Educa Mais program, in force since 2021. Politics has been structured in four pillars: diagnostic and formative evaluations, structured teaching materials, continuing teacher education and specialized tutoring in Portuguese and mathematics. These actions, present in high school in the state network, seek to ensure qualified and evidence -based pedagogical support.
Cearas experience shows that, with integrated formation, training and follow-up, it is possible to ensure that all students advance, learning with quality and equity, says the general coordinator of Basic Education Strategy, Ana Valeria Dantas.
Since 2024, the state has intensified work in mathematics with the Most Learning Mathematical Learning project, which brings together actions such as laboratories, the Mathematics Marathon, the they in mathematics and partnership with Khan Academy, which offers personalized teaching platform integrated with pedagogical planning.
Seduc/CE also invests in other fronts to strengthen learning. Among them, the expansion of full -time schools, which already represent more than 75% of the state network, and the construction of 138 new units, with the goal of universalizing full -time teaching by 2026. Another initiative is the strengthening of school coordinators (face), which since 2017 has promoted cascade formations focused on evaluation, active methodologies and pedagogical leadership.
The State also develops the policy of developing socio -emotional skills, especially the project Teacher Director of Class (PPDT) and the Work, Research and Social Practices (NTPPs), which strengthen the bond between school and student and encourage youth protagonism.
Our challenge is to teach those who know less. We have to teach according to the level of students in order to reduce inequalities. We need to know what is a priority so that students can move forward and guarantee access to full citizenship, says Jucineide Fernandes, executive secretary of high school and professional education of Ceara.
The impact of actions is accompanied by the Permanent System of Evaluation of Ceara Basic Education (Spaece). Between 2012 and 2024, the average proficiency of students in the 3rd grade of high school in Portuguese rose from 251.6 to 280.7 points, with growth in the percentage at intermediate levels and adequate from 33.2% to 58.3%. In mathematics, the average went from 260.7 to 278.7 points, with a reduction from 47.8% to 35.5% in the percentage of students at the very critical level.
According to the 2023 School Census, the rate of abandonment in high school in the state network was 1.7% - a significant drop compared to the 11% registered in 2012. For Seduc, the systematic use of data to support pedagogical decisions and the appreciation of the school coordinator as a link between management and classroom were decisive factors for these advances.
Based on this experience, Ceara recommends five guidelines for effective recomposition: investing in regular diagnostic evaluations; Ensure structured materials focused on essential skills; Promote evidence -based teacher education; integrate socio -emotional development with pedagogical actions; and support school management as an articulating axis of the educational process.
With these strategies, the state reaffirms the commitment to ensure the right to learn with quality and equity, building a school that welcomes, teaches and transforms lives.
