📋 Tender Overview
The resolution establishing the National Parameters for the Offer of Training Training (IFA) in high school () was published on Tuesday, May 13. The regulation was issued by the National Council of Education (CNE), a collegiate body for social participation of the Ministry of Education (MEC), based on the opinion of the CNE () Basic Education Chamber, approved by MEC on Monday, May 12.
According to the one, which defined the reformulation of the school, each school should offer at least two formative itineraries, and students can choose their deepening path.
The IFAS are carried out through the offer of interdisciplinary and integrating projects, organized with emphasis on the curriculum components that make up the areas of knowledge chosen by the students. Thus, they expand the dialogue between the theoretical and practical dimensions of the contents, considering the valorization of the territorial and cultural diversity of Brazil and the choices established in the pedagogical proposal of each school.
The CNE resolution determines that the parameters are implemented throughout the national territory, with a combination of efforts by the Union, the States, the Municipalities and the Federal District. The goal is to ensure, in public networks and private institutions, quality and equity in curriculum offer.
Preparation of IFAS - The national parameters of the formative itineraries of deepening must substantiate and guide the definition of strategies and the elaboration of action plans to operationalize this reorganization in schools. Other predicted determinations are: planning and implementation of administrative, financial and pedagogical actions in teaching networks, such as continuing teacher education; and elaboration, publication and dissemination of guidelines to support schools and professionals in reviewing their pedagogical proposals and continuous improvement of teaching and learning processes.
The IFA construction process should ensure students choice and predict permanent follow -up with the objective of supporting the recovery, recomposition and strengthening of learning. Schools also need to guide and support students in the completion of high school, considering the opportunities and possibilities for the continuity of their studies in higher education and the connections with the entry into the world of work.
Another orientation of the CNE is that public and private education networks must ensure the recognition of historical construction, ethical-political and epistemological principles and the norms that organize indigenous school education; Quilombola school education; Bilingual School Education of Deaf; Special Education in an inclusive perspective; School education in the countryside; and Youth and Adult Education (EJA). For this, one must consider the urban and rural territories, the forests, the waters and the traditional peoples and the communities.
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History - To elaborate opinion No. 7/2025, the CNE had prepared by the Interfederative Working Group (GTI) established by MEC, which had the participation of the federative units, which made it possible to know the diversity of contexts, challenges and opportunities associated with the implementation of formative itineraries across the country. The material explained the main attributions and responsibilities of the education secretariats, the management teams of schools and teachers, to ensure the adequate implementation of IFAS.
