📋 Tender Overview
The Ministry of Education (MEC) published, this Tuesday, December 23rd, which regulates the financial support of the curricular guidance axis, with the aim of ensuring that basic education students develop the skills and abilities established in the National Common Curricular Base (BNCC) for mathematics. The resolution organizes the forms of direct financial support to schools and establishes criteria for the transfer and ways of using financial resources, which are intended for the diversification of pedagogical inputs to support the policys curricular orientation axis.
Federated entities can adhere to the commitment from December 22nd to January 22nd, 2026. With the aim of guiding networks on joining, the ministry held, on Monday (22), a webinar at the .
The establishes the five axes of action of the commitment: governance and management; training of education professionals; curriculum guidance; learning assessment; and pedagogical practices. The MEC is responsible for developing guidelines, guidelines, teaching materials and support mechanisms for education networks to strengthen the implementation of the mathematics curriculum and the restoration of learning.
Considering the inherent complexity of teaching and learning of this curricular component, the MEC is developing specific, articulated and updated guidelines that serve as a reference for states, municipalities and the Federal District in the development of essential skills, learning progressions, training processes, recovery strategies, active methodologies, use of teaching materials and integration with assessment instruments, as well as financial support via PDDE Toda Mathematics for schools with lower level socioeconomic and lower learning outcomes in this area of knowledge.
The, which regulates the axis of curricular guidance of the National All Mathematics Commitment, gives effectiveness to these attributions to organize the functioning of the axis of curricular guidance and establishes a guiding framework, functioning as a national induction instrument aligned with the goals of the National Education Plan (PNE), while respecting the autonomy of education systems for local adjustments. By detailing responsibilities, flows, instruments and expectations, the ordinance favors greater federal symmetry in the provision of pedagogical conditions for learning mathematics.
Organization - The Ordinance structures Axis III based on the following elements: general guidelines and purposes; organization of curricular actions and guidelines; responsibilities of the Union, the states, the municipalities and the Federal District; governance arrangements; and monitoring mechanisms. The axis is organized based on a systemic logic, articulating curriculum, training, assessment and teaching materials.
This articulation is essential, since the decree establishes the need for internal coherence between the axes of the Commitment, with the aim of guaranteeing structuring results in the medium and long term. The Ordinance, by explaining this coherence, ensures that the policy materializes as an integrated strategy, and not as a set of isolated actions.
The criteria, values and procedures for financial or operational execution are regulated through Resolution No. 24/2025, of the Deliberative Council of the National Education Development Fund (FNDE), an entity linked to the MEC.
Social Communication Advisory, with information from the Department of Basic Education (SEB)
