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Free Training from MEC Offers 10 Thousand Spots and Addresses Mathematics, Digital Technologies, and Curricular Justice in 180 Hours of E-Learning.
The Ministry of Education (MEC) has released 10 thousand spots for the free distance course “More Mathematics and Its Technologies”, with 180 hours of course load, offered on the AVAMEC platform.
Enrollment is open until December 14, 2025.
Free Course Focused on Mathematics and Technologies
The training is part of the National High School Education Policy (Pnaem) and is aimed at the updating and critical deepening of educators in this stage, articulating mathematics, digital technologies, and curricular justice, with enrollment open until December 14, 2025.
Structured in the format of enhancement, the course has as its central axis the strengthening of the teaching capacity to relate theory and practice in the school routine.
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The pedagogical proposal seeks to promote an ethical, critical, and inclusive education, focusing on equity and overcoming educational inequalities, in line with the principles of the National Common Curriculum Base (BNCC) and the high school reform.
In addition to updating mathematics concepts, the training was designed to encourage reflection on the role of the subject in an integrated curriculum.
Throughout the modules, the participant is invited to relate mathematical content to the contemporary demands of the school, such as the critical use of technologies, interdisciplinarity, and the approach to relevant social themes.
Topics Covered and Module Organization
The training pathway of More Mathematics and Its Technologies is part of a set of courses launched by MEC for high school, alongside training in the areas of languages, humanities, and natural sciences.
In all cases, the declared goal is to support networks, schools, and professionals in the implementation of the National High School Education Policy, with special attention to training itineraries and new curricular configurations.
The course is offered in the self-instructional EAD modality, which means that the participant organizes their own study pace, accesses materials whenever convenient, and carries out activities directly in the virtual environment, without the guidance of tutors.
This structure expands the reach of the training, allowing professionals from different regions of the country to access the content, provided they have internet connectivity and registration on the platform.
According to the syllabus released, the training covers everything from mathematics in the context of the National High School Education Policy and training itineraries to topics such as ethnomathematics, sustainability, computational thinking, and digital citizenship.
The organization into modules follows the logic of a spiral curricular design, which revisits concepts at increasing levels of complexity, avoiding mechanical repetitions and privileging critical and contextualized deepening of the content.
The materials provided include video lessons, support texts, activity proposals, and assessment tools.
Throughout the journey, the participant encounters didactic situations that relate mathematics to real problems, digital culture, and diverse social contexts, favoring the construction of pedagogical practices more connected to the reality of high school students.
Target Audience and Certification
The target audience defined by MEC consists of teachers, technicians, pedagogical coordinators, school managers, and future educators who are working or intend to work in high school.
The intention is for the training to serve both active teachers and undergraduate students in education and pedagogy who are interested in preparing for the current demands of this stage.
In all cases, the expectation is that the formative experience contributes to a renewed perspective on the connection between mathematics and technology in the classroom.
Regarding assessment, the course includes an evaluative module in which the participant performs mandatory activities to demonstrate mastery of the covered content.
To pass, it is necessary to complete all modules in the training pathway, carry out the proposed activities, and achieve at least grade 6.0 in the final assessment.
Upon completion, graduates have access to a certificate of 180 hours, issued by the platform, indicating the course content completed.
This document can be used for continuing education, career advancement, curriculum updating, and proof of participation in professional development activities, according to the regulations of each network or education system.
Spots, Selection, and Who Can Participate
The 10 thousand spots available are distributed continuously as interested parties register and confirm the participation requirements.
As this is a self-instructional course without a traditional selection process, there is no classification or competition among candidates; entry depends basically on the availability of spots and alignment with the target audience related to basic education, especially high school in state, district, and, in some cases, municipal public networks.
For those already working in high schools, the training is presented as an opportunity to align pedagogical practices with recent discussions on curriculum, contemporary transversal themes, and the pedagogical use of digital technologies.
Educators at the beginning of their careers or still in higher education find in the course an updated overview of Mathematics Education in the context of the BNCC, with examples of proposals that engage with diverse youth and the demands of the 21st century.
How to Enroll on the AVAMEC Platform
Enrollment for More Mathematics and Its Technologies is conducted exclusively in the virtual environment of AVAMEC.
To secure one of the 10 thousand spots, interested individuals need to access the platform, locate the course by name, register or log in, check the course description, and confirm the enrollment, noting that spots are available until December 14, 2025 or while places last.
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