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UFMS Opened 500 Slots for a Free and 100% Online AEE Course, with 90 Hours of Training with Digital Certification.
The Federal University of Mato Grosso do Sul opened 500 slots for the free extension course “Building Paths: Actions and Challenges of Specialized Educational Assistance in the Early Years of Basic Education.”
Enrollment ends on 08/19/2025, with classes fully online and digital certification for those who fulfill the workload and mandatory activities. According to the notice, the goal is to strengthen the practice of Specialized Educational Assistance (AEE) in educational networks, focusing on the early years.
Enrollment: Who Can Participate and Until When
The course is free and aimed at education professionals with completed higher education, regardless of their field of study. At the time of registration, candidates need to fill out the official form and agree to the rules of the notice, being responsible for the accuracy of the information provided. Enrollment is open until August 19, 2025, following the official time of Mato Grosso do Sul.
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The selection respects the order of registration and a list of priorities defined by UFMS. In practice, this means that spots are allocated first to strategic audiences and only then to other eligible profiles. This rule aims to meet the immediate demand of the public network and optimize the impact of AEE in schools.
The announcement of results and official communications occurs through UFMS’s institutional channels. The notice also includes an email contact for the course team for questions, facilitating the follow-up of the process by registrants.
REGISTER HERE: https://faed.ufms.br/editais/2025-417-proece/
Workload, Schedule, and Live Meetings
The training has 90 hours and takes place in the Virtual Learning Environment of UFMS. The schedule indicates start on 09/01/2025, with activities from September to December. Throughout the course, participants must complete asynchronous tasks on the platform and attend mandatory synchronous moments.
Live meetings are biweekly and mandatory, held at 6:30 PM in the Mato Grosso do Sul time zone, which corresponds to 7:30 PM Brasília time. In addition to these regular live sessions, the organization has scheduled opening and closing lectures, also online. The model combines study flexibility with close oversight from the training team.
The official schedule, including the stages of enrollment, announcement of registrants, and platform orientation, is described in the notice. UFMS emphasizes that communications will be published on its institutional website, ensuring transparency in the process and predictability for students.
What You Will Study: Focus of Content and Modules
The curricular design has been structured to articulate foundations, inclusive pedagogical resources, and practice. There are three modules:
- AEE as a Collective and Participatory Construction;
- Activities and Inclusive Didactic-Pedagogical Resources;
- Practical Module for Activity Construction.
The proposal is for participants to understand AEE as an action integrated into mainstream schools, with an emphasis on the early years of Primary Education. There are provisions for evaluative activities in the modules and for active participation in discussions and forums, bridging theory and practice.
According to the institutional publication of the Vice-Rectory for Extension, Culture, and Sports, the course aligns with ongoing training policies and the promotion of evidence-based inclusive practices in everyday school life.
Who Has Priority and How Slots Are Distributed
With 500 slots available, UFMS adopts a priority criterion to ensure that the course reaches key audiences. The order is as follows: managers of public institutions in Mato Grosso do Sul, teachers from the public network of MS, managers and teachers from public institutions in other states, managers and teachers from private institutions, and finally, other education professionals who meet the requirements. The order of registration is decisive within each group.
This design prioritizes the local public network as a strategy for immediate impact on the organization of AEE in the state’s schools. At the same time, it includes professionals from other networks and federative units, expanding the national reach of the initiative.
It is worth noting that for all registrants, completed higher education is a mandatory requirement stated in the notice, as well as the need for access to a computer or equivalent device and internet to follow the activities.
Certification, Attendance, and Administrative Condition of the Course
The certification is digital and becomes available after the participant fulfills the expected activities and reaches at least 75% of the workload, in addition to completing the mandatory forums. Attendance at the biweekly live sessions is part of the participation control. These criteria are essential for the certification to have academic and formative validity.
The notice also includes an important administrative condition: the start of the course is linked to the publication of the Decentralized Execution Term (TED) between the Ministry of Education and the responsible support foundation. The execution of activities depends on the formalization of this instrument, which is common in public offerings involving partnerships and budget execution.
For information security and transparency purposes, UFMS provides authentication data in the official document and advises that any eventual changes will be published through amendments or notices. This practice reinforces the credibility of the process.
Why This Course Is an Opportunity for Those Working in Inclusive Education
In school practice, AEE requires collaborative planning, adequate pedagogical resources, and continuous evaluation of the target audience of special education. By focusing on the early years, the training helps build a methodological and institutional foundation for students to receive specialized support integrated with mainstream teaching.
The 100% online format, with synchronous moments, favors the participation of educators from different regions and contexts. The combination of asynchronous studies with live sessions promotes interaction, answers questions, and aligns expectations, without sacrificing flexibility. For managers and teachers seeking ongoing training with official certification, the proposal combines academic quality with a focus on results.
Another differentiator is the practical module that encourages the creation of activities and inclusive resources. This component can be applied directly in the classroom, strengthening pedagogical accessibility and collaboration between AEE professionals and teachers from mainstream education.
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