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MEC Launches Free 180-Hour Course With Certificate from UFPI, Covering Spiral Curriculum, Digital Culture, and Contemporary Topics Directly Impacting Teacher Training and Student Retention in High School.
The Ministry of Education has made available the Mais Ensino Médio, a free online course of 180 hours for teacher training in basic education.
The program is hosted on the AVAMEC platform, integrates actions from the Secretariat of Basic Education, and aligns with the Pé-de-Meia program and the National High School Education Policy (PNAEM).
The proposal combines theoretical foundations, interdisciplinary practices, and contemporary themes, with the possibility of certification by the Federal University of Piauí (UFPI) upon completion of studies.
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Teacher Training and Student Retention
The initiative aims to strengthen student retention in high school and reduce dropout rates by enhancing the pedagogical work of those in the classroom.
According to the SEB coordination, continuing education is a strategic pillar for improving results and providing coherence to the implementation of PNAEM in public networks.
“By investing in teacher training, we are investing in the quality of education as a whole,” says Lucianna Magri, general coordinator of Teacher Training in Basic Education.
Spiral Curriculum and Training Pathway
The pedagogical design adopts the spiral curriculum as a strategy for on-the-job training. This logic avoids exhaustive repetitions, revisits key content with new perspectives, and promotes critical updating.
To achieve this, it utilizes methodologies of recognition, productive intervention, and case studies, linking theory and practice throughout the modules.
The pathway begins with reflections on the history of the curricular field and the political significance of reforms. It includes the study of PNAEM and progresses to components of didactics, evaluation, guidelines, objectives, and competencies.
The organization prioritizes activities that teachers can directly transfer to their routine.
Digital Culture in Education
One of the modules addresses digital culture and invites participants to understand concepts, impacts, and applications of digitization in society, education, and the work environment.
This front engages with the National Strategy for Connected Schools (Enec), which envisions connectivity for pedagogical purposes, adequate infrastructure, teacher training, and the use of technologies in the school routine.
The training guides teachers to intentionally incorporate digital resources, enhancing didactic repertoires and strengthening the authorship of students and teachers.
Interdisciplinary Practices and Contemporary Themes
In the second stage, the course delves into interdisciplinary practices and the treatment of relevant themes for the four areas of knowledge in basic general education.
Among the topics are ancestry, territoriality, and climate crisis.
The material also examines sports betting from the perspective of its economic and social impacts, providing didactic paths for discussing the topic in the classroom.
This approach seeks to incorporate contextualization, interdisciplinarity, and curricular justice into pedagogical practice.
At the end, the path revisits questions of digital culture and youth retention in school, linking the guidelines of Pé-de-Meia with the organization of schoolwork.
Certification and Workload
The Mais Ensino Médio has a workload of 180 hours and can be completed in at least 45 days, depending on the pace of study and the organization of the teacher.
There is a possibility of obtaining a specialization certificate from the Center for Open Education and Distance Learning (CEAD) at UFPI, upon recognition of studies as outlined in the proposal.
The certification recognizes the training pathway and can be used in academic or professional processes, according to the criteria defined by the institution.
New Courses by Area of Knowledge
The central proposal will be accompanied by four trainings by area of knowledge: Mais Human and Social Sciences (MAIS CHSA), Mais Natural Sciences and Their Technologies (MAIS CNT), Mais Mathematics and Its Technologies, and Mais Languages and Their Technologies.
The launch is scheduled for October 15. The MAIS CHSA discusses place, identity, and belonging, linking the foundations of human sciences to decolonial perspectives.
The MAIS CNT integrates Biology, Physics, and Chemistry with current topics and the interface between science, technology, and society.
On the other hand, the MAIS Mathematics deepens teaching and learning processes while maintaining connections with other areas, and the MAIS Languages examines the structure of Deepening Training Itineraries and proposes paths for materialization into the curriculum of the area.
The four trainings revisit, in the section “In Dialogue”, the axes “Youth and Curricular Justice: From School Retention to Future Building” and “Digital Citizenship: Educating to Connect”, already present in Mais Ensino Médio.
Support for Education Networks
According to Valdirene Alves de Oliveira, general coordinator of High School, the Mais Ensino Médio complements the pathways by area and the specialization Management of Public High School (Gepem) to support the implementation of PNAEM in public networks.
The emphasis is on supporting school teams and teachers who structure deepening itineraries, organize pedagogical times and spaces, and define evaluation strategies that are coherent with general competencies.
For Maria Luiza Sussekind, consultant for OEI in the General Coordination of High School and curator of the projects, “these are courses built collectively, that engage with the reality of schools and help implement the deepening training itineraries in high school.”
How to Access the Training
Enrollment and access are carried out through AVAMEC, the virtual environment of MEC. Once enrolled, teachers find study materials, case studies, and intervention proposals that can be adapted to the local reality.
The organization in spiral curriculum allows revisiting concepts throughout the pathway, connecting theoretical reflections to classroom activities, integrative projects, and assessment moments.
Upon completing the modules and fulfilling the workload, the participant gathers learning evidence that can be considered in certification processes, according to the defined criteria.
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