Matriz Curricular Educação Infantil 2019

Matriz Curricular Educação Infantil 2019 – Establishes educational organization guidelines for primary and secondary local education and multi-grade classes of educational methods of the State Network of São Paulo and takes appropriate measures.

– Federal Law No. 13,415 of 2017, amending Laws No. 9,394 of December 20, 1996, including articles that provide for secondary education with general basic education and a training route;

Matriz Curricular Educação Infantil 2019

Matriz Curricular Educação Infantil 2019

– Law No. 11,494 dated June 20, 2007, which regulates the Fund for the maintenance and development of basic education and the recognition of specialists in the field of education;

O Ensino De Matemática Na Atualidade: Percepções, Contextos E Desafios 3

– the terms of Deliberation EEC 186/2020, adopted by Resolution 3-8-2020, which establishes the standards related to the curriculum of the Higher School of São Paulo;

– the need to adapt educational matrices of basic education to methods and services, in accordance with national and state guidelines on education and educational policy goals;

VI – Study of the curriculum project offered in the temporary detention centers of the Fundação CASA, which educational activities are based on a diverse and flexible curriculum organization, weekly lessons of 45 (forty-five) minutes, developed through activities appropriate to the nature of the curriculum have been temporary and residence of students.

Article 2. Educational matrices of primary education related to methods are arranged as follows:

RelatÓrio Do EstÁgio Curricular Em Pedagogia I

I – Early childhood education – Local school education: which corresponds to the field of practice of steps 1 and 2;

Article 3. The educational matrix of early childhood education for local schools consists of the national general education framework.

Article 4. The following activities are provided for mother school education for children from the age of 4: 25 (twenty-five) weekly lessons, each of them lasting 50 (fifty) minutes, with a total of 1000 (thousand) lessons per year. , which is equal to 833 (eight hundred and thirty-three) hours per year, the duration of 2 (two) years of study, the days provided for in Appendix 1 of this decision.

Matriz Curricular Educação Infantil 2019

Article 5. The educational matrices of the primary classes of primary education, which are related to the Modals, consist of the educational parts of the National Educational Base and the diverse part.

Currículo Referência Mg EducaÇÃo Infantil 2019/2020

I – For local school education, the indigenous language curriculum part of the Common National Curriculum and the traditional knowledge and English language education parts form the diversification part.

I – Local school education – the workload is 30 (thirty) classes per week, each of which lasts 45 (forty-five) minutes, and a total of 1200 (one thousand two hundred) per year, which is equal to 900. (nine hundred) hours per year, which is provided for in Annex 2 of this decision.

II – The school trajectory revitalization project presented to Fundação CASA detention centers – must comply with the current educational matrix of the state education network for regular and/or multi-grade classes corresponding to a load of 30 (thirty) weekly classes. 45 (forty-five) minutes each, with a total of 1,200 (one thousand and two hundred) lessons per year, which is equal to 900 (nine hundred) hours per year.

III – Rural school education (Quilombola, traditional communities and settlements) – must follow the curriculum matrix of the state education network for regular and/or multi-grade classes corresponding to a 30 (thirty) weekly workload. 45 (forty-five) minutes each, with a total of 1,200 (one thousand and two hundred) lessons per year, which is equal to 900 (nine hundred) hours per year.

Nova Base Curricular Quer Antecipar Alfabetização

Article 7 – The educational matrix of the final years of primary education for the school and the project of stimulating the educational trajectory in the region (Quilombola, traditional communities and populated areas) consists of the components of the curriculum of the national general education base and the diverse part. parts of the curriculum: Project Life, Choices and Technology and Innovation, excluding local school education.

Single Paragraph – For Indigenous school education, the Indigenous language curriculum component constitutes the national curriculum and the Traditional Knowledge curriculum component forms the diversification component to be taught by local teachers.

I – For the education of the native school – the workload is 35 (thirty-five) lessons per week, each of which lasts 45 (forty-five) minutes, and a total of 1400 (one thousand four hundred) per year, which is equal to 1050 per year (one thousand and fifty) hours during the day, which is provided for in Annex 3 of this decision.

Matriz Curricular Educação Infantil 2019

II – For the project of reviving the trajectory of the school and school education in rural areas (Quilombola, traditional communities and settlements) follow the matrix of the current curriculum of the State Education Network – regular classes and/or multi-classes – to a workload of 35 (thirty-five) weekly lessons, each of them is 45 (forty-five) minutes, with a total of 1400 (one thousand four hundred) lessons per year, which is equal to 1050 (one thousand and fifty) hours per year.

Colégio Santa Clara Sp

I – Continuing Secondary School: during the day, a load of 35 (thirty-five) weekly lessons, each of which is 45 (forty-five) minutes, with a total of 1,400 (one thousand four hundred) annual lessons, equal to 1,050 (thousand and fifty) hours in one year, which is provided in Annex 4 of this decision.

II – Continuing secondary school: at night, a workload of 28 (twenty-eight) per week, each lasting 45 (forty-five) minutes, with a total of 1120 (one thousand one hundred and twenty) per year, which is 840 per year ( eight hundred and forty) hours, which is provided for in the 5th appendix of this decision.

III – Secondary school for students entering from 2022 onwards: during the day, the workload is 35 (thirty-five) lessons per week, each lasting 45 (forty-five) minutes, a total of 1,400 (one one thousand four hundred) annual classes, which corresponds to 1050 (one thousand and fifty) hours per year, which is provided in Annex 6 of this decision.

IV – Secondary school for students entering from 2022: the daily load will be 28 (twenty-eight) weekly lessons, the duration of each of which will be 45 (forty-five) minutes, a total of 1120 (one thousand one hundred and twenty). annual class, which is equal to 840 (eight hundred and forty) hours per year, which is provided in Appendix 7 of this decision.

Trabalho Pedagogia Primeiro Segundo E Terceiro Periodo.

VI – Educational components of physical education and traditional knowledge during the night should be taught after school or on Saturday.

Article 10. The project of reviving the school trajectory and school education in rural areas (Quilombola, traditional communities and settlements) must comply with the curriculum matrix of the State Education Network for regular classrooms. However, in order to ensure that students have access to classrooms with different classes, the new organization of secondary education, which offers general and educational routes, while taking into account the characteristics of the mentioned educational methods, provides:

I – During the day, the load of lessons per week is 35 (thirty-five) lessons, each of which lasts 45 (forty-five) minutes, a total of 1400 (one thousand four hundred) lessons per year, which is equal to 1050 (one thousand fifty) hours per year, which is provided in Annex 08 of this decision.

Matriz Curricular Educação Infantil 2019

II – At night, the load of classes is 34 (thirty-four) classes per week, each of which lasts 45 (forty-five) minutes, and the total is 1360 (one thousand three hundred and sixty) per year, which is equal to 1020 (one thousand and twenty ) hours per year, as provided in Annex 09 of this decision, with the exception of the School Trajectory Reconstruction Project.

Matriz Curricular Da Educação Infantil Para O Brasil Marista

Article 11. The following workload is provided for the education of young people and adults in the mother school:

I – for the first years, a workload of 28 (twenty-eight) weeks of classes, each of which lasts 45 (forty-five) minutes, with a total of 560 (five hundred and sixty) semesters, which is 420 (four hundred and twenty) semesters, day and night, it is provided in Annex 10 of this decision.

II – for the last years, the workload of 28 (twenty-eight) weekly classes, each of which lasts 45 (forty-five) minutes, with a total of 560 (five hundred and sixty) semesters, which is equal to 420, is considered. (four hundred and twenty) hours of the semester, day and night, as provided in Appendix 11.

III – for the secondary school, the workload of 28 (twenty-eight) weekly lessons, each of which is 45 (forty-five) minutes, with a total of 560 (five hundred and sixty) per semester, which is equal to 420 (four hundred and twenty) semesters , day and night, which is provided for in Annex 12 of this decision.

Prof. Evanildes Gomes: Março 2019

V – Educational components of “Physical education and traditional knowledge” should be held at night after school or on Saturdays.

Article 12 – For youth and adult education, rural school education (Quilombola, traditional communities and locality) and the prison education program (PEP), the following workload is provided:

I – for the first years of education of youth and adults in the Prison Curriculum: courses without continuity and organization, with weekly lessons of 45 (forty-five) minutes and a minimum of semesters/terms to complete the literacy process and observe the results of student achievements;

Matriz Curricular Educação Infantil 2019

II – for the final years, the load of 27 (twenty-seven) classes per week is considered, with

ResoluÇÃo See Nº 4234 Matrizes Curriculares Na Rede Estadual

Matriz infantil, projeto meio ambiente educação infantil

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