The National Education Council (CNE) published on Tuesday, October 22, the CNE/CEB Resolution No. 1/2024, which approves the National Operational Guidelines on Quality and Equity for Early Childhood Education. These guidelines must be implemented throughout the country by the federal government, the states, the municipalities, and the Federal District. 

For the first time, the CNE has established, as a national standard, the implementation of guidelines for early childhood education policies. The goal is to ensure quality and equity in terms of educational management, infrastructure, learning environments, pedagogical processes, and other conditions that promote learning and development for this age group. In addition, the initiative seeks to promote access to and retention in early childhood education for infants and children up to age 5. 

The National Operational Guidelines on Quality and Equity in Early Childhood Education establish effective standards that must be taken into account by education systems and institutions committed to early childhood education.

They are expected to promote equal educational opportunities, taking into account the diverse realities and many cultures of the regions. They should also support the development of national indicators capable of advancing the assessment of the quality of early childhood education in the country. 

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The resolution defines early childhood education as the first stage of basic education, provided in daycare centers and preschools—public or private educational institutions that educate and care for children aged 0 to 5 during daytime hours, on a full- or part-time basis—which are regulated and supervised by the competent authority within the education system and subject to public oversight. 

From now on, these guidelines should serve as the basis for decision-making processes in the formulation, implementation, monitoring, and evaluation of public policies related to early childhood education at all three levels of government. In addition, administrative and pedagogical management processes at public and private educational institutions must comply with these guidelines. 

The guidelines apply to the implementation of this stage across the various educational settings, taking into account the unique aspects and characteristics of indigenous, Quilombola, bilingual education for the deaf, special education, and rural education. 

The standard also defines the quality criteria that daycare centers and preschools must meet: democratic management; identity and professional training; educational approach; assessment of early childhood education; as well as infrastructure and materials. 

Source: MEC Office of Media Relations 

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