Resolution CNE/CP No. 4, of May 29, 2024, which establishes the National Curriculum Guidelines for the initial training of basic education teachers, is reshaping the landscape of teacher training in the country. Among the main changes are the anticipation of curricular internships, the limitation of the workload in distance education (EaD), and new rules for obtaining a second undergraduate degree. The changes, which will come into effect in 2027, have been received with apprehension by higher education institutions, which now need to reorganize training models and institutional structures to meet the new guidelines.
At the Faculty of Education of Unicamp (FE-Unicamp), the debate has been taking place in different instances: Departments, Undergraduate Committee, Teaching and Research Committee (CEPE), and Congregation. On October 15th, Teacher's DayFE-Unicamp hosted a round table discussion entitled: "Adjustments to Undergraduate Courses in accordance with CNE/CP Resolution No. 4 of May 29, 2024"The goal was to provide support to Higher Education Institutions (HEIs) and promote critical reflection on the practical implications of the new regulations. Participants in the debate included experts directly involved in the development and implementation of educational policies.
- Prof. Dr. Bernardete Gatti, Dean of the Higher Education Chamber of the State Council of Education of São Paulo, Chair at the Alfredo Bosi Institute of Basic Education (IEA-USP) and of the Paulista Academy of Education;
- Prof. Dr. Eliana Martorano Amaral – São Paulo State Board of Education; Paulista Academy of Education; Faculty of Medical Sciences (Unicamp);
- Prof. Dr. Luiz Roberto Liza Curi – Paschoal Senise Chair (USP), associate researcher at FGV, consultant for UNESCO and rapporteur of CNE/CP Resolution No. 4/2024.
The opening and coordination of the panel was carried out by the FE-Unicamp Directorate, represented by the Director, Prof. Dr. Débora Jeffrey, and the Associate Director, Prof. Dr. Guilherme do Val, by the president of the Unicamp Permanent Commission for Teacher Training (CPFP), Prof. Dr. Adriana Varani, and Vice-President Prof. Dr. Heloísa Lins, in addition to the Coordinator and Associate Coordinator of the Pedagogy Course, Prof. Dr. Carlos Miranda and Prof. Dr. Gabriela Tebet.
Also present were representatives from Unicamp who are part of the Central Undergraduate Commission (CCG) of the Pro-Rectorate for Undergraduate Studies (PRG), the administrative analyst, Camila Ferreira Julio, and Professor Tiago Alegre; the Coordinator of the Professional Master's Program at Unicamp, Sandra Fernandes Leite; the Undergraduate Coordinator at Unicamp, Prof. Dr. Laurita Marconi Schiavondo; the Associate Coordinator at Unicamp, Helena Altmann; representatives from the Institute of Mathematics, Statistics and Scientific Computing (IMECC), the Gleb Wataghin Institute of Physics (IFGW), the Institute of Arts (IA), the Undergraduate Coordinator of the Institute of Philosophy and Human Sciences (IFCH), Rodrigo de Godoi; the Coordinator of the Institute of Geosciences (IG), Rafael Straforini; the Institute of Chemistry (IQ) and the Coordinator of the Nursing Course at the Faculty of Nursing (FEnf), Ariane Polidoro Dini.
Regarding external representatives, noteworthy individuals include Prof. Dr. Vinicius Matias Rodrigues Manoel, representing the Municipal Education Secretariat of Marília; Prof. Dr. Marilene de Melo Vieira, a member of coordinating committees for undergraduate courses in Pedagogy and History at the Federal University of Viçosa (UFV); Mariane Camila Gonçalves Medeiros, a student at the Federal Institute of Minas Gerais (IFSUL de Minas); Ibrantina Maria dos Santos, a graduate of the Federal University of Catalão (UFCAT) in Goiás; Flávio Galvão Pereira, a professor at the Faculty of Technology of Campinas (Fatec); Thiago Moret de Carvalho Ramos, a doctoral candidate at the State University of Rio de Janeiro (UERJ); and Prof. Dr. Aline de Cássia Damasceno Lagoeiro, from the Federal Institute of São Paulo (IFSP) – Itapetininga campus.
What changes with the new Resolution?
The obligation to curricular internships, starting from the first semester of undergraduate courses, This has been the most impactful point for Higher Education Institutions (HEIs). The measure requires curricular reorganization, expansion of partnerships with education networks, and new faculty hires.
According to Professor Varani, bringing forward internships will only make sense if the initial contact with the school is introductory and reflective, serving as an approach to the institutional and social reality—not as specialized practice.
She also warns of the risk that the supplementary internship guidelines could become overly prescriptive, reducing university autonomy.
Furthermore, Resolution CNE/CP No. 4, of May 29, 2024 forbids The pursuit of a second degree in Pedagogy by graduates from other fields—and vice versa—to strengthen specific professional identities. Professor Varani also points out that this can limit teacher mobility and hinder efforts to address the shortage of teachers in certain areas.
Varani also mentioned another sensitive issue – the recent regulation by the Ministry of Education (MEC) for Distance Education (EaD), established mainly by Decree No. 12.456 and Ordinance No. 381 in May 2025. regulation of distance educationThe provision establishing a mandatory 30% in-person attendance requirement and at least 20% synchronous hours for specific courses, such as Education and Natural Sciences, is a condition that is disapproved in the debate. "Although it responds to criticisms of 'pure distance learning,' the measure may affect evening courses and students from regions with less technological infrastructure," reported the President of the CPFP, Varani.
This new regulatory scenario contrasts directly with the previous framework, marked by more flexible guidelines, such as those foreseen, which for years guided teacher training in a more flexible way. It is in this contrast that the guidelines foreseen in CNE/CP Resolution No. 2/2015, which defined general norms for teacher training, and in CNE/CP Resolution No. 2/2019 (BNC-Formação), which established the National Common Base for Initial Teacher Training in Basic Education, gain prominence—milestones that structured teacher training before the recent changes.
The experts' opinions: convergences and tensions.
Gatti highlighted the solid training and articulation with education networks.
Professor Gatti emphasized that the Resolution represents progress by establishing a common core of 880 hours of fundamentals, guaranteeing professional identity and overcoming the historical fragmentation of teacher training programs. She highlighted the importance of... cooperation between universities and schools, stating that genuine partnerships replace the logic of unilateral imposition.
Gatti further stated that training cannot remain anchored in past models: "it is necessary to integrate theory and practice from the beginning, overcome bureaucracies that stifle internships, and keep up with contemporary changes in learning methods."
Curi presented the political context, the institutional challenges, and the need for reorganizing curricula in teacher training courses.
As rapporteur for the Resolution, the Professor Curi explained The political and technical process that resulted in the new document was discussed. It was emphasized that the Guideline will only have an impact if universities reorganize their curricula in an integrated manner, avoiding segmentation between departments and ensuring that students are trained for... to be teachersand not just discipline specialists.
He also drew attention to the precariousness of the teaching profession and the risks of maintaining meaningless curricula, which alienate students and contribute to dropout rates in areas such as Physics, Mathematics, and Philosophy.
Amaral emphasized the importance of integration, professional competence, and state policies.
Professor Amaral, with experience in the medical field and university administration, highlighted the importance of clearly defining... what the graduate should be able to do — a concept that should be inspired by “reliable professional activities.” For her, teacher training needs to encompass professional conduct, communication, integration of theory and practice, and continuous teacher development.
Amaral pointed out that the State Education Council depends on coordination with different secretariats and demanded a state plan for the development of higher education that involves public universities in a strategic way.
Recurring criticisms: teacher appreciation and diversity.
Both Varani and Gatti emphasized that the Resolution does not link curriculum reform to policies that value the teaching career, unlike the 2015 Resolution (CNE/CP Resolution No. 2, of July 1, 2015). Both highlighted that the absence of structural measures could reduce the impact of the regulation. Another sensitive point is the lack of guidance on... diversity, human rights and regional realitieswhich should be central in a country marked by inequalities.
Second meeting at CEE-SP: expectations for adjustments.
After the event, a second meeting took place in October 29, at the São Paulo State Education Council (CEE-SP), with the presence of the Councilors Rose Neubauer e Eliana Amaral, members of the Higher Education Chamber, as well as representatives from the Coordination of Undergraduate Courses at Unicamp, the Permanent Commission for Teacher Training (CPFP), and the Advisory Board of the Pro-Rectorate for Undergraduate Studies at Unicamp.
This meeting exposed critical points in the application of EEC Resolution No. 232/2025, which establishes supplementary guidelines for initial higher education training for teaching professionals in the São Paulo state education system, aligned with CNE/CP Resolution No. 04/2024, especially regarding supervised internships in undergraduate courses.
Professors Varani and Lins, participants in the meeting, questioned the interpretation that the internship must occur in all semesters, an understanding that, according to the council members present, stems from a more rigid reading of this Resolution. However, it was acknowledged that such a requirement does not correspond to the text of the federal regulation and that a review of the decision is necessary, since the current form has generated insecurity and a direct impact on the organization of the courses.
Another debated impasse concerns the understanding of when internships can begin in courses with a Basic Entry Area (ABI). The interpretation that internships can only begin in the second year of the Bachelor's degree program does not correspond to how courses at Unicamp function, where the choice between a Bachelor's degree and a teaching degree is made based on the course's educational path, and not as an entry modality.
Among the points of concern are the mandatory 400 hours of internship exclusively in schools, the lack of clarity regarding the training of school administrators, and the uncertainties regarding the distribution of hours foreseen in the curricular modules.
According to the teacher Varani, The meeting allowed for clarification of doubts regarding sensitive points in the text of EEC Resolution No. 232/2025One of them, in particular, dealt with the interpretation of the offering of Supervised internships in all semesters of undergraduate courses., considered unfeasible by the professor, for evening courses and meeting the demand by higher education institutions.
There was an indication from the Council that text adjustments These changes can be implemented, although some may be limited by... Resolution CNE/CP No. 4 of May 29, 2024, which directly borders on the CEE Deliberation 230/2025 – which provides for the processing of applications related to undergraduate courses within the State Board of Education, considering the need to adapt to Resolution CNE/CP 4, of May 29, 2024.
In the case of FE-Unicamp, the topic was addressed at a Congregation meeting held on October 29, 2025, when a proposal regarding supervised internships was developed in conjunction with the Permanent Committee for Teacher Training and the Central Committee for Undergraduate Studies/Vice-Rectorate for Undergraduate Studies, and it remains under discussion to be finalized and presented in February 2026.
Professor Jeffrey considers it essential to debate the impacts of the new Resolution in question so that there is no harm to the educational field, whether to students, teachers, or even the Unit itself. "We are studying and debating the most appropriate ways to implement the change with the least possible impact," she emphasized.
The expectation, according to Varani, is positive: "We have good prospects that the necessary changes will be made."
Between opportunities and risks
According to the Coordinator of Undergraduate Programs at FE-Unicamp, Prof. Dr. André Luiz Correia Gonçalves de Oliveira, Resolution can represent a historical window to strengthen undergraduate programs. He argues that the regulations reinforce the autonomy of these courses and may even contribute to the construction of a project for the autonomy of undergraduate programs in relation to bachelor's degrees, and reaffirms the need for investment in hiring technical-administrative staff (Teaching, Research and Extension Support Professionals – PAEPE) and faculty in adequate numbers to meet new demands.
Conclusion: Between advances, uncertainties and disputes
The new Resolution imposes institutional, logistical, and pedagogical challenges that require planning, investment, and cooperation between universities and education networks. The debate held at FE-Unicamp showed that teacher training involves a formative project in which national guidelines need to engage with real working conditions, funding, and career paths.
