Matriz Nacional Comum De Competências Do Diretor Escolar

What the Matriz Actually Is

The Matriz Nacional Comum de Competências do Diretor Escolar is a document created by INEP under the auspices of the Ministério da Educação. It was formalized through Resolução CNE/CP nº 1, de 3 de janeiro de 2024, which approved the Política Nacional de Formação dos Profissionais da Educação Básica. The matriz itself is Annex I of that resolution. It outlines the set of competencies that anyone taking a concurs o de títulos e provas, or any formação continuada program for school directors, needs to demonstrate. I found out about this the hard way. In 2019, our state ran a selection process for directors and half the candidates failed the practical exam because they had studied old material from the 2017 draft version. The official matrix went through revisions. The current version is the 2024 one. If you're reading something that references the 2017 vers ão propositiva, it's outdated. Don't use it.

matriz nacional comum de competências do diretor escolar

Here is the structure without the flourish. The matriz is organized into five domains: Domínio I - Gestão Pedagógica: This covers curriculum leadership, assessment systems, classroom observation practices, and ensuring learning outcomes are actually monitored. A director doesn't teach every class, but they're accountable for whether the pedagogical project works. The competency list includes things like articulating the school's pedagogical proposal with the municipal or state curriculum, managing continuous assessment processes, and leading collective pedagogical planning sessions.

Domínio II - Gestão Administrativa e Financeira: This is where most directors struggle in practice. It involves PDE execution, PDDE account management, procurement compliance, and resource allocation. The matrix lists competencies around managing the annual budget, ensuring transparency in financial operations, and aligning spending with pedagogical priorities. I've seen directors fail because they treated this as just paperwork. It isn't. The audit trail matters. SEFAZ and CGU both check these documents now, and the penalties are real. Domínio III - Gestão de Pessoas: Hiring processes, performance evaluation of teaching staff, conflict resolution, and professional development planning. The matrix specifies competencies like conducting structured performance reviews, mediating labor disputes, and designing formation plans that actually match identified gaps. A common mistake I see is directors copying evaluation templates from other schools without adapting them. The matrix explicitly requires contextualization. A rural school in the interior has different personnel challenges than a urban center school. Use the same framework, adjust the application.

Domínio IV - Gestão Democrática e Participativa: This domain covers council functioning, community engagement, transparency mechanisms, and participatory decision-making. The matrix expects directors to maintain active conselho escolar sessions, publish required documents on the school's platform, and create channels for parent and student input that aren't purely ceremonial. I ran into a case once where a director had all the meeting minutes but the council members couldn't recall a single substantive decision from the past year. Having the document isn't the same as having participatory governance. The evaluators noticed. Domínio V - Gestão do Espaço Educativo e seu Compromisso Social: Infrastructure management, school climate, community integration, and addressing social vulnerabilities affecting student retention and attendance. This is the domain that gets glossed over in study materials but shows up frequently in real evaluations. Competencies include maintaining safe physical conditions, coordinating with CRAS and CREAS when needed, and implementing attendance recovery strategies that go beyond simple notifications to families.

Where to Find the Official Document

The full resolution and matrix are available on the INEP website. Go to inep.gov.br and search for "Resolução CNE/CP nº 1/2024". The matrix is in the official Diário da União publication as well. There's no single clean PDF that INEP distributes as a standalone document. You'll find it embedded in the resolution text. Some federal university education departments have compiled cleaner versions. The Universidade de Brasília produced a annotated edition that includes cross-references to the PNE meta 15, which is useful context.

How It's Actually Used in Selection Processes

Diferent estados and munic ípios adapt the matriz for their own selection processes. The base is the same but the weightings and specific items vary. A state like S ão Paulo will emphasize Domínio II and III more heavily because of the scale of their public system. A small municipality in the Nordeste might weight Domínio V higher due to infrastructure and social vulnerability challenges. When I prepared a director for a state-level concurso, we spent more time on the practical case study than on memorizing competency descriptions. The exam gives you a scenario - say, a school with 40% absenteeism, a conflicted teaching staff, and a broken roof - and asks you to propose an action plan. The rubric maps your response against the five domains. You don't need to address every single competency bullet. You need to show coherent prioritization and realistic sequencing. I once saw a candidate who listed twelve actions in the correct order but had no timeline or resource estimate. Zero points on Domínio II. Another who focused only on pedagogy and ignored the financial compliance angle lost points across two domains.

The formation programs work differently. They typically run for 60 to 120 hours and require participants to produce an improvement proposal tied to their actual school context. The evaluation looks at whether the proposal demonstrates understanding of the relevant competencies, not whether it's innovative. Incremental, well-implemented changes score higher than ambitious plans that can't be executed.

Pitfalls I've Seen Repeatedly

First, people confuse the matriz with the PNE. Meta 15 of the Plano Nacional de Educação sets the target that all directors should hold specific formation by 2025. The matriz is the competency framework. They're related but distinct. Study materials that conflate them create confusion during exams. Second, the legal framework around the matriz has been contested. Some state governors' offices argued that the resolution overstepped federal authority into state and municipal jurisdiction over personnel management. The controversy wasn't fully resolved as of early 2025. If you're in a state that hasn't formally adopted the 2024 resolution, check with your secretaria de educa ção before assuming it's the governing document for your selection process.

Third, and this is the one nobody talks about enough: the matriz assumes a level of institutional support that doesn't exist in many schools. The competencies around financial management, for example, presuppose access to proper accounting software and administrative staff. A director in a one-room rural school with no secretary can't meaningfully demonstrate Domínio II competencies the way the matrix describes them. The evaluators in some regions have acknowledged this and adjusted rubrics. In others, they haven't. Know your regional context before you prepare.

Practical Preparation Approach

Read the actual resolution. Not a summary. The language is dense but precise, and the exact wording matters in exams. Then pick three competencies from each domain and write out, in your own words, what they would look like demonstrated in your specific school. Concrete examples beat abstract definitions every time. If you're preparing for a concurso, get previous exam papers from your specific estado or município. The matrix is the framework but the exam board determines how it's tested. Banca A might give you a multiple-choice question about the legal basis for PDDE transfers. Banca B might give you a case study about mediating a teacher-staff conflict. The competency is the same. The format is entirely different.

For formation programs, start your portfolio early. Collect documents from your school - council minutes, budget reports, pedagogical project versions, attendance records. When you need to demonstrate a competency, having the actual evidence ready is faster than trying to reconstruct it from memory. I've watched directors spend three days scrambling for documents the night before a formation submission while others who had organized their files from day one submitted complete work in two hours.

What the Matrix Doesn't Cover

The 2024 resolution is comprehensive but it doesn't address digital leadership competencies in depth. Remote monitoring of classrooms through educational platforms, data analysis from SAEB and IDEB, and managing hybrid teaching models are all in 2025 but barely mentioned in the matrix. Several states have added supplementary competency guides to fill this gap. Check whether your region has issued any complementares. Also, the matrix treats psychological wellbeing as an implicit expectation rather than an explicit competency. Director burnout rates in Brazilian public education are documented and high. The framework assumes you can manage all five domains simultaneously without addressing the cognitive and emotional load involved. It's not my place to say the matrix is inadequate, but it's worth knowing that real-world practice often requires competencies the document doesn't formally list.