Mato Grosso Offers Over 9,000 Prouni Scholarships for Higher Education; Applications Close July 10
Applications for the Prouni (University for All Program) for the second semester of 2026 are open until Friday, July 10th, at 11:59 PM Brasília time. The state of Mato Grosso is offering a total of 9,018 scholarships, comprising 4,341 full scholarships covering 100% of tuition and 4,677 partial scholarships covering 50%. These applications are free and must be submitted through the Single Portal for Access to Higher Education.
According to the Ministry of Education, popular courses with a high number of scholarships in Mato Grosso include Systems Analysis and Development, Computer Science, Information Technology Management, Accounting Sciences, and Advertising and Public Relations (Marketing). Specific figures for these fields show significant allocations, such as 314 full and 444 partial scholarships for Systems Analysis and Development.
Eligibility for Prouni requires completion of high school, participation in the 2024 and/or 2025 ENEM (national high school exam) with a minimum average score of 450 across all five subject areas, and no zero score on the essay. If a student took the ENEM twice, the higher average score will be considered. Individuals who took the ENEM as a 'treineiro' (test-taker for practice before completing high school) are not eligible. The application period runs from July 7th to July 10th, with first-call results on July 15th and second-call results on August 5th.
The Prouni program aims to democratize access to higher education by providing scholarships based on ENEM performance, addressing socioeconomic disparities in educational attainment. The significant number of scholarships offered in Mato Grosso, particularly in technology and business-related fields, reflects a strategic alignment with perceived labor market demands. However, the program's reliance on ENEM scores and specific eligibility criteria, such as minimum exam performance and exclusion of 'treineiro' participants, may inadvertently create new barriers for certain student demographics. Future iterations could explore broader assessment metrics to enhance inclusivity and ensure that scholarship distribution aligns with both individual potential and evolving societal needs, fostering a more equitable educational landscape in the long term.
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