A (des) valorização dos professores e a relação com a aplicação dos recursos em educação: um estudo do financiamento da educação básica em Goiás

Abstract

This dissertation integrates the studies developed in the State research line, policies and educational institutions of the Graduate program in Education of the Pontifical Catholic University of Goiás. The objective was to analyze the relationship between what is invested in education in the state of Goiás and the relationship of this investment in valuing the professor of the state network of Goiás. Considering that the valorization of the teaching professional requires the application of resources, either in decent wages, either in the continuing education policy or in better working conditions. In this context, our problem was constructed in order to unveil the relationship between the appreciation and remuneration of teachers of the state network and the investment and or application of resources in basic education in the state of Goiás. Scientific research was based on historical materialism, a methodological approach that enables the apprehension of the global movement of knowledge from the apparent reality, the immediate observation of the object of study as it presents itself, In the search for understanding the totality of determinations and relations that involve the public policy of financing education and the appreciation of teachers from the perspective of remuneration. This is a qualiquantitative analysis, whose methodological procedures adopted were documental and empirical research. For data analysis, we selected official documents from the state of Goiás, with information regarding the financing of education in relation to the exercise of 2016. The payroll of the state of Goiás in the year 2016 available in the transparency Portal of the state of Goiás and also the management report issued by the Court of Auditors of the state of Goiás outlining the investment in maintenance and development of teaching. We work in the synopsis of basic education of INEP referring to 2016 the legislation that regularizes the financing of education and the teaching profession. The theoretical contribution that sustains this dissertation is anchored in the studies of Frigotto (2005), Durkheim (1978), Marx (2008), Marx and Engels (2008) Costa, (1995) Outhwaite and Bottomore, (1986) Weber (1971), Chauí (1980) Saviani (2002, 2004, 2009), Azevedo (1963), Piletti (1990), Spider (2001), Engels (1985), Rocha (2012) Afonso; Mosque Carneiro (2018), Mesquita (2010) Arroyo (2018), Monlevade (2000) libtaneous, Freitas E Silva (2018), Pinto, (2009), Brzezinski (2014), Dourado, (2011) among others. It was evidenced that the payroll of SEDUCE equals 33.60% of the total of the state payroll, already the teacher category represents 28.57% of the expenditures with servers of the state sphere. Payroll compromises 50.22% of the state's revenue. We found that the education payroll, with active employees, consume 54.22%, and that the expenses with inactive and pensioners in the area of basic education consume 30.43% of the revenue destined to maintenance and development of teaching. We found that 44% of the MDE's characteristic expenditures are funded with resources from the Education Maintenance and Development Fund (FUNDEB).