Valorização do trabalho docente nas políticas públicas: um estudo dos servidores do magistério no município de Barro Alto/Goiás

Abstract

This research, affiliated to the Research Line State, Policy and School Institutions, has as its theme the understanding and analysis of the process of valuing teaching work, starting from the principles expressed in the Federal Constitution, in the legislation of the national basic education and in the municipality of Barro Alto in Goiás. It aims to analyze how the careers of teachers in the municipality in question are structured and implemented, and conditions are promoted so that teacher appreciation is effective, contributing to their quality of life. To arrive at these reflections, this analysis uses a qualitative and quantitative approach as the methodology used in this research. This study goes through bibliographical, documentary and empirical research, having as primary source the analysis of the Positions and Salaries Plan for the Magisterium of the Municipality of Barro Alto / GO. Among the various studies and writings that substantiated the analysis of this research, we highlight Marx and Engels (1999), Frigotto (2000), Gadotti (2006), Saviani (1991), Gatti (2010), Mesquita (2010), Brzezinski and Santos ( 2015), Dourado (2009), Nóvoa (2009), Tardif (2008), Monlevade (2000) among others. The analysis of the empirical research showed that 41% of the professionals working in the classroom in basic education are from early childhood education agents, with high school education, mischaracterizing the position of teacher and the specific criteria required by law for the exercise of teaching work , which shows 80% lower salaries for professionals with the same workload. This investigation also demonstrated that the number of early childhood education agents increased by 77.3%, while the number of teachers increased by 15.7% in the same period (2016 to 2019). The information presented in this work, related to the analysis of municipal legislation, explains that the guarantee of rights is established verbatim, but the applicability is left to the managers who link their priorities in different ways at each historical moment, so that, although legislative advances through the elaboration of Career Plans represent an important achievement of education professionals, the mere existence of laws does not guarantee the valorization of the teacher, without the valorization of the teaching work without observing the trinomial - career, working hours and remuneration, with guarantee access and permanence in teaching staff, in addition to efforts undertaken in universal public policies for education