Trabalho docente e valorização do profissional da educação básica : o que diz a legislação (1996 2013)

Abstract

The research described here has as its object of study the teaching and appreciation of the basic education professional in the context of educational legislation between 1996 and 2013. Founded in memories I ve built with my observations through my everyday professional practices and knowledge built with theoretical readings, these considerations open the theme statement and the research problem, which are outlined in this issue: how are questions relating to teaching and the enhancement of professional education in the Brazilian legislation treated? It s goal was to analyze how the standard presents the work of teachers and their valuation in view of the economic development and the environment. The analysis of educational policy undertaken in that time frame permeates the research issue on the grounds that the changes affected the intensification and precariousness of teaching. The reflections are based on the critical analysis that considers the object being studied as something inserted in the totality of relations constituted by labor in capitalism. The research is delimited by its relationship with the neoliberal policies and the restructuring process parameters that have emerged in the reorganization of capitalism. In order to achieve these goals a methodology based on the literature was chosen - that is, in the literature that would allow contextualize the issue in a larger field, guide and ballast our reflections and reading the review for results (concepts and ideas) consistent with the learning objectives. The realization of the research has supported itself, then, in the document analysis, which aims to identify and understand the selected documents, information and elements that can help to explain the problem investigated. Data collection on documentary sources helps to understand the factors that make up much of the teaching and appreciation of today\'s professional education. This is because the analysis of this study aims to verify the employment forms and their implications assigned to teachers based on the essential data that focused on education policy. It is determined, in the theoretical framework, the capital reorganization mechanisms in its globalization phase routing of neoliberal education reforms. The exposure of the content of this dissertation is organized into three chapters. Chapter 1 presents the theoretical framework that supports the understanding of the teaching profession to articulate it with the object of research in which it appears. Chapter 2 discusses the survey and analysis of the legal frameworks that guide the teaching environment and the enhancement of education professionals in the 1996-2006 period, focusing on the changes in the Brazilian educational policy. Chapter 3 continues the analysis of the legal frameworks that guide the teaching environment and the enhancement of education professionals in the period 2006-13. Finally, the idea of understanding of the whole legal framework that orders, directs and founded the practice of teaching can only really be understood if the identification of the political set time not only in the country but also - and especially - in the world. In other words, it imposes on the teachers the challenge of dealing with a regulation of their work that is steeped in market values.