VALORIZACIÓN DEL PROFESOR: PRIORIDAD POLÍTICA, TENSIÓN O INCERTIDUMBRE?

El artículo tiene como objetivo analizar las representaciones de los estudiantes de último año del curso de Pedagogía sobre la valorización de los docentes. En la primera parte, traemos uma reflexión sobre la valorización del profesor en las políticas educativas a partir de la descripción de la profesión docente en Brasil y su “inestabilidad”, tomando la ideología política como “constantes sociales”. En el segundo, estudiamos la Teoría de las Representaciones Sociales y la comprensión de las políticas educativas, a partir de la Teoría del Núcleo Central para comprender cómo se estructuran las representaciones sociales de los estudiantes de último año de un curso de Pedagogía sobre la valorización del docente. A continuación, trazamos los caminos de la investigación y, a través de análisis prototípicos, estudiamos las representaciones sociales surgidas de estos estudiantes.

POLÍTICAS EDUCATIVAS; REPRESENTACIONES SOCIALES; VALORIZACIÓN DOCENTE

Autoría

Romilda Teodora Ens

Pontifical Catholic University of Paraná (PUCPR), Curitiba (PR), Brazil; romilda.ens@gmail.comPontifical Catholic University of ParanáBrazilCuritiba, PR, BrazilPontifical Catholic University of Paraná (PUCPR), Curitiba (PR), Brazil; romilda.ens@gmail.com

https://orcid.org/0000-0003-3316-1014

Marciele Stiegler Ribas

University CenterUniSociesc e Pontifical Catholic University of Paraná (PUCPR), Curitiba (PR), Brazil; marci.stiegler.ribas@gmail.comPontifical Catholic University of ParanáBrazilCuritiba, PR, BrazilUniversity CenterUniSociesc e Pontifical Catholic University of Paraná (PUCPR), Curitiba (PR), Brazil; marci.stiegler.ribas@gmail.com

https://orcid.org/0000-0002-5806-9129

José Luis de Oliveira

Pontifical Catholic University of Paraná (PUCPR) e International University Center (UNINTER), Curitiba (PR), Brazil; joseluisctba@yahoo.com.brPontifical Catholic University of ParanáBrazilCuritiba, PR, BrazilPontifical Catholic University of Paraná (PUCPR) e International University Center (UNINTER), Curitiba (PR), Brazil; joseluisctba@yahoo.com.br

https://orcid.org/0000-0003-2331-6684

Rui Trindade

Faculty of Psychology and Educational Sciences, University of Porto, Portugal; trindade@fpce.up.ptUniversity of PortoPortugalPortugalFaculty of Psychology and Educational Sciences, University of Porto, Portugal; trindade@fpce.up.pt

https://orcid.org/0000-0001-8740-5382

Translated by Silvia Iacovacci^V V Society of Medicine and Surgery of Campinas (SP), Brazil; https://orcid.org/0000-0003-4499-0766 ; siacovacci@gmail.com

V
Society of Medicine and Surgery of Campinas (SP), Brazil; https://orcid.org/0000-0003-4499-0766 ; siacovacci@gmail.com

NOTE

The discussions in the meetings of the research group Politics, Teacher Training, Teaching Work and Social Representations (POFORS) from PUCPR, propelled in 2017, the completion of this Article by having educational policies and social representation as a theoretical input in the analysis of research in teacher training. At the end of the year we performed a word association test, starting with the inductor “teacher appreciation” with Pedagogy students. As we moved into 2018, with exchanges between professor Rui Trindade and the group’s coordinator, in the course of her post-doctorate in Universidade do Porto. The exchanges within the group intensified after the systematization of data, based on the perspectives on “teacher appreciation” as well as those from each one of the authors of the text.

SCIMAGO INSTITUTIONS RANKINGS

Figuras | Tablas

Figuras (2)
Tablas (1)

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TABLE 2
ELEMENTS THAT COMPETE THE STRUCTURE AND ORGANIZE STUDENTS ‘RS ON “TEACHER VALUATION” BY RESPONSE SITUATION (INITIAL EVOCATION - OME; HIERARCHIZATION - IMO)

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FIGURE 1
MAXIMUM SIMILAR TREE

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TABLE 1
MAIN ACTIONS OF THE NATIONAL EDUCATION PLAN (PNE) / LAW N. 13.005/2014, IN RELATION TO THE VALORIZATION OF PROFESSIONALS OF BASIC EDUCATION

TABLE 2 ELEMENTS THAT COMPETE THE STRUCTURE AND ORGANIZE STUDENTS ‘RS ON “TEACHER VALUATION” BY RESPONSE SITUATION (INITIAL EVOCATION - OME; HIERARCHIZATION - IMO)

Source: Prepared by the authors, based on data generated by EVOC 2000.

FIGURE 1 MAXIMUM SIMILAR TREE

Source: Authors’ elaboration.

TABLE 1 MAIN ACTIONS OF THE NATIONAL EDUCATION PLAN (PNE) / LAW N. 13.005/2014, IN RELATION TO THE VALORIZATION OF PROFESSIONALS OF BASIC EDUCATION

GOAL	PREDICTEDACTION	DEADLINE	SCOPE	DIAGNOSIS OF THE PNE-2016 OBSERVATORY
15	National policy for the training of education professionals dealt with in items I, II and III of the caput of art. 61 of Law no. 9,394 of December 20, 1996.Specific training of higher level, obtained in course of degree in the area of knowledge in which they work.	After 1 year PNE	100% of primary school teachers	- Teachers of basic education with higher education: 77.5%;- Teachers of the final years of primary education with higher education in the area in which they teach: 44.6%;- High school teachers with higher education in the area in which they teach: 54.9%.
16	Teacher training in basic education, at postgraduate level.	Until the last year of validity of the PNE (2024)	50% of professionals	Teachers of basic education with postgraduate education: 34.6%.
16	Continuing education in its area of activity.	Until the last year of validity of the PNE (2024)	100% of professionals	Teachers of basic education with continuing education: 33.3%.
7	Equivalence of the average income of the professionals of basic education to those of other professionals with equivalent educational level.	Until the end of the sixth year of validity of this PNE (2020).	100% of professionals	Average income of primary education teachers in relation to the average income of other professionals with the same educational level: 52.5%.
18	Existence of career plan for the professionals of basic education and public superior of all educational systems, having as reference the professional national salary floor (PSNP).	Up to two years of PNE (2016)	100% of professionals	There is no indicator do follow the goal.

Source: Prepared based on PNE (BRAZIL, 2014) and PNE Observatory.

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