VALORIZACIÓN DEL PROFESOR: PRIORIDAD POLÍTICA, TENSIÓN O INCERTIDUMBRE?

Ens, Romilda Teodora; Ribas, Marciele Stiegler; Oliveira, José Luis de; Trindade, Rui

doi:10.1590/198053145675

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ARTICLES • Cad. Pesqui. 49 (172) • Apr-Jun 2019 • https://doi.org/10.1590/198053145675 linkcopiar

VALORIZACIÓN DEL PROFESOR: PRIORIDAD POLÍTICA, TENSIÓN O INCERTIDUMBRE?

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Resumen

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

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[TFN1] Source: Prepared based on PNE (BRAZIL, 2014) and PNE Observatory.

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.