VALORISATION DE L’ENSEIGNANT: PRIORITÉ POLITIQUE, TENSION OU INCERTITUDE?

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

doi:10.1590/198053145675

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Sumário

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

VALORISATION DE L’ENSEIGNANT: PRIORITÉ POLITIQUE, TENSION OU INCERTITUDE?

Authorship SCIMAGO INSTITUTIONS RANKINGS

Résumé

Le but de cet article c’est d’analyser les représentations qui ont les concluants du cours de pédagogie sur la valorisation des enseignants. Dans la première partie nous présentons une réflexion sur la valorisation de l’enseignant dans les politiques éducatives à partir de la description de la profession enseignante au Brésil et son “instabilibité” où les ideologies politiques sont prises en tant que “constantes sociales”. Dans la deuxième partie, nous étudions la Théorie des Représentations Sociales et la compréhension des politiques éducatives, à partir de la Théorie du Noyau Central à fin de saisir comment sont structurées les représentations sociales des concluants d’un cours de Pédagogie a propos de la valorisation de l’enseignant. Ensuite nous cherchons a retracer les chemins de la recherche et par le biais des analyses proptotypiques nous étudions les représentations sociales des étudiants.

POLITIQUES ÉDUCATIVES; REPRÉSENTATIONS SOCIALES; APPRÉCIATION DES ENSEIGNANTS

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[1] 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

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.