This study deals with the State Education Plans with regard to teaching work in Basic
Education. The general objective of this research aims to investigate which conception of
teaching work underlies the State Education Plans of Amapá, Pará and Roraima, with regard to
career and remuneration. Therefore, its specific objectives are: a) Discuss the interfaces
between the State Education Plans and the National Education Plan (PNE-2014-2024), with
regard to the concepts of teaching work; b) Distinguish the different repercussions that the
discourses of international organizations and the State Reform provoke in the educational policy
that deals with teaching work in the aspect of career and remuneration, and c) Locate the career
and remuneration of teachers in the states of Amapá, Pará and Roraima in the context of the
tripod: international documents, National Education Plan and State Education Plans. The theme
is imperative, as it brings together several considerations about the initiatives that the
government has taken, with regard to the valuation of education professionals in the Amazon
context. The current scenario of educational policy exposes a context of contradictions,
uncertainties, cuts and restrictions in the financial contribution destined to public education, as
well as attacks on the rights of teaching workers with social losses and setbacks within the scope
of neoliberal society. The debate reinforces the discussion around the influence of the guidelines
of international bodies such as the Organization for Economic Cooperation and Development
(OECD), the World Bank (WB) and the United Nations Educational, Scientific and Cultural
Organization (UNESCO), front to current educational policies. Given this scenario, a relevant
question emerges: considering the influences of international organizations in the elaboration
of the Brazilian Education Policy and the union struggles against the removal of workers' rights
from Education, what conception of teaching work underlies the State Education Plans of
Amapá, Pará and Roraima, with regard to career and remuneration? The work initially
developed from a literature review to later consolidate itself as a documental research with a
quantitative/qualitative approach, whose technique used for data interpretation is content
analysis. In this perspective, the discussion constitutes a critical study that makes use of
Dialectical Historical Materialism as a basic theory to support the proposed debate. The
research results showed that different conceptions related to teaching work such as
accountability, precariousness, proletarianization and professionalization are present in the
documents of the state education plans of Amapá, Pará and Roraima, exposing the alignment
of these policies to capital, through their commitment with the neoliberal education project.
Therefore, there is a strong influence of international organizations on educational policies in
the three states surveyed, with regard to remuneration and teaching career.
|
