Valorização da formação no plano de carreira da Rede Municipal de Educação de Niterói-RJ: uma investigação sobre o papel dos gestores municipais

Abstract

This master's thesis is affiliated with the Research Line "Teacher Education, History, Memory, and Educational Practices" of the Graduate Program in Education, Formative Processes and Social Inequalities at the Faculdade de Formação de Professores da Universidade do Estado do Rio de Janeiro (PPGEDU/FFP/UERJ). The study investigates how the Career, Positions, and Salaries Plans (CPSP) of education professionals of Niterói Municipal Education Network incorporated the principles of valuing teaching. We investigated the processes of drafting and implementing of the CPSPs of 2001, 2006 and 2013, focusing on the participation of the managers from the Secretariat of Education, Science, and Technology and the Municipal Education Foundation. The municipality is recognized for having one of the best Career Plans of Rio de Janeiro State’s, as regard to the valorization of initial and ongoing training. We seek to understand what conceptions of teacher’s training and valuation these managers have, analyzing the formative conceptions in dispute within the educational field, highlighting the formative conception of Anfope, and those defended in the National Conferences on Education (Conaes 2014 and 2024) and in the National Education Plan. In a historic moment where teacher training and public schools are under threat, we seek to understand the pendulum movement and the disputes over public policies for education professionals. The study adopts a qualitative approach based on an analysis supported by a socio-historical and critical conception of education, based on the works of Paulo Freire and Gramsci, as well as the national common base of Anfope, in an emancipatory perspective on education. The participation in the Study and Research Group on Educational Policies, Teacher Training, Democracy, and the Right to Education - GRUPEFOR/UERJ/CNPq, coordinated by the advisor of this dissertation, contributed to the appropriation of the theoretical framework. The study conducted examines the advancements of the CPSPs from 2006 and 2013, which incorporated the proposals from social movements related to the educational field, particularly from teacher’s unions and national entities. It showed that the MES, during the investigated administrations, demonstrated a clear concern for the training of its professionals and for the appreciation of the career, gratifying the professional development with significant increases at each level of formation. The actions of progressive managers were crucial for the inclusion of a concept of professional appreciation linked to teacher training in the CPSPs, with an emphasis on the performance of the teaching movement to implement the advances achieved. Nevertheless, the hegemony of neoliberal thinking in the public sphere at different levels of government points to clashes and disputes over concepts, placing obstacles to the realization of the rights that have been conquered.