Navegando por Assunto "Professores - Pará - Estatuto legal, leis, etc."

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A política de valorização docente na rede pública de ensino do estado do Pará (2007-2016): o caso Parfor
(Universidade Federal do Pará, 2017-10-30) SOUZA, Michele Borges de; MAUÉS, Olgaíses Cabral Maués; http://lattes.cnpq.br/0118802077232494
This investigation aims at the teaching appreciation. Taking into consideration the multiple determinations in the capitalist society, we produced an analysis from the social conjectures of the country, pointing out the relationship of economic and political order that are of paramount importance for a better comprehension of the object of analysis. We understand the teaching appreciation through two dimensions objective and subjective. The first is related to issues inherent to the teaching profession, such as career, salary, wage floor, work conditions, and initial and continuing training. The second dimension is related to social and professional recognition, and self-realization. In this study, the professional training is anchored in a social and historical comprehension of education, an important guide for an organic and consistent policy of teacher training. Career and wage were other central categories in this study. The issue that guided this research was: the investigation of the possible relation between the teaching appreciation policies in the State of Pará and the training “in office” offered by the National Plan of Basic Education Teaching Training (PARFOR). The study was developed from the critical theoretical-methodological framework that guided the analysis of the economic, political, social, and historical relations in which the object is found, demonstrating the contradictions, performing the relevant mediations to construct and deconstruct the object to finally reach the analysis on the relation between PARFOR in the State of Pará and the teaching appreciation policies. We performed documental and bibliographical material analysis and data collection, and performed field research using, as a data collection tool, the Focal Group with twelve UFPA PARFOR Pedagogy teacher-students, and structured interview with seven PARFOR former teacher-students that work for the State School Network (REE). As a result, the study revealed that the teachers perceive the teaching profession as vocation, even with prevailing issues such as intensification, precarious working conditions, non-professionalization, and teacher devaluation. There is a mismatch between training and appraisal policies, which makes it possible to infer that, although REE's PARFOR graduates have higher education, it is not accompanied by career progression and significant salary improvement, that is, professional appreciation.
Acesso aberto (Open Access)
Políticas de remuneração de professores da educação básica em municípios do estado do Pará
(Universidade Federal do Pará, 2017-06-28) PINHEIRO, Raimundo Walber da Silva; ROLIM, Rosana Maria Gemaque; http://lattes.cnpq.br/2993304230836305
This study deals with the Remuneration Policies of teachers of basic education in municipalities of the State of Pará. It was sought to answer the following questions: What remuneration policies are evident in the career plans? What are the career paths? What is the composition of the remuneration? The objective of the study is to: Unveil and analyze the remuneration policies underlying the Career and Compensation Plans that govern the teaching career in six municipalities of the State of Pará, aiming to discuss the career perspectives that are shaped by the remuneration through Aspects that indicate differences and / or similarities. And as specific objectives: a) to distinguish forms and criteria for granting the career movement in six municipalities of the State of Pará; B) to know the composition of the remuneration expressed in the teaching career plans developed in six municipalities of Pará and discuss what they represent in terms of career; C) identify the types of financial advantages added to the teacher’s salary observed in the career plans of six municipalities in the State of Pará. To carry out the research, a literature review was carried out on remuneration policies expressed in teaching career plans, as well as a documentary research, based on the documents that guide the teaching career in the municipalities: The plan of career positions and teacher remuneration. It was carried out the analysis of the movement in the career and composition of the remuneration evidenced in the career plans in six municipalities of the State of Pará: Belém, Parauapebas, Altamira, Santarém, Abaetetuba and Breves, being these municipalities chosen by virtue of having the largest Gross Domestic Product In their respective mesoregions, referring to the year 2014. The research allowed to conclude that the career movement constitutes the career definition itself, but some plans provide for mechanisms that make it difficult for the universal access of this right to teachers. Regarding the composition of the remuneration, the analysis of the data found that the pecuniary advantages are an indispensable element in the salary improvement of teachers, but still far from signifying that the career is valued by the municipal managers. Variations of nomenclature, concepts, time, percentages, etc. Allowed us to conclude that there is no remuneration policy for the teaching career, considering the legislative autonomy of the federated entities, each municipality elaborates and implements "remuneration policies" in order to improve the remuneration received by the teachers of their Respective education networks