Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Vaz, Rosemeire Oliveira
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| Orientador(a): |
Sousa, Clarilza Prado de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/30987
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Resumo: |
Brazilian legislation, through the Law of Guidelines and Bases (LDB, 1996) and its amendments, regulates the rights and duties of basic education teachers. Law 13,005/2014, which approves the National Education Plan (PNE, 2014), establishes goals and strategies aimed at achieving quality public education. The analysis of these documents makes it possible to highlight trends and challenges in relation to the rights and duties of teachers. In this sense, the general objective of this research: to analyze the rights and duties of teachers embodied in Brazilian legislation and the specific objectives: to identify and analyze the main historical achievements of teachers regarding the guarantee of professional rights expressed in Brazilian legislation: LDB (1996) and PNE (2014); identify and analyze dissertations and theses that researched this theme in the last decade; discuss and analyze trends and challenges that these legislations reveal; and, finally, observe congruences and divergences between the reference legislation for education - LDB (1996) - and the public policies embodied in the (PNE 2014) related to the rights and duties of teachers. To elucidate educational policies, the contributions of SAVIANI and research by GATTI et all are observed. For the Integrative Review and State of the Art Research, the steps were proposed by ROMANOWSK and ENS. The stages of the Documental Research chosen are those of Franco (2012), who proposes three procedures: pre-analysis, exploration of the material, treatment and interpretation of the results. As for the methodological stages: firstly, an Integrative Review of academic studies on the subject from the last decade was carried out, later a documental research of the legislation was carried out. The results of the Integrative Review on teaching and the relationship with rights and duties are close, in many ways, to the hypothesis that teachers rarely perceive themselves as professionals with established rights and duties. As for Document Analysis, it was observed in the LDB (1996) a greater volume of considerations regarding the category “Teaching Practice”, a fact that differs from the PNE (2014-2024), which more frequently addresses “Training and Professional Enhancement/Resources to the work". which consolidates the possibility for national, state and municipal public administrations to develop actions towards the appreciation of teaching work and education as a collective construction, involving family, community and education professionals. There is still much to be done to achieve the education that teachers dream of and the ideal of a society that seeks to progress towards justice and equity |
