Políticas públicas educacionais e condições de trabalho na educação infantil: concepções e vivências de professoras

• Ano de defesa: 2016
• Autor(a) principal: Alvarenga, Vanessa Cristina
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Educação; Educação de crianças; Políticas públicas; Trabalho docente; Educação Infantil; Políticas públicas educacionais; Child education; Public educational policies; Teacher work; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/18278; https://doi.org/10.14393/ufu.te.2016.94

With the initial hypothesis the probable existence of a close relationship between working conditions to which teachers are submitted and public educational policies this study has as main objective correlate the state policies and government policies in relation to the processes valuation of teacher work. Specific objectives: to investigate the working conditions of the Basic Education teachers in Uberlândia/MG; meditate about the relationship between national public policies, focused on child education, and working conditions of the teachers of this educational stage in uberlandense reality; identify the influence of municipal legislation to establish the working conditions of teachers of child education. This study is a qualitative research, which used the techniques: observation, intensive interview with 43 teachers and document analysis. The results show that can be noted that the national laws and official documents from the 1980s, were and are fundamental to ensure important issues relating to teacher working conditions of teachers in basic education. The legislation and municipal educational documents are in accordance with the national, they have focused principles for the valuation of education professionals and, however, can contribute and influence to ensure adequate working conditions for the teachers of municipal schools. Realized advances in state policies regarding the valuation of teacher work, but it is important to note that often the local governments are limitations on the implementation of government policies, since they require structural order changes related to the State. Most interviewed teachers feel encouraged to do post-graduate courses and participate in continuing education courses; they consider that the number of students in class is detrimental to the execution of their work; out that his salary over the years has gone through a recovery process, but consider not enough; have they respected functional progressions; highlights in municipal management changes the predominance of discontinuity of educational policies; for them the performance evaluation does not consider the particularities that permeate the whole educational process and places the teacher at the center of the evaluation process; as the Career Plan has positive and negative evaluations, and the pay differences from those who have more career time and those who have less that most affected and resented the teachers. It is noted that problems related to poor infrastructure of schools; the need to increase vacancies for Child Education; to insufficient physical spaces at schools; the absence of accessibility in schools, it is unfortunately still a reality in public schools in Child Education uberlandense. The teachers do not feel professionally valued and feel charged, they have support within the school for carrying out their work, see no problem in carrying out activities aimed at care, considers that the profile of child education teacher is lined in love and affection, think about retiring in child education and feel happy in this occupation.