A valorização do profissional docente e o plano de carreira do magistério de um Município do Sul do Brasil: um estudo de caso

Abstract

The appreciation of the teaching professional is ensured by the national legislation and the municipalities have the autonomy to adapt their legislation to ensure advancements and career plans for their servants. From this perspective, the research problem arises: How does the Municipality of Salvador das Missões value the teaching professional through its Municipal Laws? Aiming to make an investigation on the valorization of the teaching professional, starting from what presupposes the national laws, in Salvador das Missões/RS, before the institution of career plans of the teaching profession and composition of its staff in its Municipal Laws. This is a case study, having as its analysis methodology the content analysis, configuring a qualitative research. The work was developed based on information from the national legislation on the subject, in particular, Federal Constitution, Law of Guidelines and Bases of National Education Law No. 9.394 / 1996, Law No. 11.738 known as the Floor Law. 40 laws of the Municipality of Salvador das Missões that deal with the Servant Statute, Career Plan and Teaching Position Board, Career Plan and General Staff and their amendments. As results we obtained 5 categories: 1) The legal regime; 2) The career plan and the permanent staff; 3) The career plan and staff of the teaching staff; 4) Comparisons between career plans for the general and teaching positions; and 5) Inactive teaching professionals from the municipality of Salvador das Missões. These results indicate that the Municipal Laws are updated, in accordance with the provisions of federal law. There is the implementation of a consistent career plan, specific to the teaching profession, which considers the length of service of the teaching professional and also the level of academic qualification, which has stimulated the continuing education of teachers in the city of Salvador das Missões. However, when comparing the levels of instruction, workload and the results of the progression of general and teaching positions, there are significant differences to be considered when it comes to valuing the teaching professional.