A valorização do trabalho docente na educação infantil: reflexos na prática pedagógica do professor em Timon-MA no período de 2014-2022

Abstract

This study delves into the "Valuation of teacher work in Early Childhood Education in the municipality of Timon/MA", between 2014 and 2022, emphasizing the goals related to the valuation of teachers, accordingly to the new National Education Plan (PNE), Act 13.005/2014. This research aimed to address the following question: How does the valorization of teacher work manifest itself in pedagogical practice in Early Childhood Education in Timon, MA? The study then sought to investigate the valorization of teacher work and its impacts on pedagogical practice in Early Childhood Education in Timon, MA, during the period of 2014-2022. As specific objectives, there were: Identify the effects of teacher valorization on pedagogical practice in Early Childhood Education; Describe actions related to the professional valorization of Early Childhood Education teachers in Timon, MA, as outlined in the Career, Positions, and Salary Plan (PCCS); Analyze public policies related to the professional valorization of teachers, taking into consideration the proposals put forth in official documents at the national, state, and municipal levels from 2014 to 2022; Develop and implement a teacher training program for Early Childhood Education, focusing on the policy of teacher work valorization. Based on a qualitative research with an exploratory approach conducted in five Early Childhood Education preschools in Timon, MA. In addition to that, semi-structured interviews were conducted with seven Early Childhood Education teachers, the Secretary of Education, and the President of the Teachers' Union in Timon. The interview data were processed through content analysis, a technique used to code and categorize the statements of the interviewees, enabling an analysis of the valorization of teacher work in Early Childhood Education, as well as the analysis and processing of empirical and documentary material. Based on the analysis provided by the research participants and authors who address the valorization of Early Childhood Education teachers, as well as official documents such as the 1988 Constitution, the LDBEN No. 9.394/1996, and the PNE (2014-2024), PME of Timon Maranhão (2015-2025), among others, it was found that teacher valorization in the municipality of Timon advanced in some aspects: (i) salary remuneration, which includes compliance with the teacher Minimum Wage policy and the creation of a Career, Positions, and Salary Plan; (ii) investment in ongoing professional development for Early Childhood Education teachers. However, it was noted, based on the teachers' statements, that there is precarity regarding (i) physical infrastructure conditions and (ii) pedagogical resources, which hinder the quality of pedagogical practice and affect the children's development and learning rights. (iii) It was also observed that excessive demands and the lack of physical working conditions for Early Childhood Education teachers lead to health problems. Regarding to the description of actions in the (PCCS), it was noted that there was a restructuring of the document, which expanded improvements for the teaching career, such as creating classes, leave for ongoing professional development, gratifications based on qualifications, and compliance with the minimum wage, among others. As for documents related to national, state, and municipal teacher valorization goals, some progress was observed regarding remuneration and ongoing professional development, while others remained stagnant. Thus, it can be concluded that teacher valorization policies in the municipality of Timon, MA, have made partial progress in terms of remuneration compliance and the provision of ongoing training for Early Childhood Education teachers. However, without the necessary working conditions, pedagogical teaching practices are limited, leading to repercussions on children's learning. In this regard, full infrastructure, pedagogical, and material conditions, as well as special attention to the mental and physical health of teachers, are necessary to provide quality education to children.