Professionalization of the Teaching Profession in Basic Education
Analysis of the professional valorisation of teachers of early childhood education and the early years of basic education
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This work aims to understand and analyze the implications of educational policies of valorization of the teaching staff, after LDB 9394/96, in the process of professionalization of the teaching staff in Basic Education, especially in early childhood education and the early years of elementary education. Considering the existing professional differentiations between the initial and final stages of Basic Education, the research is directed towards the analysis of the professional valorization of the teaching staff of early childhood education and the initial years of primary schools in the munic...
This work aims to understand and analyze the implications of educational policies of valorization of the teaching staff, after LDB 9394/96, in the process of professionalization of the teaching staff in Basic Education, especially in early childhood education and the early years of elementary education. Considering the existing professional differentiations between the initial and final stages of Basic Education, the research is directed towards the analysis of the professional valorization of the teaching staff of early childhood education and the initial years of primary schools in the municipal teaching network of Uberaba-MG. The study focuses on two axes of discussion and analysis: first, the theoretical discussion around the aspects related to the teaching work and professionalization of teaching; and second, the management of public policies directed to the valorization of teaching in the context of educational reforms resulting from LDB 9394/96, focusing mainly on trainingand career. The text shows that the discourse of professionalization has served to maintain the devaluation of teaching and legitimize the control and reforms intended by the State, converging in deprofessionalizing practices.
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