A valorização do professor de matemática do ensino médio de escolas públicas de Santa Catarina

• Autor(a) principal: Alves, Josiane Claudino
• Data de Publicação: 2019
• Tipo de documento: Trabalho de conclusão de curso
• Título da fonte: Repositório Universitário da Ânima (RUNA)
• Texto Completo: https://repositorio.animaeducacao.com.br/handle/ANIMA/9174
• topic: Valorização docente; Professor de matemática; Ensino médio

This study aimed to investigate the limitations and possibilities of initial training and some aspects of working conditions, such as the bond, remuneration and continuing training of high school mathematics teachers in Santa Catarina state schools. It presents the discussion based on the data related to the acknowledgment of high school math teachers from Santa Catarina, extracted from the 2013 and 2018 School Census microdata, with the help of SPSS statistical software. Data from the educational indicator of Adequacy of Teacher Training from 2013 and 2018 were also used. Through dialectical methodology, it was found that the data suggest limitations related to the propositions brought by goals 15, 16, 17 and 18 of the National Education Plan (2014-2024) and goals 15, 16 and 17 of the Santa Catarina State Education Plan (2015-2024), indicating challenges related to improving the initial training of undergraduate mathematics courses and adjustments in working conditions for the teachers of this subject. Thus, it points to the need of raising from 36% to 100% the amount of properly trained math teachers. It indicates that 72% of math teachers are hired on a temporary basis and are not fully covered by Law No. 11.738/2008, as they are not entitled to 1/3 of the workload for planning, receive salaries that do not value the profession and do not encourage continuing education, since most have only lato sensu postgraduate degrees. It also indicates that the urgency of teacher acknowledgment is not included in the reform of High School, brought by Law No. 13,415/2017, which focuses on curricular flexibility. Furthermore, it suggests great changes in public policies for the last stage of Basic Education, since a High School education with social quality requires teachers with adequate training and with working conditions that are attractive and encourage the pursuit of the teaching career.