Carreira e valorização dos profissionais do magistério: as dimensões da formação e da experiência profissional em quatro municípios paraibanos

Abstract

The present study aimed to investigate how teacher training and professional experience, as perspectives of appreciation, are addressed in the salary, career, and remuneration plans of four municipalities in Paraíba: João Pessoa, Campina Grande, Sousa, and Patos. To this end, the specific objectives were defined as: to conceptualize teacher appreciation and position the career as a constitutional/legal mechanism that enforces it; to situate teacher training and professional experience as dimensions of teacher appreciation; and to descriptively analyze the Salary, Career, and Remuneration Plans (PCCR) of the selected municipalities and subsequently relate them to the Marxist categories of labor, alienation, and surplus value, aiming to meet the overall objective and the research problem. The theoretical framework was based on authors such as Camargo and Jacomini (2011), Grochoska (2016), Santos (2023), Farias (2013), Souza (2015), Veiga (2008), Saviani (2009), and Tardif (2002), in addition to the Brazilian legal framework for teacher valorization, which includes the Federal Constitution of 1988, the National Education Guidelines and Framework Law (1996), the National Education Plan (2014–2024), basic education funding policies, and the National Professional Salary Floor (2008). The research adopted a qualitative approach, with the main source of analysis being the regulations governing the careers of teaching professionals in the investigated municipalities and other relevant documents. The methodological approach included a literature review with a survey of existing studies on the topic on the CAPES Platform, a descriptive analysis of the PCCRs documents, aiming to explore the dimensions of teacher education and experience in these documents, and subsequently, to link them to an analytical framework. The results show that, although all municipalities have a PCCR and adopt formal criteria for progression based on education and length of service, differences in criteria and percentages of salary increases persist, revealing that teacher recognition occurs in an unequal and limited way, remaining conditioned to local dynamics and bureaucratic mechanisms, and above all, aligned with merit and performance.