(Des)feitos e (d)efeitos na composição remuneratória de docentes da rede estadual de educação básica de Rondônia no contexto das políticas do FUNDEB e PSPN [2006 A 2016]

Abstract

The paper investigated the remuneration of basic education teachers in the Brazilian state of Rondônia, within the context of the national public policies denominated Fund for the Development of Basic Education and Appreciation of the Teaching Profession (Fundeb) and National Professional Base Salary (PSPN) throughout the years of 2006 until 2016. The objective was to analyze the implications of the materialization of the national public education policies in the remuneration, salaries and career development of the state teachers, as elements of their valorization. The four chapters were organized to: 1) characterize the nuances of the Brazilian nation and the reflection of the economic policy adopted, by means of social indicators, both nationwide and in the state of Rondônia; 2) differentiate the logic of education financing in Brazil, with emphasis on Fundeb, its structure and the repercussions for the state teachers’ valorization policy; 3) profile the teachers’ valorization policy expressed in the Jobs, Remuneration and Career Development Plans (PCCRs), based on educational data and the teachers’ Union actions; 4) analyze the application of the state’s financial resources resulting from taxes and Education Maintenance and Development (MDE) constitutional and legal transfers in the teachers’ salaries and remuneration, regarding their valorization. The investigation is a theoretical case study based on critical dialectics conceptions. The following methodological procedures were applied: bibliographical research, as the theoretical support to the areas of discussion involved (salary, remuneration, career development and teachers’ valorization; public policy; PSPN; Fund for the Maintenance and Development of Primary School Education and the Valorization of Primary School Teaching - Fundef and Fundeb), followed by research and analysis of relevant documents from legal, educational, financial, and technical sources, which favored the understanding of the theme. The procedures were designed to analyze the effects of Fundeb and the PSPN on teachers’ PCCRs and their materialization towards the valorization of teachers. Considering the elements studied, the education policies of the period were not the main determinants for achieving teachers’ valorization. Rather, the determinants were the constant tensions between the Education Workers’ Union of Rondônia and the state representatives who, under different governments, adopted different political view points. The achievement by means of salaries and remuneration resulted in better living conditions for those teachers graduated at secondary level, working 40 hours a week. The teachers with a university degree working 40 hours a week, on the other hand, had their purchasing power lowered, when the minimum wage and the minimum wage required are compared. Their salaries were reduced to a lower level than the one recorded in the last year of the term of Fundef, which does not consist of teacher valorization.