A Hora-Atividade na Rede Municipal de São Luís: realidades e perspectivas

Abstract

The presente dissertation was developed within the scope of the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Evaluation of Education of the Federal University of Juiz de Fora (CAEd/UFJF). The management case sought to identify the main obstacles in the fulfillment of the time allocated to Extra-Class activities by teachers in the Public Education Network of São Luís-MA, based on the implementation of Law nº 11.738/2008, which institutes the national professional salary floor for professionals in the public teaching of education. The general objective of the research was to analyze the obstacles and difficulties related to the accomplishment of the workload of one third destined to the Extra-Class activities of the teachers of the Municipal Public Network of São Luís. As for the specific objectives, we sought to: describe the implementation of the Floor Law in the Municipal Public Education Network of São Luís, based on the survey of documentary and regulatory data corresponding to the fulfillment of the time allocated to the Time-Activity; analyze the perception of management teams and school teachers regarding the guidelines issued by the Municipal Education Department (SEMED) on Time-Activity; and propose to SEMED's directors, Secretary of Education and Deputy Secretary of Education, the regulation of one-third (Time-Activity) in the Municipal Network, in a more participative and more democratic way. A survey was carried out to analyze internal documents at the secretariat, as well as national, state and municipal laws, as well as bibliographical research, with a literature review on materials dealing with the subject. The theoretical reflections were organized from three axes of study: public policies in the educational scenario; teaching work: valorization and working conditions; and school management. The reasoning was supported by studies by Mainardes (2006), Riani (2013), Segatto (2012), Condé (2012), Contreras (2002), Imbernón (2009), Tardif and Lessard (2014), Burgos and Canecal (2011), Lück (2006), Abrucio (2010) among others. This is a qualitative research that described and reconsidered the observed reality, having as data collection instruments semi-structured individual interviews with former secretary of education, directors of centers and teaching representative. The analysis of the results supported the construction of the Educational Action Plan (PAE) which points out directions for the local regulation of Law nº 11.738/2008, based on three structural actions: the elaboration of an ordinance, the reelaboration of the guidelines for compliance with a third in schools and a calendar foreseeing all training and planning actions from each teaching day