O desafio do provimento de professores nas disciplinas de Artes, Filosofia, Física, Matemática, Química e Sociologia na Secretaria de Estado de Educação do Rio de Janeiro

Abstract

The present work notes the existence of a recurrent lack of teachers in the disciplines of Arts, Philosophy, Physics, Mathematics, Chemistry and Sociology and the mechanisms adopted by the State Department of Education of Rio de Janeiro (SEEDUC) for the supply of these teachers are insufficient to fill the needs of schools. In order to understand this issue, the objective was to analyze the recurrent deficit in the supply of teachers in those disciplines and propose an action plan aiming to provide mechanisms that mitigate the demands for professionals in these disciplines. To demonstrate the complexity surrounding the issue, statistical data for the years 2008-2013 are presented, describing the forms of teacher supply adopted by SEEDUC. The crossing and data analysis shows the Secretariat attempt to enabling the entry of professionals in the network, the permanence of practicing teachers and the use of different means to fill the function and the failure of this actions to attenuate the problem. Are used semi-structured interviews with itinerary by managers of SEEDUC that reflect the daily action of the problem confrontation, through the systematic observation. The scope of the search brings up the reality of other federation states, as they are facing the same problem and what alternatives are being adopted. Are used as theoretical support, authors such as Antonio Nóvoa, Ana Maria Costa e Silva, Silke Weber, in addition to extensive documentary and research. The research results show that about 47% of the public concourse approved candidates don’t get in the public school and that SEEDUC don’t have the data control and monitoring of the employee entry and exit. Based on the description and analysis of the case, it presents the Educational Action Plan (EAP) which is divided into three axes: The first concerns the monitoring of definitive and temporary removals of teachers. The second axis deals with the identification of why these professionals not to join the state public school system. The third axis suggests granting scholarships to undergraduates who are enrolled in undergraduate of disciplines with recurrent shortage. It is concluded that investment in education of teachers is essential for the provision of all disciplines of curriculum to students in the pursuit for ensuring quality education.