Retenção e valorização dos professores da educação profissional: contribuições para uma política pública no estado do Piauí

Abstract

This dissertation aims to analyze how the lack of a policy of attracting, retaining and valuing teachers, involving attractive salary benefits and career plans, makes it difficult for these professionals to stay in the state education network, leading them to opt for Another career. The research was carried out in a state-wide dimension, with SEDUC-PI and CEEPs as a field. State Vocational Education Centers (CEEPs) were created in the 1990s by offering technical courses at the secondary level. In the following decades, there were expansion to 70 Centers with adequate infrastructure, according to the offer in each of them. However, there are few effective teachers in vocational courses, there is a great alternation of substitute teachers, who are often not prepared to conduct the pedagogical process. From the present study, data were collected through qualitative and bibliographical research -quantative, with the development of in-depth interview techniques, focus group and semi-structured questionnaires, involving school managers and teachers from vocational education schools. In this perspective, public policies and their cycle were analyzed, recruitment and selection policies for public servants, teacher turnover, continuing education and salary issues. The results obtained allowed the access to a rich field of information regarding the view of the actors of different functions and hierarchical levels. The results also show that 100% of the school managers and teachers respondents complain about the lack of teachers, the working conditions and low salaries of teachers, the absence of a public tender and that the rotation impairs the work dynamics of the teachers in the Vocational Education Centers. We sought the theoretical basis to support the hypotheses raised mainly in Saravia (2006), Minayo (1993), Secchi (2010) and others. According to the results found in the research, an Educational Action Plan (PAE) was proposed, in which actions were established that enabled public competitions to be carried out, valorization and retention of teachers in vocational training, better quality in training better quality of continuing education of teachers, and Open up future research.