The teaching work day in the public network of basic education: Parameters for discussion

Authors

DOI:

https://doi.org/10.14507/epaa.28.4862

Keywords:

Teaching appreciation, Teaching working condition, Teaching working day

Abstract

This article aims to analyze the legal, academic and union apparatuses that guide the definition of the teaching working day, verifying how the career plans of the states and capitals incorporated this question. The research is based on documental and bibliographic research. The results indicate diverse teaching working days, although those of 20 and 40 hours per week are predominant. The Wage Floor Law regarding the distribution of the teaching working day is not met by most states and capitals; only 11 states and seven capitals fully comply with the Law. Aspects such as duration and composition of the teaching working day, accumulation of positions, exclusive dedication and working in a single school are still incipiently faced by educational networks. It is considered necessary to move forward with a view to overcoming the fragmentation of the teaching working day with a view to the appreciation for teaching and improving teaching conditions in public basic schools.

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Author Biographies

Márcia Aparecida Jacomini, Universidade Federal de São Paulo

Professora do Departamento de Educação da Escola de Filosofia, Letras e Ciências Humanas. Doutora em Educação pela Faculdade de Educação da Universidade de São Paulo (FE/USP).

Rosana Evangelista da Cruz, Universidade Federal do Piauí

Doutora em Educação pela Faculdade de Educação da Universidade de São. Professora da Universidade Federal do Piauí.

Edimária Carvalho de Castro, Rede Estadual de Ensino de São Paulo

Licenciada em Pedagogia pela Universidade Federal de São Paulo. Professora da Educação Básica da Rede Estadual de Ensino e São Paulo.

Published

2020-03-09

How to Cite

Jacomini, M. A., Cruz, R. E. da, & Castro, E. C. de. (2020). The teaching work day in the public network of basic education: Parameters for discussion. Education Policy Analysis Archives, 28, 32. https://doi.org/10.14507/epaa.28.4862

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Articles