Por uma política de carreira docente: limites e potencialidades de um modelo brasileiro no processo de desenvolvimento profissional no período de examinação

Abstract

This study aims to analyze the teaching careers of Basic Education teachers in the municipality of Itapetinga-BA during the Examination period, presupposing the potentials and limits of the Brazilian model for the construction and implementation of public policies for teacher monitoring, and its implications on teaching. Specific objectives include: analyzing the career references of Basic Education teachers in Itapetinga-BA and their characteristics, considering the Brazilian Model; understanding the characteristics of the Examination period within the Brazilian Model and its implications for teaching; identifying and evaluating the potentials and limits of the model for the development of public policies for teacher monitoring during this career period. This research is characterized as phenomenological-qualitative and was developed based on ethnographic inspirations with three Basic Education teachers from Itapetinga-BA, including one male and two females, in the Examination period of the Brazilian Model of the Teaching Career. Three data production instruments were chosen: document analysis, a questionnaire, and observation of pedagogical practices. Content analysis was used for data treatment, including descriptions of pedagogical observations recorded in the field diary, data cataloging from questionnaires, and documents regulating the teaching career in Itapetinga-BA (Municipal Organic Law - Law of 05/04/1990, Municipal Education Plan of Itapetinga - PME, Law 1,275/2015; Municipal Public Teaching Career Plan - Law 941/2003, and Municipal Public Teaching Statute - Law 1,101/2010). The research revealed that the policies regulating the teaching career in the studied municipality do not address specific aspects of the career and subjective factors (such as knowledge, satisfaction, attractiveness, identification, professional well-being, and individual aspects), indicating the need to advance in considering the characteristics of each period of the teacher's career, as proposed by the Brazilian Model of the Teaching Career. It was found that the Examination period consists more of negative characteristics than positive ones. Teachers in this stage of their professional trajectory are observed to be tired, frustrated, stressed, anxious, and physically and/or mentally unwell. The implications of these characteristics in teaching occur through the choices teachers make in developing their practices. Finally, the data support the research of Ferreira (2014; 2017; 2020; 2023) and demonstrate the potential of the Model to think about teacher monitoring career policies. The need for investments related to the prevention of negative aspects and the strengthening of positive aspects in the Examination period became clear. Regarding the limitations of the Model, it is observed that its creation was based on a more general conception of the teaching career, and for it to expand nationally, it could adapt and serve as a basis for other constructions. Thus, it is considered that the Brazilian Model of the Teaching Career demonstrates the potential to consolidate and expand for the development of a national policy, contributing to advancements in the realm of professional teacher development.