Teacher’s training and work in the State of Rio de Janeiro: policies to make “teaching education, attractive, resourceful and appreciated”

Abstract

The study deals with the public educational policies related to “Investment in training and in qualifying the teaching, administrative, educational and socio-educational staff”, of the Education Secretariat of the State of Rio de Janeiro - Brazil, foreseen in the Pluriannual Plan (2016-2019). The general objective is concentrated on the analysis of budgetary actions, by identifying the policies inserted in the Rio de Janeiro budget for the training and professional development of teachers, verifying their effective realization, through the intended physical and financial goals. Specifically, the study examined the available budget allocation, ascertaining its adequacy and sufficiency, according to what the National Education Plan (PNE) and the Rio de Janeiro State Education Plan Project (PPEE / RJ) presuppose. Under the qualitative and quantitative approach, it adopted as methodological sources the launches in the Siafe-Rio System, in addition to the Government Action Reports “Professional Development Valuation” and “Mapping for the granting of Bonuses for Results” of the Government Program “Attractive teaching, Qualified and Well Valued”. The study dialogues with the theoretical framework pertinent to the current that defends educational accountability, such as the studies by Abraham (2019), Afonso (2003; 2009); Brooke (2006), Veiga (2019), with the systemic conception of budgetary governance by Pinto (2015; 2016), in addition to the research of comparative analysis of the goals of the PNE with those achieved by the state plan still in force in 2009, by Vasconcelos and Veiga (2020). Among the results, the study compared what the state’s strategic planning aimed to deliver, revealing the non-compliance with policies necessary to fulfill the individual and collective demands of the entire body of education professionals.