Formação, profissão docente e políticas educacionais: o que dizem os dados do Censo Escolar sobre os professores de matemática do ensino fundamental II da Região Sudeste?

Abstract

This research aimed to investigate the implications of public educational policies - understood at first as strategies for the maintenance and reproduction of a certain societal form, the capitalist one - in the relationship between schooling and the forms of hiring mathematics teachers who work in basic education in elementary school II, Southeast region, based on the analysis of the census microdata made available by INEP in the years 2011, 2015 and 2020 since these data, in addition to being official, subsidize the country's public policies, and, therefore, allow us to describe the reality of teachers who are working in the basic education network. This premise allows us to infer about the discontinuity of current policies. To this end, the Statistical Package for the Social Science for Windows (SPSS) software was used to compile the corpus of data, allowing the compilation of variables from the microdata of the basic education census, the teacher input of interest, and the critical analysis was based on the theoretical and methodological assumptions of dialectical historical materialism, which allowed us to understand the causal links and the movement through which these policies are implemented, seeking to develop a synthesis between the inseparability of these two dimensions of reality (quantitative and qualitative). The statistic data suggest that both the forms of hiring and schooling do not meet the legal provision according to the provisions of article 62 of the Law of Guidelines and Bases of National Education, according to which the training of teachers will be done at a higher level, corroborating the crisis of the valorization of the career of these professionals.