Política de bonificação salarial no estado de São Paulo : desdobramentos para o desenvolvimento profissional e o trabalho docente

Abstract

This research aims to study the relationship and unfolding of the wage subsidy policy for professional development and teaching work in the state of São Paulo. The initial proposal to subsidize teachers was implemented by the State Secretariat of Education of São Paulo, through Complementary Law No. 891 of 2000, which instituted the Merit Bonus, but the study was delimited in the proposal presented by Complementary Law No. 1,078 of 2008 that deals with the Bonification by Results (BR). These bonuses would be paid to the servants in office at the State Secretariat of Education of São Paulo who have met the established goals, which aim, according to the Law itself, to improve and improve the quality of public education in São Paulo. The research has a qualitative and dialectical character. The collection of official documents was used as data collection procedures on the website of the State Secretariat of Education of São Paulo; The bibliographic survey on websites of periodicals, universities and thesis and dissertation banks; As well as interviews with teachers of basic education in a municipality in the interior of the state of São Paulo. The results were triangulated, analyzed and interpreted through authors who are based on historical-dialectical materialism, seeking to broaden the understanding of the unfolding perceived by teachers in their work and professional development from the relationship between educational goals and salary bonuses. It was found that the bonus policies are linked to a worldwide movement, in which the USA and England stand out as precursors to the development of such wage subsidy policies. In the state of São Paulo, the specific goals for each school unit are proposed based on the São Paulo State Education Development Index (IDESP), which is composed of the São Paulo State School Income Assessment System (SARESP) and the Students in the initial and final years of Elementary and Middle School. The general results indicate the teachers' discontent regarding the way in which the bonus policy is developed, since it negatively impacts on the work of the teacher, devaluing it to the detriment of the achievement of the IDESP goals, with the devaluation of the other disciplines due to the focus Of the Portuguese Language and Mathematics, being configured, in this sense, the teaching for the test. It is also noticed in the teachers' interviews, the feeling of loss of the teaching identity due to the new roles assigned to the school, causing the teaching sometimes to be at the mercy of other demands that are not a function of the teacher, causing them The feeling of devaluation of the exercise of the profession itself and loss of autonomy in teaching due to the strong directives of the teaching board. Finally, professional development has also been negatively impacted, since the offer of continuing education courses has been limited to the courses offered by the SEE, which are directed to the implementation of the curriculum and that, in general, displease the teachers, causing these, only participate in them for salary progression. It should be stressed that continuing education alone does not guarantee the improvement of students' performance and that a better articulation between initial, continuing, career planning and public investment in material conditions is needed to improve education rates. Therefore, the negative impact that the bonus policy generates at school and, especially, on the work and professional development of teachers is revealed.