Valorização dos profissionais da educação da rede estadual amapaense: uma análise sobre o Centro de Valorização da Educação (CVEDUC)

Abstract

This study aimed to analyze how the Education Valorization Center (CVEDUC) has, in its essence, promoted Valorization to education professionals in the Amapá state network. The guiding questions were: a) What is the motivation and basis for implementing CVEDUC in the context of an Educational Valorization Policy? b) What is the interrelation established between Valuing education professionals and Continuous Training and how are these developed at CVEDUC? c) Is the Continuous training process available to education professionals valued? The following specific objectives were presented: 1- Understand the situation and perspectives of Valuing education professionals, at national and state level, in a global scenario of socioeconomic transformations and private interference in education; 2- Discuss Continuous Training as a dimension of the policy for valuing education professionals and the trends identified nationally and in the state of Amapá; 3- Analyze the creation process, materiality and actions developed at CVEDUC in order to demonstrate whether the institution, in its essence, values Amapá education professionals. This research has a qualitative approach, whose theoretical methodological perspective understands that the investigation of any phenomenon constituted in a structurally antagonistic society must consider its historical and conjunctural relationships. Initially, the procedures took place through bibliographical consultation. Document analysis was also carried out to support material and formal knowledge of the investigated object. Finally, Field Research was carried out through a semi-structured non directive interview, with the following subjects: Human Resources Coordination – CRH/SEED (CVEDUC), Management of the Continuous Training Center (NUFOC/SEED), Deputy Secretariat for Educational Policies (SAPE/SEED), Representative of the Management of the Union of Education Professionals of Amapá (SINSEPEAP) and 10 education professionals. The analytical categories selected were: Valuing education professionals, Continuous Training, Management by results and Public-Private Relationship. As the theoretical analytical perspective adopted, we opted for Critical Discourse Analysis (CDA) supported by Fairclough (2001, 2005). Regarding CVEDUC, the dimensions Continuous training and Mental health stood out as focuses of its action, with a limited perspective of valorization predominating. Furthermore, it was also found that this was designed from the beginning to, strategically, “impact” on student learning and improve the state's educational indices, configuring itself as a results-oriented Valorization Policy. When considering the relatively contradictory discourses surrounding an integral and human Valuation, it was concluded that for the sample of the interviewed category, CVEDUC has partially valued education professionals from Amapá. In general, relative antagonism was identified in the speeches between Institutional Representatives and Education Professionals, as well as between the category itself. It was evident that the Institutional Representatives have a language and worldview common to the group to which they belong, with a predominance of terms that configure the privatist ideology of a hegemonic education project. The speeches of Education Professionals signaled a relative variation in conceptions: 40% demonstrated alignment with the dominant neoliberal logic and 60% demonstrated a critical reading of the reality currently experienced in public education. This means that although the process of shaping education professionals is increasingly accentuated and strengthened in the educational actions and programs of the state network, class consciousness still resists in the Amapá scenario.