Remuneração e carreira das profissionais do magistério da educação infantil de Santa Cruz do Capibaribe-PE a partir do Piso Salarial Profissional Nacional(PSPN).

Abstract

This research aimed to analyze the career and remuneration of early childhood education teaching professionals in the municipal network of Santa Cruz do Capibaribe/PE, based on the implementation of the PSPN. For this, we opted for Dialectical Historical Materialism (MHD), as we understand that this approach is what gives us the best conditions to understand reality, in its multiple determinations, all the contradictory and conflicting relationships, which are present in social phenomena. We use document analysis as a research technique and strategy. As data sources, we used the notices from the last two competitions in the municipality of Santa Cruz do Capibaribe-PE (2008 and 2017), career plans, legislation, and salary tables. We also carried out consultations on the Santa Cruz do Capibaribe City Hall Transparency Portal, on the SINDUPROM website and on official social networks (Instagram, Facebook and blog). The analysis considered the following dimensions: job structure; ways to enter the career; Career Development; working hours and composition of teachers’ remuneration. The results showed that after the implementation of the PSPN, and the creation of the PCCR in the municipality of Santa Cruz do Capibaribe, a process of evolution in the salaries of EI teachers began. We understand that the non-institution of bonuses, in the composition of remuneration, the form of progression, considering an increase in percentage gains of 3%, 12%, and 15%, and compliance with the PSPN, combined with the PCCR, represent important achievements for the appreciation of EI teachers. However, the data also revealed that there was an increase in Fundeb resources, with a greater focus on application in elementary education, that 33.3% of EI teachers did not have a degree, that there is a high number of assistants working in daycare, and that a large part of these professionals do not have higher education training, being subjected to a more intense and precarious workload, and having their work centered on care, in addition to low salaries. Research shows that there is a difference in career entry and a decline in the appreciation of EI teachers, which indicates that the struggle continues.