Changes in the São Paulo state teaching career plans and the teacher’s devaluation

ABSTRACT Brazilian legislation and literature associate the appreciation and attractiveness of teaching to the creation of career plans for public teachers in basic education. It is possible, however, to observe a significant change in the way teaching careers are conceived in official documents and those of international organizations. The guiding documents for the teaching career in São Paulo reflect these changes in an exemplary way. Therefore, this paper aims to discuss these changes, especially those related to the forms of movement in the teaching career, through the analysis of the guiding documents for teaching career, as the Statute of the São Paulo State Teaching Profession, approved by Complementary Law n. 444 from 1985, the Career, Wage and Salaries Plan for the members of the Teaching Profession, created by Complementary Law n. 836 from 1997, and the recent Complementary Law n. 1.374 from 2022, which created new Career and Remuneration Plans for Elementary and Secondary School Teachers, School Principals, and Educational Supervisors of the State Department of Education. The analysis carried out showed that, in the largest public school system in the country, the teaching career has been changed to get closer and closer to a managerialist perspective, of which the change approved in 2022 is an example, since it emphasizes performance and merit and disregards the time of teaching experience.

摘要 巴西立法与学术文献均将基础教育公办教师职业规划的制定，与教师职业的认可度及吸引力紧密绑定。然而不难发现，官方文件与国际组织文件中，教师职业的构建逻辑已发生显著转变。圣保罗州的教师职业指导文件堪称此类变革的典型范本。有鉴于此，本文拟通过分析一系列教师职业指导文件，探讨此类变革——尤其是与教师职业流动形式相关的变革——所涉及的核心议题。所分析的文件包括：1985年第444号补充法批准的《圣保罗州教师职业章程》、1997年第836号补充法制定的《教师职业成员职业与薪资计划》，以及2022年第1374号补充法，该法案为圣保罗州教育局下属中小学教师、校长及教育督导设立了全新的职业与薪酬体系。本次分析结果显示，作为巴西规模最大的公立学校体系，圣保罗州的教师职业正日益趋近管理主义视角，2022年通过的改革即为典型例证：该改革强调绩效与功绩，却忽视了教学经验的时长价值。