Políticas de valorização dos Técnicos em Assuntos Educacionais (TAE) no estado de Mato Grosso: formação, salário e carreira

• Ano de defesa: 2022
• Autor(a) principal: Zimmermann, Jack Márcio Maria
• Orientador(a): Assis, Lúcia Maria de
• Banca de defesa: Assis, Lúcia Maria de, Dourado, Luiz Fernandes, Moraes, Karine Nunes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RMG)
• País: Brasil
• Palavras-chave em Português: Políticas públicas; Técnico Administrativo Educacional; Valorização
• Palavras-chave em Inglês: Public policies; Technical Educational Administrator; Valorization
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONAL
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12593

The present study has as its theme the public policies regarding initial and continuing education, career and salaries of the Professional Technical Educational Administrators (TAE's) of the state network of basic education of Mato Grosso. Its general objective is to learn about the public policies that have promoted the valorization of the TAE's of the state network of basic education, as well as to learn about the vision that this worker has of his/her professional performance. The specific objectives were defined as follows 1) Perform a literature review on the academic production, related to non-teaching professionals of basic education, published in the period from 1998 to 2019; 2) Perform a brief historical rescue of the position, with a main focus on the public policies of initial and continued training and salary and career valuation of these professionals in the state of Mato Grosso; 3) Analyze the federal and Mato Grosso legislation that involves public policies of career, salary valuation and training, involving the position of TAE; 4) To identify and analyze, along with the TAE's of the state network of basic education, the vision that this professional has of his career and training in the context of public educational policies; 5) To make a diagnosis of statistical data of the TAE's of the state network of basic education, regarding the number of professionals in the position; school/academic training; area of training and length of service in the position and school; type of employment relationship and other aspects. The central research question was thus outlined: how did the educational public policies of the State of Mato Grosso, in the period from 1998 to 2019, enable/allow the training and salary and professional valorization of the Technical Educational Administrator in the state network of basic education? What is the vision that the TAE has of their professional performance facing these public policies? The following authors and works were chosen as theoretical and methodological foundations: Aguiar and Scheibe (2010), Andrade (2015), Assis (2017), Barbosa (2018), Bessa (2017), Cabral (2019), Costa (2017), Dourado (2016), Dourado and Moraes (2009), Feiges (2003), Jesus (2016), Lopes (2014), Marchesan (2017), Melo (2009), Monlevade (1995, 2009, 2019), Nascimento (2006), Oliveira (2017), Penteado (2019), Prado, Oliveira and Chagas (2009), Salustiano et al (2009), Santos (2004, 2019), Souza (2017), Vieira (2009), Werle, Andrade and Scheneider (2009). It was also used the state and federal legislations that have repercussions on the TAE position in the state of MT. Another source of data was the empirical research, carried out with TAE's of the public network of the state of Mato Grosso, in order to investigate the vision of this professional about their training, performance and appreciation of the career. This study allowed us to better understand the scope of public policies already implemented, but also the challenges that still need to be overcome in order to fully achieve the expectations of appreciation and training of TAE's.