Planos de carreira e remuneração docente nas redes públicas municipais de educação da região metropolitana de Goiânia no período 2009 a 2024.

Abstract

The act of contrasting allows for a thorough investigation and the unraveling of the following problem: What are the unique features, contradictions, and nuances of the career plans, base salaries, and total remuneration of teachers in municipal public education systems, based on a sample of six municipalities in the Goiânia Metropolitan Area? Accordingly, the general objective is defined as a detailed analysis of teacher career plans and remuneration within the municipal public education systems of the Goiânia Metropolitan Area. Specific objectives include understanding the relationship between teaching work and its monetary valuation by analyzing the structure of rights and benefits found in career plans, as well as grasping the academic debate regarding teacher career plans and remuneration in municipal public education systems nationwide; this supports the aim of comparing how legislation on career plans and teacher remuneration is implemented in practice across the sampled municipalities. Thus, the study analyzes the structure of financial benefits and career rights by contrasting teacher remuneration among the sampled municipalities, aiming to reveal the nuances and contradictions that arise from the base salary through to the composition of total teacher remuneration. This investigation is grounded in the epistemological and ontological framework of historical-dialectical materialism. The study employs a qualitative-quantitative approach, utilizing bibliographic research and document analysis-including a systematic review-as methodological tools; data collection was conducted via Google Scholar (GS) using the keywords: a) career plan; b) teacher remuneration; and c) municipality. The analysis was structured around 56 selected articles, organized into five thematic tables. The findings highlight a contested field regarding the defense of the teaching career and the valuation of teachers, spanning from entry via public competitive examination to the assurance of career progression, leaves of absence, and financial benefits. Among the conditions for progress are factors of a political (laws), economic (funding), and social (decent valuation of the teaching profession) nature. Instances where public funds allocated to education are diverted from their intended purpose reveal systemic issues rooted in deterioration and precarious working conditions; this necessitates improvements in oversight, public disclosure, and transparency mechanisms, as well as in the sanctions applied for the misuse of public money. Such misuse directly impacts the financial valuation of teachers-affecting everything from compliance with the minimum wage floor to the monetary benefits and rights outlined in teaching career plans, which are often poorly implemented or realized. The emergence of research on career plans, teacher well-being, and retirement represents a monumental undertaking requiring intelectual rigor. Ultimately, however, a well-structured, feasible, and effectively implemented teaching career plan has a direct or indirect impact on the quality of public education provided and, by extension, on the fundamental right to education and learning.