THE NATIONAL EDUCATION SYSTEM AND THE REALITY OF MUNICIPAL PUBLIC EDUCATION SYSTEMS IN THE STATE OF RIO DE JANEIRO: AN ANALYSIS OF THE ASYMMETRIES IN TEACHING WORK AND THE SYSTEMIC IMPOSSIBILITY".

Abstract

The institutionalization of the National Education System (SNE) reveals intentionalities regarding teaching work in Brazil, even in times of inadequacy of the National Education Plan (PNE) in relation to the appreciation of education professionals. Ideally, it combines mechanisms for improving their material conditions and, in a materially effective way, the correlation of the teaching-learning relationship as measured by external evaluations. Beyond the materialization of mechanisms for holding Brazilian teachers accountable and regulating them, forged by managerial theories as a consequence of the neoliberal offensive on education, there is a high degree of asymmetry in the material conditions of teachers in relation to the diversification of many factors in the different education systems. In this sense, we take as the problem of this research the relationship between the intentionality of the SNE and the contradictions of concrete reality regarding teaching work, taking the municipal public education networks of the state of Rio de Janeiro as the research universe, aiming to analyze the paradoxes between the conception of the system and the conditions of teaching work in the systems described above. This is a basic, explanatory research study based on the collection and analysis of bibliographic and documentary sources from various institutions. As a result, we can indicate a significant imbalance between the municipal public education systems in the state of Rio de Janeiro, exemplified by the non-compliance with the national minimum wage in several cases. Therefore, it is concluded that there is a significant gap between the systemic logic and the objective arrangement of the municipal public education systems, which incurs a process of intensifying teacher precariousness.