POLÍTICA DE VALORIZAÇÃO DOCENTE NAS REDES MUNICIPAIS DE EDUCAÇÃO DE CAMETÁ E CASTANHAL: AVANÇOS QUE INTERCRUZAM OS CRITÉRIOS DE PROGRESSÃO POR INTERSTÍCIOS E TITULAÇÃO E AVALIAÇÃO DE DESEMPENHO

The teacher appreciation policy in the municipal education networks of Cametá and Castanhal: “Advances that intersect the criteria of progression through interstices and titling and performance evaluation”, meets the requirement of TCC Course Completion Work, in pedagogy by the University Federal District of Pará. The objective of the research was to analyze the Teaching Position, Career and Remuneration Plans (PCCR’s) of the aforementioned municipalities, in particular the advances that intertwine the teaching valorization policy for functional progression by title, by interstices and by performance evaluation. Methodologically, the production is based on a qualitative approach, using the technique of documentary analysis and statements from the OBEDUC research report also applied to the category of teachers in education networks and the class entity that represents public education teachers in Pará – SINTEPP/PA. The research results showed that in terms of teaching appreciation, the category’s struggle had significant representation in the current Statutes and Career Plans – PCCRs. The salary evolution, the working day that includes active hours and career progression by title and length of service is due to the organization of the category that promoted the demand for the creation of the PSPN Law with repercussions for the municipalities of Cametá and Castanhal , whose dimensions intersect sometimes in frequency and sometimes in continuing teacher training actions. Performance evaluation is foreseen in the PCCRs of Castanhal and Cametá, however in the latter during the management of former mayor José Waldoli F.Valente this evaluation would be partially in force, due to lack of technical team. The progression through interstices presents class scales that differ between municipalities in terms of time interval and percentages, as well as the percentages of progression by degree, in particular, for master’s and doctorate degrees. It is necessary to rethink the valorization policy, especially in the performance evaluation process, to play a role in improving pedagogical actions and not just through productivist logic.