Entre a janela e o espelhopolíticas docentes brasileiras em perspectiva comparada com a América Latina

Resumo

Teacher policies have increasingly occupied a central place in debates on improving the quality of education, given the direct relationship between teachers’ pedagogical practices and student learning, their fiscal relevance, and the political challenges associated with their formulation and implementation. In Brazil, despite significant advances over recent decades, questions remain regarding the stage of development of these policies from a comparative perspective, as well as the factors that help explain their achievements and limitations. In this context, this dissertation aims to analyze which aspects of Brazilian teacher policies are more advanced or more lagging in comparison with the Latin American context and to understand the factors that contribute to explaining these differences. To address this question, the study develops an analytical framework for teacher policies based on a synthesis of international references and the specialized literature. This framework is applied through two complementary analytical perspectives: an external comparison, which situates Brazil in relation to the cases of Chile, Mexico, and Peru, and an internal comparison, which examines the trajectory of Brazilian teacher policies over time and the diversity of arrangements across education systems, resulting from the decentralization of teacher careers within the Brazilian federal system. Methodologically, the study combines a literature review, documentary analysis, and interviews with experts and actors involved in the teacher reforms analyzed. The findings indicate that, in the Brazilian case, there have been significant advances in the conditions for teacher professionalization, particularly with regard to salary increases, improvements in working conditions, and higher levels of teacher education, driven by national regulations and the expansion of education financing. These advances have raised the overall status of the profession but coexist with persistent challenges, such as weaknesses in initial and in-service teacher education and career structures that provide limited incentives for teachers’ professional development. By adopting a comparative approach, this dissertation contributes to the academic debate on teacher policies in Brazil and Latin America and offers analytical insights to inform the improvement of policies aimed at strengthening the teaching profession.

Ficha do documento

Tipo

Dissertação

Ano

2026

Instituição

Fundação Getulio Vargas

Fonte

Repositório da FGV

Idioma

Português

Acesso

Acesso aberto

Identificador

oai:repositorio.fgv.br:10438/38554

Temas

Políticas PúblicasFinanças PúblicasAdministração PúblicaEducação

Palavras-chave

Educação básicaPolíticas públicas educacionaisPolíticas docentes no BrasilReformas na carreira docente na América LatinaBasic educationEducational public policiesTeacher policies in BrazilTeacher career reforms in Latin AmericaAdministração públicaEducação e EstadoProfessores - Estatuto legal, leis, etc.Professores - Formação