As Ciências Espaciais, o saber e o fazer docente no ensino fundamental

This study aims to include topics related to Space Science in elementary education from an experiment that aims to rescue the science teachers in public schools of São Tomé, RN, a taste for experimentation and exploration of advanced technologies. During this research with teachers found that they knew enough about the subject, but this knowledge was restricted to the events disclosed by the media. Regarding scientific knowledge, that same surface, they had many conceptual difficulties which hindered the approach of these topics in their classes. To overcome this difficulty, a workshop was held where teachers had the opportunity to discuss the historical aspect of Space Science, some physical concepts related to it, and the conduct of experiments with PET bottle rockets that recover from the curiosity typical of how the science. The results were outlined in the form of Planning Didactic built by teachers and using themes related to space science, from there, discussing content already provided in the composition of the schools curriculum. Therefore, this work allowed the teachers a minimum training required for them to not only reproduce, but readjusted and build, from this, their own paths in the classroom at the fundamental level

Dificuldades de aprendizagem sobre conceitos de genética no ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Saberes de astronomia no 1º e 2º ano do ensino fundamental numa perspectiva de letramento e inclusão

This work suggests a discussion about methodologies and didactic-pedagogical activities for the teaching of Astronomy in first and second cycles of the primary school, in a perspective of literacy and inclusion. The presented proposals have been developed in a group of the Public School Alceu Amoroso Lima, North of Natal city, with children since six years old, amongst which two considered as being with special needs . This research aims to demonstrate that it is possible to develop with those children the contents of Astronomy, while they participate of the process of literacy and inclusion. From this, we are searching a theoretical-practical contribution so that the Parâmetros Curriculares Nacionais (Brazilian Nacional Curricular Guideness) include the referred contents in first cycle of primary school. For the accomplishment of this research, Experiential Astronomy was initially proposed. Later on, many workshops had been carried through (clay, ripping , crepon paper, plasticine, cardboard and gastro-lunar ). All the proposed activities were based on the conjunction of contents, which characterized the interdisciplinarity. Through the approach we adopted and the practices we proposed, we could evidence that not only children considered as being normal , but also that ones who carries special needs could appropriate themselves of our writing code, develop and incorporate a daily relationship close to the stuffs of the sky, learn many information about all of this, besides constructing attitudinal, procedural and conceptual contents

Referenciação anáforica: um estudo de produções textuais no ensino fundamental

Esta pesquisa trata da referenciação ocorrida pelas anáforas diretas e indire-tas em produções textuais de alunos do Ensino Fundamental. Como elemento pri-mordial de nossas investigações, ancoramo-nos na referenciação e estudos da aná-fora no âmbito da Lingüística Textual como fazem Mondada e Dubois (2003); KOCH (2003) e Marcuschi (2005). De acordo com estudos já realizados e envolvidos com a temática, defendemos a noção de referenciação como sendo um processo de cons-trução de sentidos que se realiza no discurso, isto é, em atividades interativas entre os sujeitos exigindo, portanto, uma ação colaborativa entre os interlocutores. Nesse aspecto, a interação precisa existir, visto que os referentes de um termo anafórico nem sempre se encontram na superfície textual; muitas vezes, são construídos a partir de uma representação ou modelo mental disponível na memória discursiva. Nessa perspectiva, procuramos analisar o processo de referenciação construído a partir de anáforas diretas e indiretas identificando as estratégias utilizadas em textos produzidos em situações de sala de aula. Dizemos que a anáfora direta, de modo geral, é definida pela relação de correferencialidade estabelecida entre o anafórico e seu antecedente, enquanto a anáfora indireta é vista como uma estratégia referenci-al de associação, sem referente explícito, tendo que se esforçar para estabelecer a continuidade referencial no texto e para isso utiliza-se da ativação (referenciação mental) de elementos novos e não de uma reativação de referentes já conhecidos, o que constitui um processo de referenciação implícita. Para alcançarmos nosso obje-tivo, utilizamos como subsídio teórico, o processo de informação na memória cogni-tiva, a referência e estudos da anáfora no âmbito da Lingüística Textual. O corpus deste trabalho constitui-se de sessenta textos escritos por alunos de 7ª série (atual 8º ano), dentre os quais analisamos o processo de referenciação ocasionado pelas anáforas diretas e indiretas em doze desses textos. Considerando os dados analisa-dos, dentre os tipos de anáforas estudados, constatamos que houve preponderância no uso das anáforas diretas, destacando-se entre elas a anáfora direta correferencial co-significativa, com maior manifestação no uso das retomadas diretas por pronomi-nalização

Mecanismos de coesão referencial na produção escrita de alunos concluintes do ensino fundamental

This work aims to identify, describe and analyze the main mechanisms of reference present in the texts produced by students that are finishing their fundamental school. With this in mind, we observe 46 Portuguese classes. The class was in its 9th Fundamental level, in a public school of the Cruzeta, RN. In this period, we collected our corpus that is composed by the papers that students produced. This research has an ethnographic approach and it has as theoretical support some studies about some mechanisms of reference, specifically, the lexical repetition and anaphor. In general, we are based on the studies about cohesive mechanisms from authors as Adam (2008); Beaugrande and Dressler (1981, 1997); Koch (1999, 2004, 2005, 2008), Marcuschi (1983, 1992, 2005, 2006); Bessa Neto (1991) and Neves (2006). In the corpus, we could identify some lexical repetitions (literal, with estrutural variation), as well as, anaphors, mainly pronominal ones. Then, we can notice that most students have showed difficulties in the use of those mechanisms of reference as a strategy of textual progression

Mecanismos de coesão referencial na produção escrita de alunos concluintes do ensino fundamental

This work aims to identify, describe and analyze the main mechanisms of reference present in the texts produced by students that are finishing their fundamental school. With this in mind, we observe 46 Portuguese classes. The class was in its 9th Fundamental level, in a public school of the Cruzeta, RN. In this period, we collected our corpus that is composed by the papers that students produced. This research has an ethnographic approach and it has as theoretical support some studies about some mechanisms of reference, specifically, the lexical repetition and anaphor. In general, we are based on the studies about cohesive mechanisms from authors as Adam (2008); Beaugrande and Dressler (1981, 1997); Koch (1999, 2004, 2005, 2008), Marcuschi (1983, 1992, 2005, 2006); Bessa Neto (1991) and Neves (2006). In the corpus, we could identify some lexical repetitions (literal, with estrutural variation), as well as, anaphors, mainly pronominal ones. Then, we can notice that most students have showed difficulties in the use of those mechanisms of reference as a strategy of textual progression

Autoria e escrita: uma reflexão acerca do autorar em memórias de leituras de alunos de 9º ano do ensino fundamental

This paper presents results concerning studies conducted during the master's research in the area of Applied Linguistics of the Graduate Program in Language Studies - PPgEL, linked to the Federal University of Rio Grande do Norte. We approached this study the question of authorship, which has gained ground increasingly important in academic research, because the act of authoring, in view of the amount of circulating discourses socially, becomes increasingly questionable. We understand authorship as related to a positioning of the subject than to take responsibility, in the Bakhtinian sense, by its text, it makes their views, ideologies, beliefs and values, from ownership and restructuring of the speech of others. This research is methodologically inserted in a qualitative, interpretive in nature and has a corpus analysis of the ten productions written memoir genre of readings produced by students in 9th grade in elementary school. Research aimed to analyze the students' written productions held in the school environment, to identify these texts marks or evidence of authorship and investigate how the restructuring of ownership and voices of others in the process of authoring. We adopt a concept of language from bakhitinianas concepts and understand the text in a vision Geraldiana. The analyzes in this study showed that in most texts there is the strong presence of voices of others, either implicitly and/or explicit. That is, students, to build their sayings, if embraced the voices of others in various formats, in particular styles, namely, by what Bakhtin names as linear style and pictorial style. Some proved his statement highlighting their positions through direct quotes from authors of books, family, teachers, showing us that their voices are filled with voices of others with whom they approve, deny, analyze, think and reflect. We therefore conclude that students were constituted as subjects of their texts, authors, since they leave marked the voices of others so presentified and restructured voices of others who do not actually sounded like voices of others, but as present voices from a discursive restructuring producer

Conectores sequenciadores e e aí em contos e narrativas de experiência pessoal escritos por alunos de ensino fundamental: uma abordagem sociofuncionalista

In this dissertation, based on two theoretical frameworks, American functionalism and variationist sociolinguistics, I take as subject the sequence connectors E and AÍ, which has the grammatical function of indicating retroactive-propeller sequenciation of information. I analyze the variable use of these connectors in texts written by students from two public schools in the city of Natal, RN, attending at the time of data collection (the year 2012), two distinct levels of basic education: the sixth and the ninth year. The students who contributed to this research wrote, as part of their activities in the classroom, texts of two narrative genres: narrative of personal experience (non-fictional) and short story (fictional). In addition, these students and their Portuguese teachers answered a test of linguistic attitude in which they gave their opinions regarding the appropriateness of the use of connectors E and AÍ in contexts of speech and writing marked by distinct degrees of formality. The results obtained by means of quantitative analysis showed different tendencies of linguistic, social and stylistic distribution of connectors E and AÍ in the narrative texts written by the students. I related these results to the action of two principles: the principle of persistence, linked to the process of change by grammaticalization, and the principle of stylistic markedness. Besides, I took into account the answers provided by students and teachers to the test of linguistic attitude for refine the interpretation of the results

As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes

The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental School students from state public schools at RN that have successful results, according to IDEB 2009. Moreover, we seek to explicit, through the positions of teachers, the conceptions of reading underlying their reading activities, as well as elucidate the social voices related to teaching of reading that are present in the National Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects of the educational institutions investigated. In order to accomplish this goal, we carried out observations in the classroom, applied questionnaires with teachers and students in the 9th grade of Fundamental School, in classes of Portuguese Language, and also performed dialogical meetings with the management and pedagogics schools teams. The theoretical foundation that guides the research comes from bakhtinian thinking (2009, 2010), which addresses the dialogical perspective of language and active responsive comprehension. Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to the resizing of the teaching and learning process of Portuguese Language. This study belongs to the field of Applied Linguistics, which investigates language as social practice in the context of learning mother language or in contexts where relevant questions about the use of language are evidenced. The parameters of qualitative research in a social-historic perspective are adopted seeking to understand the school context by the subjects involved in research. The research corpus is composed of: (i) information constructed through the use of questionnaires with teachers and students; (ii) information constructed from the observed lesson and dialogue with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism built through documentary analysis of the National Curriculum Guide for 9 years Fundamental School (CONSELHO NACIONAL DE EDUCAÇÃO, 2010) and the Political- Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and students suggest reading practices from various texts, in particular, from the literary sphere, in activities involving discussions, reading and reading comprehension exercises, interviews, songs, seminars organizations, concerts, dramatizations, literary weeks, among other practices. Furthermore, these analyses reveal that teach Portuguese Language requires commitment, responsibility and satisfaction, as well as more grounded theoretical principles, which make teaching practice more efficient. The research also reveals that the success of the teaching-learning process occurs by virtue of the involvement of school s segments in the educational process, creating therefore a network of responsibilities. In this sense, this research may contribute to the production of knowledge that can guide and enrich the teaching and learning of reading, envisioning a pedagogical practice constructed from the relationship with the other, i.e., from the dialogism which provides formation of young people that exercise their citizenship

O pátio escolar do ensino fundamental como ambiente de brincar segundo as crianças usuárias

The intention of the present study was to analyze the adequacy of the playground of elementary schools, according to the point of view of the child student, direct user of this type of environment, what estimated its critical in respect to these spaces and aimed at to contribute for its improvement. Many studies have analyzed the quality of the physical environment available for activities of leisure in specific places for children, focusing in the influence of the physical space in the interpersonal relationships and the comfort and satisfaction generated by the physical characteristics of these spaces. Concern with scholar environment, specially the interest on playgrounds, has been subject of recent studies; however, little attention has been given to the opinion of the user-child in relation to this school environment. In this inquiry of the playground of two state schools of 1ª to 4ª series of elementary school in the city of Piracicaba, SP, was used: assystematics observations, photographic register of the studied environments, interviews with child-users and behavioral mapping. The main subjects resulting from the analysis of the interviews content were: adaptation, density and interpersonal relationships, and infantile confinement. The results revealed the unsatisfactory conditions of the courtyards, in respect to person-environment relationship. The children demonstrated to be critical, creative and responsible when answering questions related to the quality of the school courtyard. This finding confirms previous studies and leads to the conclusion that the child, as the direct user, should be included as an excellent source of consultation in the planning of the constructed environment

Saberes docentes na organização do ensinio-aprendizagem: uma construção reflexiva com professoras do ensino fundamental

The present study has the objective to analyze with teachers from Elementary School the knowledge mobilized in the organization of the teaching-learning process, and its implications in the exploitation of that process. The investigation was developed with two teachers from the first years of the Elementary School, from a public school in Pau dos Ferros-RN. It adopts as basis the notion of knowledge as a set of individual and social relations that the individuals maintain with the world and with themselves, in the teaching and learning relation. (CHARLOT, 2000). It considers yet that the knowledges are immediate processes, reconstructed and mobilized by the practice of reflection, in dialogical and interactional contexts in contact with others. (BAKHTIN, 2002, 2003; VYGOTSKY, 1991, 2004, 2005). The collaborative approach was the theoretical and methodological background that oriented the investigative-educative process. By choosing a collaborative research as basis of the investigative pathway, it starts from the knowledge that the critical and collaborative reflection developed with the teachers from the first years of the Elementary School contribute to explicitate and resignify the meanings assigned to the knowledges that these teachers mobilize in the organization of the teaching-learning and its implications in this process. The results of the reflexive and investigative process developed with the teachers demonstrate that the familiar, scholastic, academic, professional, and the work knowledges lived, constitute the consciousness of being a teacher, and that these knowledges implicate in the dynamics of the process of teaching-learning, but not always the teachers take consciousness about these knowledges. The critical and collaborative reflection, mediated by the actions of describing, announcing, facing and reconstructing allowed to the participants of the research to realize the knowledges of themselves and of the other, the difficulties and possibilities in the organization of the teaching-learning process

Concepções sobre os livros didáticos de geografia: narrativas autobiográficas de professores do ensino fundamental

O livro didático é um complexo objeto cultural, haja vista ser ao mesmo tempo elemento de intermediação nos processos de ensino e aprendizagem, produto comercializado que contém o conhecimento para a formação do aluno e objeto de compra, pelo Governo Federal, para ser distribuído para escolas em todo o Brasil. Configura-se, assim, como um produto cultural composto, híbrido, que se encontra no “cruzamento da cultura, da pedagogia, da produção editorial e da sociedade”. (STRAY,1993, p.77-78). Outrossim, o livro didático, tradicionalmente, é “um dos lugares formais do conhecimento escolar, pelo menos daquele saber julgado necessário à formação da sociedade e dos seus indivíduos” (MEDEIROS, 2006, p.34) e a materialização do seu uso pelo professor encontra-se interconectada pelas representações e conceitos construídos nas múltiplas transições na história de vida docente, tendo em vista que a práxis humana constrói-se numa perspectiva retroativa (do presente para o passado), numa hermenêutica social dos atos individuais. É nesse contexto que se situou a pesquisa, entendida como uma possibilidade de contribuição significativa ao debate da educação geográfica, ao propor a compreensão das concepções construídas nas múltiplas transições na narrativa de vida do docente com o livro didático de Geografia. A pesquisa se definiu como um estudo qualitativo, ancorado nas entrevistas narrativas, o qual abrangeu um levantamento de dados sobre as Histórias de vida de professores/professoras dos anos iniciais do Ensino Fundamental de uma escola da rede pública, no intuito de recorrermos às suas memórias escolares, acadêmica (formação inicial) e profissional para situarmos no espaço-tempo as suas concepções sobre o livro didático de Geografia. O livro didático de Geografia foi a área de interesse escolhida, sendo problematizada a partir do seguinte questionamento: quais as concepções atribuídas pelos professores do Ensino Fundamental aos livros didáticos de Geografia? As ideias dos professores expressas nas entrevistas narrativas da nossa pesquisa confirmam a conjuntura de indefinição e superficialidade teóricometodológica sobre o livro didático de Geografia, cujas concepções ficaram restritas aos seus aspectos descritivos, evidenciando a ausência de atribuições de significados pertinentes a uma reelaboração teórica do narrar produzido, como também, de questionamentos dos princípios organizadores das concepções sistematizadas. Desse modo, as ideias apontadas pelos professores em foco, restringiram-se à enumeração dos aspectos característicos do fenômeno em questão – o livro didático de Geografia – na sua superficialidade, isto é, não expressaram elementos que possibilitassem ver as concepções numa perspectiva macro, destacando-se mais as explicações das partes e das percepções isoladas, do que níveis mais abrangentes de generalidade do referido objeto de estudo. Enfatizamos, por fim, a necessária continuidade da pesquisa, e consequentemente, desse processo permanente de reflexão sobre as concepções do livro didático de Geografia, sendo mister explicitar, portanto, a razão histórica que as norteiam para que se possa buscar uma prática docente mais crítica e propositiva.

Influência do horário de trabalho, do gênero e de um programa de educação sobre o sono no ciclo sono/vigília de professores do ensino fundamental e médio

The teaching profession is often associated with extensive workload inside and outside the classroom, poor teaching conditions, among other challenges that can cause sleep problems. These problems may be even greater in women, due to the professional and domestic work hours and to the major sleep necessity. Considering that sleeping problems may result from the practice of poor sleep habits, sleep education programs are conducted with the aim to reduce sleep deprivation, irregularity on sleep schedules, daytime sleepiness and improve sleep quality. In this sense, the objective of this study is to evaluate the influence of working hours, gender and a sleep education program on sleeping habits, quality of sleep, daytime sleepiness and the level of stress in teachers of elementary and secondary education. For that, teachers filled the questionnaires that assessed: 1. Sleeping habits (Sleep & Health), 2. Chronotype (Horne & Ostberg), 3. Daytime sleepiness (Epworth Sleepiness Scale), 4. Sleep Quality (Pittsburgh Sleep Quality Index), 5. Level of stress (The Inventory of Stress for Adults of Lipp) and 6. Daily pattern of sleep/wake cycle (Sleep Diary). The questionnaires 1, 4, 5 and 6 were repeated 3 weeks after the sleep education program. Teachers who begin work in the morning (7:11 ± 0:11 h) wake up earlier in the week and often have poor sleep quality compared to those who start in the afternoon (13:04 ± 00:12 h). Among those who begin work in the morning, the intermediate types and those with an evening tendency were more irregular in the wake up time than morning types and increased sleep duration on weekend. In relation to gender, women had longer sleep duration than men, although the majority presented excessive daytime sleepiness and poor sleep quality. However, when work schedule and age are similar between genders, the difference in sleep duration becomes a tendency and the difference in the percentage of excessive daytime sleepiness disappears, but the poor sleep quality persists in women. With respect to teachers who have gone through the sleep education program, there was an increase in knowledge about the subject, which may have contributed to the reduction in the frequency of coffee consumption close to bedtime and to the sleep quality improved in 18 % of participants. In the control group, there were random differences in knowledge in 3rd stage, and sleep quality improved in only 9% of teachers. The participation in the sleep education program was not enough to change the hours of sleep and decrease stress of teachers. Therefore, the start time school in the morning was preponderant in determining the wake up time of teachers, especially for intermediates types and those with an evening tendency. Furthermore, the poor quality of sleep was more common in women, and the sleep education program contributed to increase knowledge on the subject and to improve sleep quality.

Saberes sobre a literatura: um estudo com professores de 1º ao 5º ano do Ensino Fundamental

El estudio investiga los saberes literários del profesores del Enseño Fundamental de las series iniciales sobre la literatura. Cuando se piensa en la influencia del profesor como aquel que tiene papel decisivo en la enseñanza de la lectura y reconocimiento de la función y formación del mediador profesional, buscamos compreender que conocimiento tiene sobre la literatura. Optamos por los profesores que trabajan en los años iniciales del Enseño Fundamental basadas en el entendimiento de la educación básica, es de suma importância en la formación del lector literário. El estudio se caracteriza por ser un enfoque cualitativo. Adoptamos como procedimientos metodológicos, la entrevista semiestructurada, elaborada com preguntas abiertas que se centran en eventos de lectura de las practicas em família, en la escuela, en la educación superiory en el ejercicio de enseãnza grabadas en audio, además de elevar um diário de campo. La investigación lleva a cabo en cuatro escuelas de la ciudad de Natal – Rn, con dicinueve profesores que trabajan con alumnos de 1º a 5º año del Enseñanza Fundamental. El corpus de la entrevista constituye el análisis de los profesores y es analizado tomando como referencia los princípios de análisis de contenido, especificado por Laurence Bardin (1997). Se tomó como referencial sobre la lectura, la literatura y práctica pedagógica los estudios teóricos de Amarilha (1991, 1992, 1994, 1997, 2003, 2006, 2007, 2009, 2010, 2013); Cosson (2011); Lajolo (2006); Larrossa (1996, 2003); Morin (2010); Yunes (2003, 2010). Sobre la teoría literaria, Candido (2002, 2012); Zilberman (1993); Culler (1999). Acerca de la estética recepción, Eco (1994); Iser (1996); Jauss (2002). Sobre los saberes docentes, Nóvoa (1992, 1997, 2002); Perrenoud (1999, 2002), Tardif (1991, 2000, 2002, 2005). Sobre los saberes literários, Paulino (2004, 2007), dentre outros. El análisis señala que los profesores dominan vários conocimientos sobre la literatura que son transportados a la formación a través del diálogo con otras lecturas, con otros espacios interactivos, en convivência con otros lectores. Cabe destacar el saber que la literatura es humanizar el fator, por lo tanto, la necesidad de escolarizá que a través de las prácticas literárias que involucran estudiantes, professores y comunidad escola. El studio también revela que en la escuela recital literário es necesario para la enseñanza de valores, para enseñar a leer, para inculcar el amor por la lectura. En este contexto, destacamos la importancia de la mediación del profesor como formador de lectores que domina los conocimientos necesarios para satisfacer las necesidades de los estudiantes, desarrollando los letctores conocimientos para fomentar el gusto por el texto literário

O vencimento e a remuneração do magistério público municipal de Natal/RN: repercussões da implementação do Fundeb (2007-2010)

Le travail suivant discute le salaire touché par les professeurs et leur rémunération, face à l’implémentation du Fond de Mantenance du Développement de l’Éducation de Base et Valorisation des Professionnels de l’Enseignement (Fundeb), au Système d’Éducation Public de la Municipalité de la ville de Natal, entre les années de 2007 a 2010. L’objectif est l’analyse des repercussions du Funeb pour la rémuneration des enseignants dans le contexte de la politique de financement de l’Éducation de Base e ses propositions de valorisation des enseignants – revennu et rémunération. L’étude s’est utilisé la recherche bibliographique et documentale, les informations relatives à : Éducatif (inscriptions), rémunération (bulletin de salaire et bulletin de paie), budgétaires (recette et dépense) au ressource – microinformations du recensement scolaire (INEP/MEC), SIOPE/FNDE et lo PCCR de la municipalité (LC nº058/2004), et comme donné comparatif on utilise la rémunération et la valeur du salaire minimum national – actualisé par le INPC. À partir de là, les études montrent que dès la Constitution Fédeérale de 1988, il y a eu des changements dans la structure du financement de l’Éducation par la politique de Fonds, iniciée par le Fundef et continuée par le Fundeb, avec des reflets pour la valorisation des enseignants, spécialement, sur la rémunération. Par rapport au revennu, l’étude montre un réajustement à chaque année qui observe, en 2007, un pourcentage de 23,74%, c’est-à´dire, la plus grande de la série historique. Par l’analyse des donnés de revennus on peut observer que les enseignants, au début de leur carrière, présente des réajustement sur leur revennu et rémunération plus petit que celui du Salaire Minimum National, et pourtant les enseignants de niveau supérieur (N1), spécialisation et maîtrise (N2) ont présenté le même pourcentage de croissance de la rémunération pendant cet étude, qui correspond à 14,7%. Le pourcentage pour le professeur docteur a été noté en 33,9%. Par rapport aux enseignants de plus de temps de service, entre 10 et 15 ans, les pourcentages de réajustement ont été différents, car ils montrent des proportions croissantes selon le niveau de formation et le temps de carrière comme enseignant. Malgré le Fundeb présente des progressions, il ne s’est pas encore configuré comme une politique d’amélioration de salaire pour les enseignants. On remarque que pendant l’analyse, il y a une diminuition de proportion entre la valeur de rémunération e la quantité de salaires minimum composant le total, ce qui configure un procès qui exige de plus grands investissements aux salaires des enseignants.