Training of basic education staff in the brazilian federal context

Abstract

This article focuses on basic education employees, a historically invisible category, especially due to the dissociation of their functions from the teaching-learning process. The research aims to analyze the process of constructing the professional identity of these employees based on their training, demonstrating how Brazilian federalism impacts this dimension. To this end, a qualitative approach of the bibliographic and documentary type was used to identify, through existing research, the different realities to which these employees are subjected regarding training, as well as to analyze how the National Education Plan and the recent National Education System address these workers. The lack of collaboration and cooperation between federated entities has fragmented training and professional development policies for basic education employees, contributing to the precariousness of this category's work through temporary and outsourced contracts. Given this reality, it is necessary to bring the situation of basic education employees to the debate, exposing the challenges that still need to be faced to value these workers through guaranteed training, decent remuneration, and better working and health conditions. The expectation is that with the institutionalization of the National Education System, progress will be made towards a quality public education that values ​​all education professionals.