TEACHER DEVALUATION AND OVERLOAD: A CRITICAL ANALYSIS OF PEDAGOGICAL EXPERTISE IN THE CAPITAL AND METROPOLITAN REGION OF CEARÁ

Abstract

This article sought to critically analyze the working conditions of teachers in the capital and metropolitan region of Ceará, focusing on the overload and devaluation of the profession, and how these factors directly impact the pedagogical practice and health of teachers. Thus, the research, of a qualitative and quantitative nature, used closed questionnaires via Google Forms and interviews conducted via WhatsApp to collect quantitative and qualitative data on the perception of teachers. In this sense, the results indicated that 95% of teachers consider their working conditions to be poor, highlighting low pay, lack of materials, and overload of tasks. Thus, the salary discrepancy between municipalities and the irrelevance of the training offered were also identified as critical issues. Furthermore, the analysis pointed to the lack of efficient public policies, moral harassment by managers, and the shortage of trained professionals as aggravating factors. In response, the implementation of policies such as the State Fund for Salary Equalization (FEES) and continuing education platforms were proposed. Therefore, the conclusions highlight the urgency of effective actions to value the teaching profession and improve working conditions, thus ensuring quality education in the state of Ceará.