THE DEVALUATION OF THE PEDAGOGUE IN EARLY CHILDHOOD EDUCATION: IMPACTS OF PUBLIC POLICIES AND WORKING CONDITIONS

Abstract

This is a qualitative study, characterized as a bibliographic review, based on the analysis of books, scientific articles, dissertations, theses, and official documents related to teacher education, the pedagogue’s career, and Brazilian educational policies. The selected materials were examined through exploratory, analytical, and interpretative reading, allowing the identification of categories such as remuneration, social recognition, professional training, and working conditions. The results show that the devaluation of the pedagogue in Early Childhood Education is a historically constructed phenomenon, associated with the fragility of teacher education, the expansion of professional responsibilities without corresponding material and symbolic recognition, the precarization of working conditions, and the insufficiency of public policies for professional valorization. It is concluded that, although there are legal and normative advances, these are not fully implemented in everyday school practice, making it necessary to implement effective public policies that ensure quality education, fair wages, structured career plans, and adequate working conditions, recognizing the central role of the pedagogue in children’s integral development.