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Partindo do conceito de "reconhecimento social" e da questão da formação de "senso de injustiça", analisam-se políticas recentes relativas à carreira docente, por meio de documentos e ações emergentes em nível federal, estadual e municipal. A discussão de fundo é a valorização dos professores na realidade social e educacional do Brasil. Discutem-se planos de carreira e sua relação com a vida profissional dos docentes em estados e municípios e com a qualidade da educação. Conclui-se, por essas análises, que a questão do reconhecimento social desse profissional ainda sofre com os problemas evidenciados, o que explica o crescente senso de injustiça que percorre a categoria. Verifica-se, no entanto, que há um movimento nas diferentes esferas da gestão pública da educação no sentido de se preocupar com os planos de carreira do magistério, embora esse movimento ainda não tenha abrangência total e não tenha mostrado ainda impactos efetivos. This article, based on the concept of "social recognition" and the issue of the creation of a "sense of injustice", analyses recent policies for the teaching career, through documents and measures taken at the Federal, State and Municipal levels. The underlying discussion has to do with enhancing the value of teachers in the current social and educational situation in Brazil. Career plans and their relation to teachers' professional lives in states and municipalities are discussed, as well as these plans' relation to quality in education. The analyses lead to the conclusion that the issue of the social recognition of these professionals is still affected by the raised problems, which explains the increasing sense of injustice pervading the profession. However, the study founded that there is a movement in various spheres of public educational management, which is concerned with the career plan for the teaching profession, although the movement is not yet wide-ranging and has not shown so far any real impact

Reconhecimento social e as políticas de carreira docente na educação básica