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A partir dos anos de 1990, Estados e municípios passaram a elaborar\udou adequar os planos de carreira, cargos e salários dos profissionais do\udmagistério em face das novas legislações: Constituição Federal de 1988,\udEmenda Constitucional nº 14 de 1996, Lei de Diretrizes e Bases da\udEducação Nacional de 1996 e, mais recentemente, Resolução do CNE/CEB\udnº 2/2009, Parecer CNE/CEB nº 9/2009 e Lei nº 11.738/2008 (Lei do Piso).\udConsiderando essa nova legislação, neste texto são analisadas as formas\udde ingresso, a composição da jornada de trabalho, a progressão na carreira\ude a composição da remuneração, com base na Lei nº 14.660/2007, que\udtrata do plano de carreira dos profissionais do ensino da rede municipal de\udSão Paulo. Verificou-se que em torno de 90% dos professores são efetivos;\udque há várias jornadas de trabalho, das quais numa delas 1/3 das horas\udé destinado a atividades extraclasse e o professor pode trabalhar até 70\udhoras semanais. A progressão funcional está baseada em títulos e tempo\udde serviço, embora a avaliação de desempenho esteja prevista na Lei.\udApesar de o piso salarial ser superior ao piso nacional, por ser a cidade\udmais rica e com um dos maiores custos de vida do País, não se trata de uma\udremuneração que se destaca como exemplo de valorização do magistério.Since the 1990’s, Brazilian states and municipalities started to formulate\udor adjust teachers’ career plans and salaries according to a new set of\udlaws: the Federal Constitution of 1988, the Constitutional Amendment\udno. 14 of 1996, the Lei de Diretrizes e Bases da Educação (LDB - Law\udof Directives and Bases for Education, 1996) and, more recently, the\udResolution no. 2/2009 of the Conselho Nacional de Educação (CNE -\udNational Education Council) and the Law no. 11.738/2008. Considering\udthe new legislation, this paper analyzes the different ways of teachers’\udadmission, the composition of their working journey, their career\udprogression and the constitution of their remuneration, based on the\udmunicipal Law no. 14.660/2007, which approaches the career plan of the\udteaching professionals of the public educational system of São Paulo’s\udmunicipality. It was found that around 90% of teachers are stable civil\udservants; also, that there are many different types of working journeys.\udOne particular type of journey includes one third of the working hours\uddestined to extracurricular activities; also, teachers can work up to 70\udhours per week. Despite the inclusion of the performance evaluation in\udthe career plan, career progression relies on academic titles and on the\udlength of service. Although the teachers’ minimum wage in São Paulo\udis higher than the national minimum wage, it is important to highlight\udthat São Paulo is the richest city in the country, with the highest cost of\udliving; therefore, it is not possible to assert that this salary stands out as\udan example of enhancement for the teaching profession

Condições do trabalho docente: uma análise da carreira na rede municipal de ensino de São Paulo