Configurações, limites e perspectivas do Ensino Médio no Brasil: qualidade e valorização dos professores.

This paper aims to problematize issues related to the quality of High School in Brazil and teachers’ valuing, expressed through the articulation of qualification, salary, career and working conditions. Statistical data is mainly used to discuss aspects related to access, permanence and learning/teaching conditions in this phase of Basic Education. Empirical data reveal impoverishment of High School and teachers’ work, and can contribute with the discussion about the definition of public policies aiming to universalize High School with social quality in Brazil. Such comprehension is based on the institution of a National Education System and the proper funding of Basic Education