The Teacher Valuation in the Context of the National Education Plan and Law No. 13,415/17

an Integrative Review

Authors

DOI:

https://doi.org/10.5335/rep.v32.16189

Keywords:

Educational Policy., Teacher Valuation., Working Conditions., Teacher Training.

Abstract

The present article presents the results of an integrative review study that sought to understand the advancements and challenges in valuing teachers within the context of the National Education Plan (2014-2024) and Law No. 13.415/2017, which introduced the High School Reform. The objective is to map and analyze the scientific production from 2013 to 2023, published in journals available in the SciELO Educ@ database and the Capes Journal Portal. The research pointed out the secondary importance given to the PNE and the prominence given to the implementation of the High School Reform. It also revealed that the mentioned law contributes to the precariousness of teaching work by weakening initial and continuing education, not ensuring adequate working conditions, and promoting the intensification of teaching work through intense and extensive working hours.

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Author Biographies

  • Gilvan Luiz Machado Costa, Universidade do Sul de Santa Catarina

    Graduated in Mathematics-Teaching Degree from the University of Southern Santa Catarina (1986). Master's in Mathematics Education from São Paulo State University Júlio de Mesquita Filho (1999). PhD in Education from the State University of Campinas (2004). Completed Post-Doctoral research at the Federal University of Minas Gerais (2009-2010). He was the Coordinator of the Graduate Program in Education at the University of Southern Santa Catarina-Unisul from 2016 to 2022. He teaches in this Program and also in the undergraduate courses at the same University. Currently, in addition to supervising master's theses, he is supervising 03 doctoral dissertations. Leader of the Research Group on High School Teaching and Research (GREPEM). Coordinator of the Research Project 'Valuing High School Teachers in Southern Brazil: Configurations in State Education Networks' (Financial Aid - CNPq). He has experience in the field of Education, with an emphasis on Educational Policy, focusing primarily on the following topics: Teaching work and valuing education professionals. High school education in Brazil.

  • Naira Larroyd Francisco, Universidade do Sul de Santa Catarina

    Master's in Education from the University of Southern Santa Catarina - PPGE/UNISUL (2024). Bachelor's in Mathematics - Teaching Degree from the University of Southern Santa Catarina (2011). Postgraduate in Applied Financial Mathematics for Business from the University of Southern Santa Catarina (2013). Currently, she is a teacher in Elementary and High School - Department of Education of the State of Santa Catarina. PhD candidate in Education at the University of Southern Santa Catarina - PPGE/UNISUL (2024-). She participates in GRUPEM - Research and Study Group on High School Education.

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Published

2025-04-05

Issue

Vol. 32 (2025): PUBLICAÇÃO CONTÍNUA

Section

Artigos de fluxo contínuo

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Os direitos autorais são mantidos pelos autores, os quais concedem à revista o direito de primeira publicação. 

How to Cite

The Teacher Valuation in the Context of the National Education Plan and Law No. 13,415/17: an Integrative Review. Revista Espaço Pedagógico, [S. l.], v. 32, p. e16189, 2025. DOI: 10.5335/rep.v32.16189. Disponível em: https://ojs.upf.br/index.php/rep/article/view/16189. Acesso em: 30 nov. 2025.