PROFILE OF PUBLIC SCHOOL TEACHERS IN SÃO PAULO: A DISCUSSION OF THE PROFESSION BASED ON OPEN DATA

Abstract

This study aimed to map and analyze the profile of public school teachers in São Paulo, using public microdata, identifying elements that influence the attractiveness and social recognition of the teaching career. The investigation adopted a quantitative, descriptive approach, based on the collection and analysis of data from the Open Data portals of Education and the Human Resources Management Coordination, both from the São Paulo State Education Secretary. Dimensions related to workload, number of schools and disciplines per teacher, age and gender profile, educational level, functional bond, and opt-in rates to the New Teaching Career (NCD) were analyzed. The results revealed that the teaching staff is predominantly female and over 40 years old. It was observed that, although most teachers are linked to only one school, half assume three or more disciplines, which expands the work overload. Additionally, the number of temporary teachers is equivalent to that of permanent teachers, a phenomenon that negatively impacts the profession's attractiveness and affects younger teachers primarily. Low opt-in rates to the NCD was also identified, indicating dissatisfaction with the proposed career, and reduced percentages of teachers with graduate-level education, below the goal established by the National Education Plan. The identified challenges highlight the need for more consistent public policies for teacher appreciation, capable of structurally addressing the problems of entry, permanence, and recognition of teachers in the São Paulo state network.