University teaching: many selective processes and few public competitions

University teaching: many selective processes and few public competitions

Experiencing the expansion of Universities and interiorization of the campus we have a large number of selective processes for teachers! Joy, just not #snq, the vacancies are for substitute teacher. It is a contradiction that the political pedagogical plans of new courses are approved without permanent supervision of the number of effective teachers compatible with the proposal!

In a simple survey by the recent calls from public institutions, we observed the large number of vacancies for a fixed-term contract. Dear reader, this is a maneuver, because effectively, in public management, this type of employment bond is backed up in exceptional cases (commissioned positions, removal of servers by premium or medical license) and not for essential services. I understand that selective processes are emergency solutions, however, it is necessary that public tenders for the permanent teaching staff exist in parallel to the selective processes.

Substitute teacher, just like any hired employee is a false impression of employment bond, from the perspective of being the only opportunity to those without opportunity. If there are only vacancies for temporary hiring, what to do?

Another issue very close to our reality is that for us postgraduates to have a temporary teacher contract can be a great opportunity to put together a graninha to take the belly of misery and improve the teaching skills. This is why we have a large number of post-graduate students with temporary contracts.

Seeking to further integrate postgraduate and graduation in 2007 was launched the Reuni that among its activities existed the promotion of scholarship to postgraduate students who develop activities along graduation courses in strategic areas. However, save deceit, there is no prospect to new scholarships and Reuni edicts.

The temporary contract is a work contract, however, Capes and the CNPQ have specific clauses that allow the fellow to be a substitute teacher as long as there is the consent of the advisor and graduate collegiate. Decisions regarding the possibility of “accumulation” of “benefits” are not uniform among the advisors and fellowships commissions of the collegiate of each graduate.

If you are approved in the selection of teacher prepare yourself for your possible choice: the scholarship or the substitute teacher contract. This decision, dear reader, should be personal, but dialogued with your advisor, even in the face of so many peculiarities (types / styles of programs and adviser), remember that your postgraduate degree may outlast your contract.

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