(Almost) anthropophagic reflections on unequal teachers’ remuneration in Brazil and the United States of (North) America
DOI:
https://doi.org/10.5212/PraxEduc.v.17.20876.088Abstract
The article analyzes teachers’ remuneration in Brazil and the United States of (North) America from a non-evaluative comparative dialogue and in line with post-colonial perspectives. The idea of (almost) anthropophagy is justified in the perception that an international dialogue is possible from a Global South research agenda. We use public sources on remuneration from the Relação de Informações Sociais (RAIS) – Brazil, and data from the Schools and Staffing Survey (SASS) – United States, for 2020. Our conclusions indicate that debates in Brazil that consider the American experience in education policies overestimate the positive effects of merit/bonus policies and disregard other elements that mark the debate in the United States in terms of inequalities in the teaching profession, such as additional jobs besides teaching, increased working hours, and variation of remuneration in different states/municipalities/districts.
Keywords: Education policies. Education financing. Teachers’ remuneration.
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