Novas regras de aposentadoria e seus efeitos na motivação e no desempenho dos docentes: um estudo em escolas estaduais mineiras

Abstract

The general objective of this study was to analyze the relationship between knowledge of the new retirement rules (Constitutional Amendment No. 104/2020 and Supplementary Law No. 156/2020) and the following elements: work motivation and the job performance of tenured teachers in state schools within the jurisdiction of the Coronel Fabriciano Regional Education Superintendence (SRE). To this end, the study aimed to: (1) describe the changes in specific retirement rules for tenured teachers in the Minas Gerais state education system; (2) understand the level of knowledge regarding this legislation among teachers in schools within the jurisdiction of the Coronel Fabriciano SRE; (3) identify the level of motivation among state school teachers within the jurisdiction of the Coronel Fabriciano SRE; and (4) analyze changes in the performance of school units within the jurisdiction of the Coronel Fabriciano SRE, based on teacher performance assessment results from 2015 to 2024. This research employed a mixedmethods approach (qualitative and quantitative) and was exploratory and descriptive in nature. Data collection involved the use of regulatory documents, a semi-structured questionnaire, and reports provided by DIAD - the Directorate of Assessment and Performance (regarding performance assessment scores for tenured teachers in the Coronel Fabriciano SRE from 2015 to 2024). The research sample comprised 123 tenured teachers from state schools within the Coronel Fabriciano SRE. The structured questionnaire data were subjected to descriptive analysis, correlation analysis, and linear regression. The data provided by DIAD were analyzed using correlation analysis and linear regression, while responses to the questionnaire's openended question were examined through Bardin’s (2015) thematic content analysis. Document analysis revealed that Constitutional Amendment No. 104/2020 and Supplementary Law No. 156/2020 altered retirement requirements for state teachers (e.g., minimum age, transition rules, and permanent rules). It was found that participants demonstrated greater knowledge regarding the general aspects of the new pension rules but less understanding of more specific regulatory details (such as transition rule criteria, the "pedágio" requirement, impacts on parity and fullsalary retirement, or distinctions between permanent and transitional rules). Regarding motivation and perceived performance, results showed that pension changes influenced teachers' career expectations, fostering perceptions of pension insecurity, frustration, and professional devaluation, although commitment to teaching and professional performance remained intact. Analysis of performance evaluation scores provided by DIAD showed no significant changes linked to the pension reforms, suggesting that results remained stable during the period analyzed. As a practical contribution, the research led to the creation of informational booklets for teachers and administrators in the state education system, offering guidance on pension rules and recommendations for initiatives aimed at professional appreciation and healthy career retention.