ADVANCE IN THE SALARY FLOOR FOR EDUCATION SERVANTS IN THE FEDERAL CHAMBER – SAEDF

On April 24, the Education Committee of the Chamber of Deputies took an important step by approving Bill 2531/21. This project seeks to establish a salary floor for professionals who perform administrative, technical and operational functions in public basic education schools.

The original proposal aimed to establish a floor for the technical and administrative staff. With a significant amendment, it was expanded to include all professionals, allowing them to receive a base salary of 75% of the national teacher minimum for working hours of up to 40 hours per week.

“The approval of this project by the Education Commission is an important step forward for all of us who are part of the PPGE career. It is a recognition that our work is fundamental and must be valued fairly. With this change, we are not just fighting to reach a minimum wage; We are seeking parity and equality with other careers in education. We want to ensure that the effort and dedication of our colleagues are recognized equally. This is just the beginning of a path that we still need to travel, but each step like this brings us closer to a scenario where salary justice is not just an ideal, but a reality for all professionals involved in the training of our students”, reinforces Denivaldo Alves, General Secretary of SAE-DF.

Challenges in PPGE Specialties

Within the Public Policy and Educational Management (PPGE) career, which includes 32 specialties, many face marked salary differences, some with salaries below those proposed by the Education Commission. This imbalance is one of the factors that contribute to a high debt rate, affecting approximately 70% of professionals, both active and retired.

Perspectives and Commitments

Although the adjustment in the salary floor does not resolve all issues, it marks an initial recognition of the importance of these professionals in the educational training of students.

SAE-DF plays an important role in mobilizing and dialoguing with legislators, ensuring that the demands of education workers are considered. With the project moving to the Labor, Administration and Public Service Commission, the Union remains active in monitoring the process, reflecting its commitment to defending and promoting the continuous improvement of working conditions.

This legislative effort illustrates the impact that organized advocacy can have, not only on labor legislation, but on the lives of workers, marking a period of celebration and renewal of SAE-DF’s commitment to justice and equity in the educational sector.

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