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Esta dissertação tem como objetivo analisar o processo de formação da agenda na política remuneratória e de reajustes salariais da Educação do Município de São Paulo surgida em 2006. Tal política, caracterizada por reajustes dos pisos remuneratórios da categoria, seguidos de incorporações nos padrões de vencimentos parceladas nos anos subsequentes, surge no governo Serra-Kassab (2005-2008) e continua durante os governos Kassab (2009-2012) e Haddad (2013-2016), proporcionando ganhos salariais reais à categoria durante o período. Procuramos compreender as formas pelas quais o tema da valorização dos profissionais de educação ascende à agenda governamental em 2006. Para tanto, buscamos entender como os fluxos de problemas, soluções e político convergem, possibilitando a abertura de uma janela de oportunidade para que a política fosse considerada e implementada, de acordo com o Modelo de Múltiplos Fluxos, de John Kingdon. Utilizamos, ainda, o Modelo de Equilíbrio Pontuado, de Frank Baumgartner e Bryan Jones, para entendermos como a imagem do problema da valorização dos profissionais de educação se relacionou com seu contexto institucional. A partir da análise da legislação municipal, de jornais sindicais e de entrevistas com os principais atores do processo, alcançamos os seguintes resultados: os fluxos de problemas, soluções e político convergiram no governo Serra-Kassab, por meio da atuação dos empreendedores de políticas públicas e dos diversos atores que participaram do processo, possibilitando a ascensão da valorização dos profissionais de educação à agenda governamental, demandando, dessa forma, atenção especial por parte dos formuladores de políticas públicas da Administração Municipal, que, juntamente com os sindicatos, chegaram, após um longo processo de negociação, a um formato acerca da política de remuneração e de reajustes salariais / This dissertation aims to analyze the process of agenda-setting in the remuneration and salary readjustments policy of the Education of the Municipality of São Paulo which emerged in 2006. This policy, characterized by adjustments of the minimum wage of the category followed by divided incorporations in the base salaries in subsequent years, was introduced by the Serra-Kassab government (2005-2008) and kept by the Kassab (2009-2012) and Haddad (2013-2016) governments, providing real wage gains to the category during this period. We seek to understand the ways in which the theme of valuing education professionals ascended in the governmental agenda in 2006. In order to do so, we need to understand how the streams of problems, policies and politics converged, allowing the opening of a window for this policy to be considered and implemented, according to John Kingdon\'s Multiple Streams Model. Frank Baumgartner and Bryan Jones Punctuated Equilibrium Model was also used in order to understand how the image of the problem of valuing education professionals was related to the institutional context. From the analysis of municipal legislation, trade union newspapers, and interviews with the main actors of the process, the following results were reached: the streams of problems, policies, and politics converged in the Serra-Kassab government through the action of public-policy entrepreneurs and of various actors who took part in the process, enabling the rise of the valorization of education professionals in the governmental agenda, thus demanding special attention from public policy makers of the Municipal Administration, who, paired with trade unions, came up with, after a long negotiation process, a plan for the remuneration policy and salary readjustments

Esta dissertação tem como objetivo analisar o processo de formação da agenda na política remuneratória e de reajustes salariais da Educação do Município de São Paulo surgida em 2006. Tal política, caracterizada por reajustes dos pisos remuneratórios da categoria, seguidos de incorporações nos padrões de vencimentos parceladas nos anos subsequentes, surge no governo Serra-Kassab (2005-2008) e continua durante os governos Kassab (2009-2012) e Haddad (2013-2016), proporcionando ganhos salariais reais à categoria durante o período. Procuramos compreender as formas pelas quais o tema da valorização dos profissionais de educação ascende à agenda governamental em 2006. Para tanto, buscamos entender como os fluxos de problemas, soluções e político convergem, possibilitando a abertura de uma janela de oportunidade para que a política fosse considerada e implementada, de acordo com o Modelo de Múltiplos Fluxos, de John Kingdon. Utilizamos, ainda, o Modelo de Equilíbrio Pontuado, de Frank Baumgartner e Bryan Jones, para entendermos como a imagem do problema da valorização dos profissionais de educação se relacionou com seu contexto institucional. A partir da análise da legislação municipal, de jornais sindicais e de entrevistas com os principais atores do processo, alcançamos os seguintes resultados: os fluxos de problemas, soluções e político convergiram no governo Serra-Kassab, por meio da atuação dos empreendedores de políticas públicas e dos diversos atores que participaram do processo, possibilitando a ascensão da valorização dos profissionais de educação à agenda governamental, demandando, dessa forma, atenção especial por parte dos formuladores de políticas públicas da Administração Municipal, que, juntamente com os sindicatos, chegaram, após um longo processo de negociação, a um formato acerca da política de remuneração e de reajustes salariais / This dissertation aims to analyze the process of agenda-setting in the remuneration and salary readjustments policy of the Education of the Municipality of São Paulo which emerged in 2006. This policy, characterized by adjustments of the minimum wage of the category followed by divided incorporations in the base salaries in subsequent years, was introduced by the Serra-Kassab government (2005-2008) and kept by the Kassab (2009-2012) and Haddad (2013-2016) governments, providing real wage gains to the category during this period. We seek to understand the ways in which the theme of valuing education professionals ascended in the governmental agenda in 2006. In order to do so, we need to understand how the streams of problems, policies and politics converged, allowing the opening of a window for this policy to be considered and implemented, according to John Kingdon\'s Multiple Streams Model. Frank Baumgartner and Bryan Jones Punctuated Equilibrium Model was also used in order to understand how the image of the problem of valuing education professionals was related to the institutional context. From the analysis of municipal legislation, trade union newspapers, and interviews with the main actors of the process, the following results were reached: the streams of problems, policies, and politics converged in the Serra-Kassab government through the action of public-policy entrepreneurs and of various actors who took part in the process, enabling the rise of the valorization of education professionals in the governmental agenda, thus demanding special attention from public policy makers of the Municipal Administration, who, paired with trade unions, came up with, after a long negotiation process, a plan for the remuneration policy and salary readjustments

The implementation of standardized testing has changed education in the United States resulting in a content ripple effect from the higher grades down to preschool-aged children. To match that ripple effect early childhood education can be evaluated and reformed accordingly by exploring many factors that make up the early childhood education system. This manuscript addressed one factor, early childhood teacher preparation, through a synthesis of literature related to the potential benefits of earning a Bachelor of Science degree in Early Childhood Development and Education, or a BS. The theories of early brain development were explored first and then studies of the social components affecting an Early Childhood Educator's, or ECE's, choice in teacher preparation were reviewed. The review then defined and compared the Child Development Associate or CDA, the Associate of Arts degree, or AA, and the BS. Professional recommendations and standards according to the National Association for Young Children, or NAEYC were included to understand how valuable the BS is to these trend setters of the field. The review then explored how the BS is currently being used nationally in a state-funded program known as VPK, utilizing the National Institute for Early Education Research, or NIEER. This data provided a snapshot of the national demand for the BS in the early childhood field. The pay disparities were then correlated with levels of education and compared with primary and upper grade compensation. The final value explored was research of how the BS directly affected results of the quality in the early childhood classroom and teacher-child interactions. These studies used two quality rating scales, the ECERS and CLASS, which were defined and compared. The findings of the synthesized literature review provided understanding of a young field that is growing and implies where further research and change could happen to match the effects of an evolving education system in the United States of America.

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