Interview of candidates granted to representatives of MS3 teachers

Thu, 02/25/2021 - 13:49

A group of professors with representatives on the MS3 bench at the University Council (Consu) addressed questions to the three candidates for succession for the position of rector of Unicamp. O Journal of Unicamp reproduces the interview below, in full, as a contribution to the discussions surrounding the succession process.

To applications à Unicamp rectory: reflections on o future of teaching career

We, teachers da University State de Campinas, em particular incoming a leave de 2004 enjoying o time da succession to a rectory, We invite a community a reflect about a progressive deterioration da career and em our University, bem , the our internal dynamics of participation e decision.

O scenario economic recent requested measures de balance budget na University, front a policies de different entities administrative. While their elements closest obvious our have hit de crafts relatively homogeneous (e.g. loss de power de purchase do salary base), many from them impacted de crafts disproportionate os teachers nose Phases initials da career [empty Appendix]. Such measures include still changes em rules previously agreed, , the o calculation do benefit salary da welfare of the teachers admitted across 2004 e 2012) restrictions à spare de teachers e employees e a investments em infrastructure, that result em overload de day e feathers the terms de teaching, research e extension.

While o picture de discouragement come being vocalized de crafts each time closest open, é forced admit that very little has sido done to o confrontation effective do problem. More yet, a crafts , the many the measures above cited were welcomed and / or determined na Unicamp corroborates o carater structural de more vulnerability de our career a any measures future de austerity fiscal. O /// closest recent é a application da Law 173 de 2020 that reached as Phases closest initials da career ao limitar its first progressions. A stance da University next /// contrasts on a emphasis dedicated a guidelines priority de others segments No. past recent, , the by example o fair lawsuit em defense of the rights salary previous à reducing do Ceiling state. Em that I weighed a acuity da crisis sanitary e Valuation current, our seems absolutely legitimate a expectation de that a administration da Unicamp I found ways legal e political to minimize os effects negative aspects of this Law on a teaching career at Unicamp.

No however, know that os challenges are bem closest wide, e consist em rethink structurally , the make compatible as terms da career and on as responsibilities e a contribution Valuation e social the universities public to Are Paulo e to o Brazil. A deterioration da career not é result da pandemic Present, nem specifically de an ou other She, more da sum de attacks External à university, on an crop Law intern that by its characteristics, Who se showing unable to avoid decisions that Sometimes they prove to be contrary to the university’s own interests. We highlight here his carater little pervious à intelligence collective da community, e as limitations de our structure representative hierarchical, that many times overshadows dissonances, e em particularly places teachers at the beginning of their careers far from decision-making spaces.

Against that scenario, we manifest here our understanding de that as next administrations da Unicamp need advance to beyond do Mere speech de prestige to teachers closest young people, em direction a measures effective to o rescue de its careers e yours inclusion na structure de decision that by force demographic inexorable, already soon them will fit manage.

Like this being, We invite todas as applications a manifest act e specifically about of the points listed below, that approach so much a vision about a importance of these problems,

as potential actions to his confrontation. Ao final do document we detail o map dissemination of this request e of the responses received.

Thanks in advance a attention a this request,

Prof. Dr. Adriana Nunes Ferreira - IE (MS-3 representative at CONSU)

Prof. Dr. Erich V of Paula - FCM (MS-3 representative at CONSU)

Prof. Dr. Henrique Nogueira de Sá earp - IMECC

Prof. Dr. Lázaro Aurélio Padilha Junior - IFGW (MS-3 representative at CONSU)

Prof. Dr. Luís Fernando Mercier Franco - QEF (MS-3 representative at CONSU)

Prof. Dr. Sávio Machado Cavalcante - IFCH (MS-3 representative at CONSU)

APPENDIX

Changes in the pension regime.

Source: State government

Extinction of salary parity for active employees for contract employees a leave of 2004.
Limitation of retirement to the INSS ceiling for contracted a from 2013.
Change in retirement benefit calculation to 60% of average salary (*with an increase of 2% per year after contribution grace period) to contracted between 2004 e 2012, for state pension reform enacted in 2020.
End of proportional incorporation from bonuses to the calculation of pensions a leave from November of 2019.

Local administrative changes.

Source: Unicamp

Unlinking from progression automatic for MS-5 level of the title of Professor.

Rules arising from the pandemic - Law 173 of 27/05/2020.

Source: Federal Government, with effects on state civil servants

Freezing of career progression until 31/12/2021.
Interruption from counting time to calculation purposes for obtaining benefits such as five years e sixth part.

RESPONSES RECEIVED

SERGIO ROOMS E ELIANA AMARAL

Questions about the challenges of a teaching career in Unicamp

1 - Which a priority that you attribute à premise de that all os teachers that reach os requirements institutional to progression, em any levels, we dev effectively achieve it?

Guarantee that all os teachers that reach os requirements institutional e regimental can to progress em its careers é um right fundamental e his greeting will priority em our management. We understand that a discontinuity e o not greeting that precept places em risk o future of our University.

É fact that a change generational from which a Unicamp Who passing (today search de half of the teachers has less de 10 years de home) God is em parallel on changes structural (such , the rules pensions e do functionalism public) e cyclical (crisis consultant prolonged e, No. last anus, sharp from pandemic e from Law Complementary 173) that affected a career e created asymmetries between o teaching staff.

No primeiro time de our management we will take measures concrete to reestablish o flow de resources e os processes to progressions needed to reset o damming Hoje existing at Unicamp at horizontal levels e vertical.

Still but, we will give visibility about , the o process will conducted ao long of the four years de management. Let's work on budgets multi-year our what resources to hires e to progressions can to be planned e executed under two beacons main: as demands the Units, defined second their planning e a financial sustainability of the University.

2 - How evaluate o current distancing across o the body teacher, em particular os closest young e the decision-making processes at Unicamp?

A Unicamp has been experiencing an important generational change that has become more accentuated in recent years em function of the movements relatively Concentrates de tickets e de outs de teachers (something similar has also been occurring with technical-administrative employees).

A great majority of the teachers that joined there less de 10 years é de an new generation, that already brings experiences rich em its careers, many by having experienced environments de day stimulants, in e outside the country.

It change generational é very welcome e essential to o present e o future da University. With he a Unicamp renewed their Tables bringing new talents e Skills e new visions about , the continue a develop that great university. Furthermore, one must to consider that very brief, that generation also will take over positions administrative documents da Unicamp (already Who doing that our levels de Departments e same direction of Units).

É so obvious a importance da participation that segment No. proper planning e nose decisions about which paths a Unicamp should continue in the future. Thus, understand that os teachers closest young have that estar sitting à table together on teachers on more time e experience na Unicamp, em for the sake de an University each better and better e attractive a everyone.

Let's ensure that this and se feel represented from our management, e that across na DINING class or in his laboratory confident of the institution he represents. We will work to ensure a participation balanced the demands, perspectives e expectations of the several segments e generations de PROFESSIONALS da University our main planning processes e decision.

3 - Against do scenario current, that ways you see to ensure a attractiveness da career and na Unicamp, so much to os that already In her se find as to o recruitment of new staff to guarantee a Unicamp’s excellence?

A first thing a se do é, , the ditto above, solve o damming that Who occurring on os that already are na Unicamp e Who suffering losses. We will talk of this closest abaixo nose specific issues.

Ditto that, as following guidelines are na basis de our The proposal to a appreciation da teaching career:

1. 1. Count on an career that indicated clearly os stages that may to be achieved, under what conditions e with which progression flows.
  2. Which os values de remuneration ao long da career are suitable e attractive at each of its levels e compared to similar careers in the country.
  3. Which beyond da career, mechanisms de progression e values da remuneration attractive, o and count on support em terms de resources humans, infrastructure e administrative support.
  4. Furthermore, é Hoje essential that a University work, institutionally, to support a search de resources financial complementary that allow investments crescents nose packing list de teaching, research e extension.1: OK here register that a Unicamp enjoys de autonomy academic e Law e consultant e é in this context that a search de resources complementary can e must to be considered.

About as two first guidelines, we will start day de review da career, on participation de representatives de all os segments, looking to a reality da Unicamp Hoje e that that we want our next twenty years. É important also let's look to other universities No. country e No. world to attempting inspiration that be proper à our reality.

A Unicamp account on an career MS that has levels vertical e horizontal e rules de interstice. Em principle, all that comply o interstice can request progression. There an restriction regimental da Unicamp em relationship ao percentage maximum de professors holders em each Each (35%). Forums that, as restrictions about numerous de progressions possible a every moment e in each Unit are of a budgetary nature e financial.

Os critérios de progression are defined nose Units e approved nose chambers higher then da Unicamp. There great heterogeneity our critérios across as e in the areas do knowledge e that fact requires that as Units se position, front to restrictions budget, about a distribution de resources to progression. Any alteração de career should take a heterogeneity into account.

No however, a political da Unicamp can e must stimulate that requirements de high Quality are always present na valuation of the critérios de progression, em todas as fronts: teaching, research e extension (here understood em his sense wide, including packing list cultural, courses de extension, entrepreneurship, installment de services, actions community).

Let's to plan, to implement e defend a attractiveness da career looking to os scenarios national e international not only to perform settings, more to to implement um model facing o The Future. We need also our prepare to eventual modifications No. Marco regulatory (as an possible reform Law state) that come a to affect still closest as careers from Unicamp. That preparation, by means of scenario analysis, will be done at the beginning of our management.

As ao recruitment, é accurate more proactivity na disclosure the vacancies available na Unicamp to contests, national e internationally, using the best as networks social e contacts em institutions relevant No. field do knowledge de each competition specific. One of the action specific that we will implement to a attraction de new talents will perform management together to agencies de promotion to get support à coming de Young Researchers on future hiring perspective.

also é necessary to implement measures de support to core activities exercised by the and e to reduce as assignments de nature administrative (two last guidelines above). From the point From a practical point of view, this includes:

1. 1. - Creation de um office de support ao and (to style of the Faculty Affairs offices), that it would have under yours responsibility questions de disclosure de opportunities, support a initiatives innovative na University, accompaniment e mentoring de careers, proper planning de packing list de formation continued to as functions academics, besides others supports that are identified as necessary.
    - Creation do office de capture de resources e management de projects (Unicamp Grant Office). This is de model de support very common em universities do world, and em identification de sources, capture de resources e support à management de projects able de answer to specificities the different areas de knowledge e units academics, encompassing especially packing list de search, more also initiatives aimed at teaching e à extension.
    - Em um scope closest general, our map de management includes an review of the processes administrative form a reduce a bureaucratic burden, simplifying, for example, o work on preparing teaching activity reports (RAD).

We will work to get os means needed (academics, administrative, financial e legal) so that these changes can be implemented.

Relative questions a proposals to face these challenges

1 - Commit a update primarily a career of the free professors that still se find No. level MS3, front a other demands de teachers e employees de strata salary higher then a this level, on views a reset o deficit of progressions evidenced by the recent decoupling, until o end of term?

Yes, reset o damming of the teachers that carried out competition de Free teaching (LD) e follow , the MS3 é an priority. Being possible - , the submitted No. item abaixo about a Law Complementary 173 - that movement already will begining em 2021. A recent separation da LD da progression Automatic to MS5 showed up equivocada e will magazine. There Hoje closest de an hundred de professors on o title de LD that remain , the MS3. It should be still register that search de 80% of the teachers MS3 (.1 e .2) already comply o interstice demanded to pass to MS5, revealing a situation that tends a worsen in the near future.

2 - They undertake that a distribution of resources for promotion consider in a way isonomic All o stratum MS3 (he wants already have accomplished o competition de Free teaching, whether or not).

As an saw, search de 50% of the teachers da Unicamp are Hoje MS3, being 2/3 MS3.1 e 1/3 MS3.2. Do total de MS3.1, closest de two thirds (near de 430 teachers) already fulfilled o interstice necessary to to progress to MS3.2. As progressions be carried out by having em view as demands the Units e a premise da sustainability process consultant da University. More an time, understand that é accurate institute o proper planning multi-year (the Units e da University) to give account da situation PULL place a University em risk financial more ensuring a reasonable planning horizon for teachers.

3 - See ways to reduce os effects negative da Law 173 de 2020 em particular about teachers in the early stages of their careers?

Yes. A Unicamp (e desirably o CRUESP) must attempting jurisprudence that allow reduce os impacts da LC 173 de 2020. There doubts about a application this Marco regulatory a an organization on autonomy Law (as é a Unicamp). isso our authorizes a follow doing research yours application e different type de restriction: count de time, progressions e hiring. Evidently that must to be wanted in de crafts that not place a University (and its teachers e employees) under legal risk.

4 - Which measures ou mechanisms intend to adopt to enlarge o engajamento da community teacher, em particular os closest young people, na formulation e execution the policies of your management?

Our Plano de Management is being written collectively, on significant participation de teachers MS3. Among os Groups Thematic our SCHEDULE has um specific to a career development, in which young teachers actively participate.

Being half do the body teacher, that group should to assume key positions em our management, contributing on a definition e posterior Implementation de policies institutions. A representation should se give on participation active our agencies central, , the as pro-rectories e boards executives, commissions e groups de work, so , the accurate to be stimulated em local level in the units.

Em our management, a CVD will um role in de proper planning that will include studies about a career and na Unicamp e yours attractiveness, compared on institutions national e countries. Young teachers (up until 10 years de home) will participate active e proportionally that effort da elaboration de proposals. This group represents o segment that progressively will take over closest positions de management da University our next years. Therefore, should ter part important in groups a think - e prepare - o future of the University.

MARIO SAAD and ZEZZI ARRUDA

Questions about the challenges of a teaching career in Unicamp

1 - Which a priority that you attribute à premise de that all os teachers that reach os requirements institutional to progression, em any levels, we dev effectively reach it?

Between as several priorities that o time imposes, that é a numerous 1. Same considering o time de restriction legal e budgetary current, a analysis Valuation e Legal show ways viable e payments to that these progressions can to be resumes still em 2021 se not there is new disasters economic. We would like de promote that that subject not é new na story da students Brazilian Na discussion da reform university, em 1968 an commission parity formed by students e teachers presented ao council university da USP um the project simple e feasible, our what it was a Following verdict: "At career teacher, o access a all os steps will depend exclusively do merit of the teachers”. They topic was Useful na time to abolish o power imperial do professor, e Hoje should to be used , the clause

stone na progression na career teacher. Nesse sense, we score a need de creating de mechanisms institutional e barriers regimental that prevent a interference Law da high administration da students em areas strategic ao operation da institution, above all, motivated by contexts de Ordem political ou de crisis consultant that tend a to be transients.

2 - How evaluate o current distancing across o the body teacher, em particular os closest young people, e the decision-making processes at Unicamp?

With lots of concern. As changes progressives e scientific that occurred na young University Brazilian, No. last century, always told on a participation active de young teachers. Just two examples to to illustrate: young teachers da USP, No. final of the years 50 e begining of the years 60 they organized themselves numa association de professors assistants, e played role in central na election do Dean Ulhoa Cintra, that had o commitment, fulfilled on praise, de lead together ao government do state, a implantation da Fapesp. Also, No. final of the years 70 e begining of the years 80 young teachers da Unicamp had key role na democratization e institutionalization da University, acting through da Adunicamp. Perhaps, No. past, a participation No. movement student have contributed to create that consciousness review our young teachers of that period. However, also we believe that part do feeling de distancing ( de lack de belonging), across os teachers closest young people, can to be explained from absence de policies de reconhecimento institutional that value initiatives very successful e headed by those teachers. Here highlight o Protagonism of these teachers, em 2020 em several fronts, No. confrontation da COVID-19, arranging structures interdisciplinary e assistance de crafts creative, contributing to insert a Unicamp across as institutions de reference No. combat à pandemic. O involvement of the teachers closest young No. confrontation ao new coronavirus reflect o engagement potential of this category, which needs to be recognized e valued.

3 - Front do scenario current, that ways you see to ensure a attractiveness da career and na Unicamp, so much to os that already In her se find, as to o recruitment of new staff to guarantee à Unicamp’s excellence?

Em primeiro place, we would like de to agree that a career teacher, nose universities state paulistas, e os wages a he linked, are little attractions, on o aggravating de that benefits incorporated by teachers admitted above were abolished, returning not Só o access, more also o unroll da career little attractive. Our management company o commitment de induce that discussion No. CRUESP, to that changes salary are immediately implemented, a leave de schedule clear e objective, by having , the parameter a evolution da economy, on part perspective de actualization de changes No. take place of the next 4 a 6 years. Also, we intend stimulate as packing list de extension, reducing bureaucracy e creating offices de extension to assistant o teacher, allowed that that activity be likely to, PULL subterfuge, to be an source part de complementation wage safe e perennial to os new teachers. To that, beyond da debureaucratization, our we compromise also on a review do RDIDP, keeping Principles e standards, more eliminating excesses normative, that get in the way a installment de services à society. We intend, also, create new attractions to a career and na Unicamp, tais which: a opening de lines de financing Faepex specific to os young teachers, a offer de um trousseau de search, a creating de spaces Physical suitable, dentre others. Finally, to as teachers women, we intend create standards specific to o support unrestricted, not only No. period de gestation e license maternity, , the also na creating of the children, similar to that there em countries developed that recognize e try correct distortions e difficulties nose academic careers e women's scientists.

Relative questions a proposals to face these challenges

1 - Commit a to update, priority, a career of the professors that still se find No. level MS3, front à other demands de teachers e employees de strata salary higher then a this level, on views a reset o deficit of progressions evidenced by the recent decoupling, until o end of term?

Commitment assumed. But, CAN ir in addition: se there is Safety Legal e not there is disaster economic, we will start that process still em 2021 intending reset o deficit annually, for that there is still no damage to the progressions.

2 - They undertake that a distribution of resources for promotion consider in a way isonomic All o stratum MS3, whether already have accomplished o competition de free teaching, don't you want it?

Commitment made.

3 - See ways to reduce os effects negative da Law 173 de 2020 em particular about teachers in the early stages of their careers?

We are sorry o current conservatism e rigidity da Unicamp No. that se regards à interpretation da Law 173/2020. A lei predict exceptions that need to be observed e used, Dada a nature de yours own exceptionality, ou it is, nem todas as hires are equivalents. We reinforce, there exceptions that need to be observed e that have sido ignored with losses significant ao Fill de positions em vacancy on spare guaranteed. Still, aiming reduce os effects negative not only da Law 173 / 2020, more also da GR73/2020, we have , the proposal, a Flexibilization Law to a driving de processes selective No. take place de 2021, so that new teachers can begin their activities as soon as they begin o year 2022.

O young teacher, always worried on a career e on o future na university, accurate understand that na students Brazilian nothing has generation spontaneous. É necessary boom level de organization e de participation, to that changes progressives e scientific keep going a to occur. We will encourage a participation of the young teachers, on o commitment here assumed, that em todas as pro-rectorates, we will have, No. minimum, advisors originating that segment. Thus, Participating directly da administration, they will have best channels to se organize e se find out da evolution e development da university. Stay here also a suggestion to that os young teachers participate closest actively the packing list da Adunicamp, na defense do interests de all a category teacher, following o example e a inspiration of the teachers retirees. E yet, na reorganization da career and together ao CRUESP, we want o engajamento of the young teachers, that will have participation priority na composition da commission that will propose these changes. We intend, also, create na Unicamp um SCHEDULE individualized de guidance professional, personal e cultural, to young teachers ou young entrants, with a contribution from experienced teachers.

TOM ZÉ e LUÍZA

Dear fellow teachers,

Thanks a opportunity de our manifest a respect the documents questions that our forwarded. Before de give proceeding to respective answers, we would like de reproduce here o primeiro paragraph do chapter “III.2 Careers Teacher" de our Programme de Management, as you can read à page 52:

"A career and é um of the spotlights main de our candidacy by two reasons: as people de an community constitute a reason de to be de an management e are elas that do a excellence de an institution. É by that that we think that theme a leave de two concepts fundamental. O primeiro understands a progression na career , the um reconhecimento fair ao merit those that got os corresponding requirements institutions. Ao concept de merit articulates um second, that conceive a students de agreement on o paradigm democratic de management: administration shared e participatory. Those conceptions produce consequences concrete for a institutional life of teachers.”

AND, therefore, a leave of these two concepts fundamental, reconhecimento (effective) do merit e participation of the teachers na administration, that we elaborate our proposals about o theme da career and e that equally, we answer to its timely questions. We spent à disposition to Qualquer clarification information e to we schedule an meeting online em so that we can discuss all these points in more detail.

With our fraternal greetings,

Questions about the challenges of a teaching career in Unicamp

1 - Which a priority that you attribute à premise de that all os teachers that reach os requirements institutional to progression, em any levels, we dev effectively achieve it?

Our candidacy recognizes completely a validity this premise, by right e by justice. A priority to that he be effectively taken à practice ( it is, that os teachers that reach os requirements are effectively promoted) must to be maxim e o only reason to that a promotion not se realize so that os requirements are obtained would an situation consultant demonstrably impediment. In this case, tal situation it would have that to be shared e discussed with the interested parties.

Em relationship à situation that we live Hoje na Unicamp, our SCHEDULE (also na page 52) says: "To recognize a priority the progressions our leads ao commitment of num primeiro movement, reset o passive e overcome o impasse em that se find os teachers that made os Competitions de Free teaching e whose progression not was implemented. Num second movement, it's about de return a leave so o process de promotion, em agreement on a evolution from the board financial e a cadence already highlighted in more detail in II.2.”

Now o picture No. chapter “II.2 - Budget" do our SCHEDULE points, by um Your Side (page 32) that "You don't I enjoy term, as restrictions cool imposed from Law Complementary n 173 prevent that o process de appreciation professional da community academic be resumed em 2021 same that as terms financial se turn closest favorable.” By other side, to o triennium

2022 am - 2024 pm our we propose explicitly a (page 34) “Enable a progression em by the less um level da career de all os teachers No. period 2022-2024 (investments estimated de R$ 20 million).” we believe that on os Principles e proposals statements about o theme No. SCHEDULE e summarized here, we answer à first question.

2 - As an evaluate o current distancing across o the body teacher, em particular os closest young people, e the decision-making processes at Unicamp?

also na page 32 de our SCHEDULE we comment that beyond de return o process de promotion, our we propose a: "overcome, by friendly de an stance inviting à participation, attitudes ou feelings de distancing across o the body teacher, em particular os closest young people, e os processes de taken de decision na Unicamp”. Therefore, already na elaboration do SCHEDULE we recognize that o mentioned distancing exists. Your causes certainly involve factors objectives e subjective, whose evaluation accurate can not to be simple. But we believe, above all, that a capabilities also wraps so much positions subjective (of reception, de invitation to dialogue) as objective attitudes.

Nesse sense, we believe that o primeiro year de management (At that we will be about a aegis da lei complementary 173) can to be an occasion de approximation e de conception de strategies em common, tal , the we describe na page 52-53 do program: "one The proposal consistent to a career professional implies, No. primeiro year de mandate (2021) mobilize young teachers to a discussion de Topics fundamentals da Life university, including also exchange de experiences about its packing list de begining de career, aspirations carried out e difficulties found. A creating of these forums de discussion not delete nem replaces a participation our advice constituted na university, ao contrary Who No. sense de share the map with your travel mates information e, possibly, give a to know e awakening o interest of the closest young to a Life institutional. also be here highlight a presence da representation teacher, em special a ADUnicamp (Association de Professors da Unicamp) na promotion e participation that kind of discussion.”

Um set de Topics to those forums de discussion was introduced, a title de proposal, na page 53 de our program: (a) reconhecimento the losses salary e discussion do map de spare salary, a to be executed a medium term; (B) diagnosis about o damming the progressions em each an the units e nuclei de search; (C) study de perspectives de spare do picture de teachers em function do fact de that part significant of the teachers active da University is em terms de se retire; (D) actions de appreciation da diversity de talents e Skills e the trajectories de each teacher, conceiving inclusive new mechanisms de reconhecimento by actions de Featured em Qualquer an the activities- end da university; (E) review of the critérios de evaluation institutional to that a diversity de profiles e de expertise PROFESSIONALS No. interior da University ao long da career and be considered; (f) study about forms possible de diversification na career teacher, on o target de enlarge os profiles de expertise professional No. field da teaching, da research e da extension university; (g) Consideration e analysis da decoupling da obligatoriness do title de Book Professor on a progression to MS-5; (H) rediscussion of the mechanisms de distribution de vacancies e de rise ao cargo de Professor Holder, always keeping a idea de that o merit academic must to be o principal criterion, same considering restrictions de budget e de legislation.

developing some parts present na page 52 de our Program, we reiterate that "a and growing sustainable da institution e a warranty de yours excellence academic pass also from spare de their pictures". Evidently tal and growing sustainable Só se makes possible à measure em that a career é attractive to young talents de true vocation e potential academic. This includes so much os colleagues that already we have em our picture and as os that can vir a incorporate it. Doing use da expression do Professor Zeferino Vaz, that already we quote em several occasions during our Campanha (At primeiro place, brains; em second place, brains; em third place, brains), we assert here that maintain a career attractive to our current colleagues é priority absolute: not CAN our allow This none of our brains!

also o Recruiting de Tables qualified not can to be visa only under a optics financial. Stand our teachers motivated e to attract new talents are two faces de an same currency that require, tal , the we comment na page 52 do Program, "one effort institutional No. sense de render attractive a career and our their different aspects, this and since o material e economical to o symbolic, o cultural e o political".

This é o commitment de an administration that , the a our, se proposes a estar focused No. value the people, “recognizing always a diversity de talents nose actions da community teacher", valuing e improving as terms de work. we believe that many of the discussion points [(a) a (h)] listed above give margin à joint elaboration, by da administration central e of the teachers, de proposals concrete that turn a Life academic at Unicamp more attractive in its various aspects.

Relative questions a proposals to face these challenges

Yes. Up to by an question de coherence, an time that em our plate, no of the candidates positioned himself a favor da recent e equivocada separation da Book teaching da progression Automatic to MS-5. Ao contrary, our candidate a Dean manifested clearly contrary. No se about, therefore, em our case, de pretend to recognize um misconception e yes to reaffirm a principle.

Our SCHEDULE diz clearly, already No. second paragraph do chapter III.2, à page 52: "To recognize a priority the progressions our leads ao commitment of num primeiro movement, reset o passive e overcome o impasse em that se find os teachers that made os Competitions de Free teaching e whose progression not was implemented". creamy therefore that in the program itself, a question is answered clearly e compromised.

2 - They undertake that a distribution of resources for promotion consider in a way isonomic All o stratum MS3 (he wants already have accomplished o competition de Book Teaching, whether or not).

Yes. we believe that this question can to be answered a leave de our The proposal de actions relative concrete à career enhancement, as it stands on page 54 of the program:

1. Effective a promotion of the teachers that made os Competitions de Free teaching e whose progression was not implemented.
2. Propose e execute um map de progression of the teachers, Prioritizing levels initials of the career.
3. Effective os Competitions to Professor Sensitive Personal Data that They were em trend e to os which had already been reserved.

of this form, de (a) a (C), we stipulate um map prioritized de actions em tuning on a strategy described No. chapter “II.2 - Budget", already mentioned na first the questions placed. In this same chapter II.2, we score that "a construction de scenarios overly pessimists to support policies de austerity not contributes to an management Management e focusing on professional development of the community academic".

Thus, PULL open hand da responsibility institutional, We consider that there was certain overkill de austerity da current management on relationship to progressions em all os levels. We understand that um more sharing de information on a community and interested and taken de decisions joint against de difficulties will o the best path to avoid future error de assessment, pois a strategy de progression e de appreciation professional é absolutely priority in our management program.

3 - See ways to reduce os effects negative da Law 173 de 2020 em particular about teachers in the early stages of their careers?

De time, e as seen here Commented na second question do primeiro block, we predict o year de 2021 our primeiro year de mandate, , the occasion de create os needed channels on os teachers, mainly os closest young people, aiming a already cited creating of the forums de discussion about their careers e expectations.

It should highlight that we will send all os efforts possible, from via political do Cruesp, to delete that prohibition. Finally, although a Law 173 it is, a principle, um obstacle to progressions em 2021 we believe that os processes de promotion could to be initiated em 2021 to be effective a from the beginning of 2022, e We will try to work in this direction.

4 - Which measures ou mechanisms intend to adopt to enlarge o engajamento da community teacher, em particular os closest young people, na formulation e execution the policies of your management?

Em part, we comment about this subject na answer à second question do primeiro block. we believe that this more engajamento da community teacher, mainly os closest young people, demand da administration central um effort that or from an stance closest welcoming e open ao dialogue to proposals e manifestations concrete that turn this effective dialogue e productive.

Os channels institutional constituted by several advice e commissions on their representatives elected are elements fundamentals to o dialogue e guarantee o ordering institutional e a experience democratic na University. But those channels not should to be seen by too much , the means events de communication ou exchange de ideas. O Cabinet do Dean, a ToU e as Pro-Rectories should estar (e se Show) open e receptive a all os colleagues. Os advisors e as advisors of these agencies can to be facilitators valuable to promote contacts, gather suggestions, organize meetings focused em interests specific of the colleagues, de proactive way e welcoming.

Em terms de proposals closest concrete, we reiterate a idea da formation of the forums de discussion mentioned closest above - empty os potential points de discussion [(The) a (H)] - , the pontine de game to jobs sets across a administration central e a community de teachers. We insist still na relevance do role in the representations teachers e da ADUnicamp, accrediting that é important give a to know os mechanisms de interlocution institutional to young teachers e arouse in them a growing interest in participation.