Identity and remuneration structure of Early Childhood Education female teachers in four municipalities of the Belo Horizonte metropolitan area

Abstract

This article analyzes the professional identity and wage structure of Early Childhood Education workers in four municipalities of the Metropolitan Region of Belo Horizonte (MG), based on data from the Erês Program (2024–2025). Drawing on Fulvia Rosemberg’s Sisyphus metaphor and Paulo Freire’s pedagogical thought, the study discusses the construction of teaching identity as a process shaped by class, race, and gender relations, emphasizing political struggle for recognition and professional appreciation. The central research question is: How are the professional identity and remuneration structure of Early Childhood Education workers in four municipalities of Belo Horizonte configured in relation to the Erês Program? Data analysis from 1,223 participants reveals a predominance of highly educated Black women, mostly employed in the public sector. However, wage disparities, poorer working conditions in private and partnered institutions, and low alignment between remuneration and job complexity persist. The articulation between theory and empirical data underscores the need to strengthen public policies that confer value on Early Childhood Education, recognizing it as both a profession and an emancipatory social practice.