Teachers and the schooling democratization: Who is this subject in the inequality Brazilian context?

The schooling democratization in terms of access, management or quality imply necessarily the protagonist of teachers and students. The needs of professional valorization of the teachers are putting the question in central of education policies in Brazil, tensing the teacher's demands accountability for school performance, this is expressed in the adoption of National Professional Minimum Wage and the definition of guidelines to career guidance teacher. The large-scale exams in Brazil are producing a big number of information about the teachers and can be help for learning about who are this person actually, in special if considering the sub national historical context in Brazil (SOUZA, 2009) and in others countries (FANFANI, 2007) for reading about the teachers profile. In this article we will explore the profile of Brazilian teachers from the PROVA BRASIL context questionnaire 2007, analyzing experience, payment, scholarity and labor situation (civil servants or employers with temporary contract) in confront with the teachers evaluation about management conditions in schools that work. The results of the questions about teachers profile reaffirm the inequality between north/northeast and center/ south/ southeast in the Brazilian development amplified for the inequality between the first step of elementary school and last step of elementary school. To measure this scenery we propose to use of a Index of teacher's work conditions that can be a instrument of reading of different contexts for the answers of teachers about the pedagogical project of schools, conditions of participations in the schools, your relationship with the principal in the schools and relations between teachers and students in the Brazilian elementary schools.