Regime de Progressão Continuada na rede estadual de São Paulo: continuidades e rupturas
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Data
2020-11-25
Autores
Barbosa, Aline Cristiane [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho discutiu a temática do regime de Progressão Continuada, instituído na rede estadual de ensino pela Secretaria de Educação do Estado de São Paulo, a partir da Deliberação CEE/SP nº 09/1997, entre outros documentos oficiais. Por meio da investigação qualitativa e levantamentos bibliográfico e documental buscou compreender quais foram os pressupostos adotados para a implantação do regime de Progressão Continuada, investigando 44 documentos estaduais (SP) e 4 federais (BRA), encontrados no período entre 1995 e 2017. A maioria dos documentos examinados tratou da reorganização dos currículos e da avaliação escolar, dando diretrizes para auxiliar na efetivação e no entendimento da proposta. Três documentos elaborados pela Assembleia Legislativa do Estado de São Paulo, foram de grande importância no contexto estudado: o PL 251/2007, que dispôs sobre o fim da Progressão Continuada no estado de SP; a Lei Complementar nº 41/2008, que instituiu a Bonificação por Resultados (BR) onde os educadores das escolas melhores classificadas recebem um bônus salarial, a partir dos resultados dos alunos nas avaliações externas, deixando de se investir em políticas voltadas à valorização do magistério e substituindo-as por outra de lógica meritocrática, que estimula a competição entre as escolas pelo bônus e desfoca o objetivo principal da educação, direcionada à aprendizagem dos educandos; e o PL 857/2015, que propôs o fim da “Aprovação Automática”, dando novas diretrizes ao Ensino Fundamental e Médio. Os estudos demonstraram que o PL 857/2015 foi anexado ao PL 251/2007 e ambos continuam em andamento, sem uma resposta efetiva. Investigou-se, ainda, a perspectiva de dez professores de uma escola pública do interior de São Paulo sobre o regime de Progressão Continuada, a partir de entrevistas semiestruturadas. Dentre os apontamentos elencados pelos docentes, denotou-se que os professores criaram novas formas de avaliar os alunos voltadas para que todos alcancem resultados satisfatórios, pois a cobrança pela aprovação dos alunos, bem como pelos resultados positivos nas avaliações externas, reconfigurou o trabalho dos mesmos e muitas vezes, apesar de acreditarem que um aluno deveria ser reprovado, apontou-se que isso não acontece e por isso, resgatam o sistema seriado, em que a reprovação era vista como algo benéfico ao ensino, invalidando a proposta do regime de PC. Contudo, com base nos dados quantitativos constatou-se que a reprovação escolar entre os anos de 1999 e 2016 aumentou, não sendo válida a afirmação que o regime de Progressão Continuada na prática teria se tornado Promoção Automática, nesse sentido, a falta de participação dos docentes na discussão sobre a proposta, de investimento em materiais adequados, formação continuada, a ausência das discussões sobre a política nos cursos de licenciatura, entre outras demandas, prejudicaram a concretização da política pública educacional, que ainda é vigente, porém continua sendo efetuada de forma inadequada, o que não raramente é utilizado para fins eleitoreiros, uma vez que a extinção do mesmo é prevista a partir das mazelas encontradas no campo educacional e como parte de campanha eleitoral.
This paper discussed the theme of the Continued Progression´s regime, established in the school system by the São Paulo Secretary of Education, from Deliberation CEE/SP No. 09/1997 and others official documents. Through qualitative, bibliographic and documentary research it was intended to understand what were the assumptions adopted for the implementation of this regime by investigated 44 stadual documents (SP) and 4 federals (BRA) founded between 1995 and 2017. The most of stadual documents checked was about curriculum reorganization and educational rating, affording guidelines to assist in the implementation and understanding of educations' new proposals. 3 of these 44 documents were elaborated by the Legislative Assembly and they were very important in the context studied, like: the PL 251/2007, which propose the end of the Continued Progression in state of SP; the Complementary Law nº. 41/2008, which instituted Results Bonification (RB) through which educators from the best ranked schools receive a salary bonus, based on the results of students in external tests, without any investment in policies aimed at valuing teaching, replacing them with another meritocratic logic which encourages competition between schools for the bonus and blurs the main objective of education, focused on the learning of students; the PL 857/2015, which proposed the endo of the "automatic approval", affording new guidelines to elementary and high school; the PL 857/2015, which was attached to PL 251/2007 and both still appears to be in progress without an answer. Also investigated the teacher's perspective about it according to their experiences with students of a public school through semi-structured interviews. The teachers created new ways of rating students aimed at achieve satisfactory results to everyone, because the pressure for approval the students and for the positive results in the external tests as well, reconfigured their work because despite believing that a student should fail, they know that would not happen after all and for that reason they rescue the serial system, in which failure was seen as something beneficial, invalidating the proposal of the CP regime. However, based on quantitative data, it was found that school failure between the years 1999 and 2016 increased, and the statement that the Continued Progression regime in practice would have become Automatic Promotion is not valid, because the lack of participation of students and teachers in the discussion about the proposal, any investment in appropriate materials, academic continuation, the absence of discussions about the policy in undergraduate courses and other demands hindered the implementation of public educational policy, which is still in force, but continues to be carried out in an inadequate form, which is not rarely used for electoral purposes, since its extinction is predicted from the ailments found in the educational field and as part of the electoral campaign.
This paper discussed the theme of the Continued Progression´s regime, established in the school system by the São Paulo Secretary of Education, from Deliberation CEE/SP No. 09/1997 and others official documents. Through qualitative, bibliographic and documentary research it was intended to understand what were the assumptions adopted for the implementation of this regime by investigated 44 stadual documents (SP) and 4 federals (BRA) founded between 1995 and 2017. The most of stadual documents checked was about curriculum reorganization and educational rating, affording guidelines to assist in the implementation and understanding of educations' new proposals. 3 of these 44 documents were elaborated by the Legislative Assembly and they were very important in the context studied, like: the PL 251/2007, which propose the end of the Continued Progression in state of SP; the Complementary Law nº. 41/2008, which instituted Results Bonification (RB) through which educators from the best ranked schools receive a salary bonus, based on the results of students in external tests, without any investment in policies aimed at valuing teaching, replacing them with another meritocratic logic which encourages competition between schools for the bonus and blurs the main objective of education, focused on the learning of students; the PL 857/2015, which proposed the endo of the "automatic approval", affording new guidelines to elementary and high school; the PL 857/2015, which was attached to PL 251/2007 and both still appears to be in progress without an answer. Also investigated the teacher's perspective about it according to their experiences with students of a public school through semi-structured interviews. The teachers created new ways of rating students aimed at achieve satisfactory results to everyone, because the pressure for approval the students and for the positive results in the external tests as well, reconfigured their work because despite believing that a student should fail, they know that would not happen after all and for that reason they rescue the serial system, in which failure was seen as something beneficial, invalidating the proposal of the CP regime. However, based on quantitative data, it was found that school failure between the years 1999 and 2016 increased, and the statement that the Continued Progression regime in practice would have become Automatic Promotion is not valid, because the lack of participation of students and teachers in the discussion about the proposal, any investment in appropriate materials, academic continuation, the absence of discussions about the policy in undergraduate courses and other demands hindered the implementation of public educational policy, which is still in force, but continues to be carried out in an inadequate form, which is not rarely used for electoral purposes, since its extinction is predicted from the ailments found in the educational field and as part of the electoral campaign.
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Palavras-chave
Políticas públicas em educação, Avaliação da educação, Qualidade da educação, Ensino fundamental, Public education policies, Educational evaluation, Quality of education, Elementary school