Avaliação, sistema de ciclos e regime de progressão continuada: progressão das aprendizagens do aluno ou progressão de fluxo
Carregando...
Data
2007
Autores
Romanini, Maristela Gallo [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho buscou analisar o papel da avaliação e a influência de mecanismos intra e extra-institucionais no processo de tomada de decisão no interior das unidades escolares sobre a progressão ou não dos alunos no final do 1º Ciclo do Ensino Fundamental, num regime de Progressão Continuada. A opção foi pelo Estudo de Caso na abordagem qualitativa etnográfica e envolveu observação em situação natural, entrevistas informais e análise documental. Optamos por tomar como unidade primeira de análise o caso de dois alunos em situação de risco, complementando posteriormente com mais dois casos de alunos apontados pelas professoras como bem sucedidos no ciclo, todos matriculados na 4ª série do 1º Ciclo do Ensino Fundamental, série final e momento de tomada de decisão de passagem para o ciclo seguinte. Em um segundo momento ampliou-se a unidade de análise para as escolas em que os casos em situação de risco estudavam, buscando apreender e desvelar os processos e mecanismos intra-institucionais intervenientes nas trajetórias desses alunos. Os resultados obtidos permitem evidenciar a emergência de mecanismos e procedimentos institucionais que, sobrepondo-se à sistemática de avaliação, acompanhamento e diagnóstico dos alunos, conduzida pelos professores no interior das salas de aula, vêm se constituindo em elementos fundamentais no processo de tomada de decisão sobre a progressão dos alunos ao longo do primeiro ciclo da escola fundamental; mecanismos estes que, orientados pelos princípios da eficiência e eficácia, acabam contribuindo, preferencialmente, para alimentar positivamente as estatísticas de fluxo do sistema educacional, em detrimento da efetiva progressão das aprendizagens dos alunos.
This writing aimed to analyze the role of evaluation and the influence of inter and extra- institutional mechanisms in the process of taking a decision in the interior of school units about the progression or not of students at the end of the first cycle of primary school, in a system of continuous progression. The study of case was chosen as option in the qualitative ethnographic approach and it involved observation in natural situation, informal interviews and analysis of documents. We chose to take as first unit of analysis the case of two in situation of risk, complementing afterwards with two more cases of students pointed by teachers as successful in the cycle, all of them enrolled in the fourth grade of the first cycle of primary school, final grade and the moment of taking a decision to advance on to the next cycle. Later the unit of analysis was amplified to the schools in which the cases of situation of risk studied, trying to understand and reveal the processes and inter-institutional mechanisms influential in the trajectory of these students. The obtained results allowed to show evidence of the emergency of mechanisms and institutional procedures that, overcoming the systematic of the evaluation, following the diagnosis of the students, conducted by teachers in the interior of classrooms, have been constituted in fundamental elements in the process of taking a decision about the progression of students along the first cycle of primary school; mechanisms that, orientated by principles of efficiency and efficacy, end up contributing preferentially to feed positively the statistics of the current of the educational system, against the effective progression of the student's learning.
This writing aimed to analyze the role of evaluation and the influence of inter and extra- institutional mechanisms in the process of taking a decision in the interior of school units about the progression or not of students at the end of the first cycle of primary school, in a system of continuous progression. The study of case was chosen as option in the qualitative ethnographic approach and it involved observation in natural situation, informal interviews and analysis of documents. We chose to take as first unit of analysis the case of two in situation of risk, complementing afterwards with two more cases of students pointed by teachers as successful in the cycle, all of them enrolled in the fourth grade of the first cycle of primary school, final grade and the moment of taking a decision to advance on to the next cycle. Later the unit of analysis was amplified to the schools in which the cases of situation of risk studied, trying to understand and reveal the processes and inter-institutional mechanisms influential in the trajectory of these students. The obtained results allowed to show evidence of the emergency of mechanisms and institutional procedures that, overcoming the systematic of the evaluation, following the diagnosis of the students, conducted by teachers in the interior of classrooms, have been constituted in fundamental elements in the process of taking a decision about the progression of students along the first cycle of primary school; mechanisms that, orientated by principles of efficiency and efficacy, end up contributing preferentially to feed positively the statistics of the current of the educational system, against the effective progression of the student's learning.
Descrição
Palavras-chave
Educação, Políticas educacionais
Como citar
ROMANINI, Maristela Gallo. Avaliação, sistema de ciclos e regime de progressão continuada: progressão das aprendizagens do aluno ou progressão de fluxo. 2007. 188 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2007.