A implantação do sistema de ciclos nas escolas muicipais na cidade de São Paulo

• Ano de defesa: 2003
• Autor(a) principal: Carvalho, Darvim Nunes de
• Orientador(a): Romão, José Eustáquio
• Banca de defesa: Gadotti, Moacir , Keim, Ernesto Jacob , Petraglia, Izabel Cristina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: avaliação; sistemas de ciclos; progressão continuada
• Palavras-chave em Inglês: evaluation; systems cycles; continued progression
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/tede/handle/tede/364

The new education appearing paradigm is the continueded progression or, in other words, the no reprobation. The municipal schools net of São Paulo city was on of the first to introduce it in its schools through the cicles systems, searching with this to overcome the old serie system. The introduction of this new system claimed a reformulation of some fundamental points of the teaching-learning process such as: objectives definition, course plan and mainly the valuation system. But unfortunately, this reformulation didn t happen. The new system was introduced under a municipal decree but wasn t executed. Today the São Paulo s municipal public schools have their internal rules oriented by the cicles system, but, in spite of the name, the teaching system of these schools is nothing more than the old series system which is covered by a generous varnish cover called continued progression and this system is also misshaped and amputated from its deficient valuation system. One of the main consequences of this situation is that the government is shining away form its responsability of giving education and forming new citizens giving graduation certificates for students who don t know the minimum about writing, reading, text interpretation and the four basic mathematics operations. A new kind of illiterate is borning: the graduated illiterate. The teachers, who are inside of this process, suffer a degeneration of their professional self-steem because they don t find conditions to realize their work with a minimum of primacy. They weren t graduated or trained to work with this new pedagogical proposal: the continued progression .