Análise das taxas de transição: indicadores para o monitoramento e avaliação do programa de ciclos no Ensino Funtamental da rede pública estadual do Distrito Federal

Abstract

This article analyzes the transition rates, from 2014 to 2017, referring to elementary education in public schools from Federal District state in Brazil. It aims to present the scenario in basic education flow in the three previous periods to the full implementation of the learning cycles process, and to propose the use of these indicators as instruments capable of assisting in the monitoring and evaluation of the learning cycle program, since the implementation of this program is the current educational policy adopted by the Federal District state to provide a regular trajectory for students and to face repetition, especially in the final years of elementary school. Based on Technical Note 08/2017, from the National Institute of Educational Studies and Research Anísio Teixeira, studies on learning cycles and educational indicators and data analysis, it is possible to see that the results achieved with the progressive implementation of the cycle program in DF, despite being positive, they have no significant impact and point to evidence that repetition is postponed to the years when retention is allowed. The conclusions presented are intended to motivate the use of evidence to follow the execution of the program, and to generate possible interventions in the order to assist in the success of the proposed objectives. In addition to pointing out other possibilities for studies and analysis on the subject in view of the quantity and quality of educational data available, referring to the School Census and to large-scale assessments applied in Brazil.