A progressão parcial em parte da rede mineira de ensino: a educação e seus caminhos

Abstract

This study covers the implementation, the state schools of Minas Gerais, partial progression policy, a mechanism that allows the student to advance to the next grade in the subjects they obtained satisfactory recovery, offering opportunities for those in recovery which presents difficulties. Mining in state schools, the progression is partially granted in situations of poor performance in a maximum of two subjects, failure occurring if the student exceeds this limit. In this arrangement, the student has two opportunities to overcome their difficulties: one in the first half, in the form of targeted studies and another in the second half as independent study. The objective of the research is to analyze, in the school context, the operationalization of the progression part in the final years of primary education, indicating the strengths and weaknesses with a view to proposing an Action Plan of Education. To this end, we selected two state schools belonging to the Regional Superintendent of Education Metropolitan C, one in Belo Horizonte and another in Ribeirão das Neves. The methodological approach favored qualitative research through documentary analysis, interpretation of legislation and semistructured interviews with directors, education specialists and teachers of basic schools and studied. Interviewee was also a technical education in the State Department of Education of Bahia, in order to obtain information about the partial progression policy in other Brazilian state and establish a comparative analysis of different experiences. Were partners in data analysis, authors such as Azanha (1992), Brooke (2012), Condé (2011), Castro and Regattieri (2009), Crahay (2006), Cury (1997), Fanfani (2000), Gajardo (2000), Garcia and Schimidt (2007), Gomes (2004), Hanff, Koch and Lemos (2007), Hoffmann (1994), Jacomini (2009), Lück (2000 – 2009), Oliveira (1997 - 2003), Paro (2001), Pedrosa and Sanfelice (2005), Peregrino (2010), Perrenoud (2000), Pimenta (1997), Polon (2009), Ribeiro (1991), Teixeira (2003), Veiga (2003). The survey data showed that the partial progression policy has not achieved the expected results in the schools studied, considering the actual demands in its implementation. Were highlighted as key elements that have impeded the success of the policy: the absence of specific guidance on the process of progression partial inadequacy of pedagogical practices of teachers to the recovery needs of the student, weakness in the exercise of educational leadership of managers and lack of time and space educational service for students. In this context, presented the Educational Plan of Action, including actions aimed at developing the best part of the process of progression and, consequently, student learning and to minimize repetition rates.