Impactos da progressão continuada na educação do estado de São Paulo
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2013 |
| Outros Autores: | , |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Repositório Institucional da UNESP |
| Texto Completo: | http://www.fclar.unesp.br/#!/departamentos/ciencias-da-educacao/publicacoes/revista-eletronica/revistas2/ http://hdl.handle.net/11449/124651 |
Resumo: | The presented article discuss theoretical context and the practical impact reported in the bibliography about Continued Progression at São Paulo State schools. Such proceeding, oriented through Law of Basic Guidelines, LBG, from 1996, previses a restructuring in the Basic Education at the schools, primarily with respect to evaluations. Grades are replaced for cycles and reprobation only can happen if the student exceeds the limit of stated absences or for lowered acting at final of each cycle. The impact of educational public policy drafted through Continued Progression provoke transformations that need more attention, indicating a path of reflection turned to structural conditions in order that school offers the required reinforcement to students and assure quality education. It’s primordial understand, therefore, the endogenous and exogenous factors that leaded to adoption of such proceeding in the São Paulo State. |