A avaliação no contexto do regime de ciclos em Minas Gerais nos anos de 1990: novos saberes e novas práticas

Abstract

The present study investigates the experience of the Basic Education Cycles implemented in the state school system of Minas Gerais, in the late 1990s, of the twentieth century, focusing on the question of learning assessment within this experience. Alongside other educational policies implemented in the same period in other regions, the proposal of the Basic Education Cycles, analyzed here, aimed to be one of the alternatives to cope with the high levels of repetition and dropout and low levels of learning. . Therefore, studying such experiences and alternatives is of fundamental importance in order to better understand contemporary reality in the field of education, as it becomes increasingly plural and diverse. The present research aims to: understand the evaluation in the context of the proposal of the Basic Training Cycles; discuss the factors that would be contributing to the existence of resistance to the proposal as well as the acceptance and adherence to it, and analyze the impact of the changes recommended in the proposal of teaching practice, especially learning assessment. We adopted as a methodology to work with both documentary research, through the survey support and sought professionals structured in four chapters. In chapter one, the different evaluation conceptions and their meaning in the context of the Cycle regime are analyzed, from the mapping of the main theoretical perspectives present in the area. Chapter two discusses the educational policies implemented in Minas Gerais in the 1990s, especially within the rfo (al and Pro-Quality) Quality Management Program, as well as the Sagarana School. In chapter three, the educational policies of Minas Gerais In the broader context, the analysis of the major changes in the role and organization of the state from the hegemony of neoliberal ideology and the influence of the World Bank is presented in Chapter 4. The data collected through the In the conclusions we highlight how the constructivist and socio-integrationist principles underlie the proposal of the Basic Formation Cycles in Minas Gerais and the pedagogical ideas of the teachers. implementation process and the operating conditions of the schools. Finally, there was the absence of an understanding of the proposal of the Mine Cycles as something that fits into the broader context of educational policies in the 1990s.