Continued progression in elementary school: report of teaching experience in science discipline / A progressão continuada no ensino fundamental: relato de experiência docente na disciplina de ciências

Abstract

This article arises from dissatisfaction with the politics of continued progression, implanted in schools as the politics of automatic approval. Would be the automatic approval the bias for the improvement of education in Brazil or would be it merely a form of palliative politics of educational delay? The objective of this study is to report the teaching experience for the compulsory practice of "automatic approval" in the discipline of Sciences, in six classes of a primary school in the municipality of Craíbas-AL. Thus, bibliographical surveys were carried out on the subject and an practical experience of living in the classroom was analyzed. It was noticed that this policy of continuous/automatic progression/approval tends to mask the results of low frequencies and low school yield of the students, aiming at increasing educational indices that do not necessarily portray the quality of teaching-learning. It is concluded that, there is still a long way to reach the guarantee of the quality standard in Brazilian education.

Keywords

• automatic approval
• public policies
• teaching-learning