Avaliação do Ensino Fundamental na modalidade Ciclos de Formação: caracterização e contextualização 2000-2005

• Ano de defesa: 2007
• Autor(a) principal: Veras, Neide Fernandes Monteiro
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: http://www.teses.ufc.br
• Palavras-chave em Português: Ensino Médio; Ciclos de Formação; Rendimento Escolar; Basic Teaching; Cyclic Formation; Assessment; School Learning Results; Ensino fundamental - Regime por ciclos - Avaliação - Fortaleza (CE) - 2000-2005; Rendimento escolar - Fortaleza (CE) - 2000-2005; Fracasso Escolar; Aprendizagem
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/3138

Assessment of basic education in cyclic formation modalities in the State of Ceará has as its objective to verify how the teaching system accomplished what was demanded by educational politics, established by the Law of Basic Directives for National Education Nº 9394/96, in the National and State Plans for Education, in the National Curriculum Parameters (NCP), in the Developmental School Plan (DSP) and other curriculum and respective pedagogical programs. The imediate object of the study was to analyse, in the light of program assessment, the catalogue of enrolment by age groups, administrative dependance, school results and age-class distortion, through indexes of approval, failure and school abandoment, by furthering a better educational network here in Ceará, through the adoption of cyclic formation. The methods used in this research were bibliographic, cartographic field descriptions and a case study. The methodology followed a semi-quantitive approach, in an effort to verify the tendencies in school efficiency results. It was noted that basic teaching in cyclic formation modalities were consolidating, according to the estabished objectives, approaches and academic school results. There was evidence that the approval rating decreased, especially in view of the fact that school directors undertook as an obligation not to pass students who had not acquired significant learning. This fact was coherent with the data obtained showing that academic failure grew, but school abandonment decreased after a slight increase in 2004. There is a tendency for school abandonment to decrease.