Impactos da progressão continuada na educação do estado de São Paulo

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
J. L. Bizelli, M. J. D. Cunha, C. Pereira
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引用次数: 1

Abstract

The presented article discuss theoretical context and the practical impact reported in the bibliography about Continued Progression at Sao 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 valuations. 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 Sao Paulo State.
持续进步对sao保罗州教育的影响
所提出的文章讨论的理论背景和实际影响报告在书目中关于圣保罗州立学校的持续进步。根据1996年的《基本指导法》(lbg),这一程序预示着学校基础教育的重组,主要是在估价方面。分数会被替换,只有当学生超过规定的缺勤时间或在每个周期结束时表现不佳时,才会被开除。通过持续进步起草的教育公共政策的影响引发了需要更多关注的变革,表明了一条转向结构条件的反思路径,以便学校为学生提供所需的强化并确保优质教育。这是原始的理解,因此,内源性和外源性因素导致在圣保罗州采用这种程序。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Revista on Line de Politica e Gestao Educacional
Revista on Line de Politica e Gestao Educacional EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
132
审稿时长
12 weeks
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