Made available in DSpace on 2016-04-04T18:33:11Z (GMT). No. of bitstreams: 1 Edna Buoro.pdf: 1582206 bytes, checksum: f4967a1f5b3ecfd1d4654f50a46164ab (MD5) Previous issue date: 2013-02-20 / The evaluation, in education policy, is an important point to being observed and gaining more prominence, especially as a tool for improvement and, if well applied to, represents the possibility of mitigating the evaluative disagreements within the school environment. It seems urgent in-depth analysis on the results of the act of assessing the logic of Cycles and continuous progress, that have as guideline rethink the school times, trying to follow the rhythm of each student. Academic studies have evidenced distortions in the understanding of cycles and continuous progress, as well as notes of pros and cons of each of them, demonstrating the problematic of evaluative practice. Given this reality, we raise the problematic: How has configured the evaluative process in cycles and continuous progress in a Municipal Department of Education of a city in the state of S?o Paulo, Considering three areas: Department of Education, and school room classroom? As from that question, we have other stemming: What documents municipal officers who therefore regulated the implantation of Cycles and continuous progress? What are the evaluation instruments used in schools? Participated in the research students students Cycle I and IV of Elementary Education, teachers Cycle I and IV of Elementary Education; educational coordinators of school units and the Municipal Department of Education; directors of school units; vice principals; educational project directors and supervisors of the Municipal Department of Education. The Data collection occurred by means of questionnaires answered by 241 different audiences that are inserted in the school context. Was observed that the different publics of this search showed the reproach as something necessary, addition to a changing timid in the actions evaluative of the school. The use of tests, often criticized, is identified in the different discourses student, faculty, managers and specialists. We also noticed that the formal evaluation or evaluation instrument permeates all process of teaching, trying quantify the student's knowledge, largely in a timely manner. So in place of Progression Scheme and Continuing Cycles came a the hybrid model with of seriation, Continuous Progress and Cycles, setting what we call the automatic promotion, a thoughtless action that causes damage to education. The school is in a condition of passivity disturbing. / A avalia??o, no corpo das pol?ticas educacionais, ? um ponto importante a ser observado e ganha cada vez mais destaque, principalmente como ferramenta de aprimoramento e, se bem aplicada, representa a possibilidade de atenuar os desencontros avaliativos no ambiente escolar. Parece premente uma an?lise profunda acerca dos resultados do ato de avaliar na l?gica dos Ciclos e da progress?o continuada, que t?m como diretriz repensar os tempos escolares, procurando respeitar o ritmo de cada aluno. Os estudos no meio acad?mico t?m evidenciado distor??es do entendimento de Ciclos e progress?o continuada e apontamentos de pr?s e contras de cada um deles, demonstrando a problem?tica da pr?tica avaliativa. Diante dessa realidade, levantamos a seguinte problem?tica: Como tem se configurado o processo avaliativo nos Ciclos e progress?o continuada, em uma Secretaria Municipal de Educa??o de uma cidade do interior do Estado de S?o Paulo, considerando os tr?s ?mbitos: Secretaria de Educa??o, escola e sala de aula? A partir dessa quest?o, temos outras decorrentes: Quais os documentos municipais oficiais que regulamentaram a implanta??o dos Ciclos e progress?o continuada? Quais s?o os instrumentos de avalia??o utilizados nas escolas? Foram participantes da pesquisa alunos do Ciclo I e IV do Ensino Fundamental; professores Ciclo I e IV do Ensino Fundamental; coordenadores pedag?gicos das unidades escolares e da Secretaria Municipal de Educa??o (SME); diretores das unidades escolares; vice-diretores; diretores de Projeto Pedag?gico da SME; e supervisores da SME. A coleta de dados se deu atrav?s de 241 question?rios respondidos pelos diferentes p?blicos que est?o inseridos no contexto escolar. Observou-se que os diferentes p?blicos desta pesquisa apresentaram como necess?ria a reprova??o escolar, e uma t?mida mudan?a nas a??es avaliativas da escola. A utiliza??o de provas, muitas vezes criticada, ? identificada nos diversos discursos do aluno, professor, gestores e especialistas. Notamos, ainda, que a avalia??o formal ou avalia??o instrumental permeia todo o processo de ensino, procurando quantificar o conhecimento do aluno, em grande medida, de maneira pontual. Ent?o, no lugar do Regime de Progress?o Continuada e Ciclos, surgiu um modelo h?brido de seria??o com Progress?o Continuada e Ciclos, configurando o que denominamos de celeuma da promo??o autom?tica, uma a??o irrefletida que causa danos para a educa??o. A escola fica em uma condi??o de passividade perturbadora.