RELATIONSHIP BETWEEN LEARNING, EVALUATION AND THE CYCLES SYSTEM

THE RELATIONSHIP BETWEEN LEARNING, ASSESSMENT AND THE CYCLES SYSTEM

Abstract

Theorganization of school time in cycles, in some municipalities, was presented as an alternative to serial system in which, as we know, students have their learning assessed by evidence. However, even without the dreaded possibility of annual failure, the learning level of students is still lower than expected. Thus, this article aims to answer the following questions: How to improve the learning in the system cycles? What should be the place of learning assessment in this new organization of school time? Inorder to answer these questions, we performed an analysis of five revisions and one article on organization of school time in cycles in Brazil. These works have been published in nationally recognized events and reputable magazines in the scientific community, and converge to the view that the change from series to cycles requires that the concept of formative assessment is put into practice, as well as the reorganization of the curriculum. So, it is necessary to provide time for teachers to study and improve their work. Moreover, to reorganize the curriculum, it is essential to develop differentiated pedagogical proposals by teams of teachers and administrators and to provide the participation of other employees, students and their families.