O mito do fracasso escolar e o fracasso da aprovação automática
Resumo
O texto aborda a questão da promoção automática, fazendo articulação com o debate em torno do fracasso escolar e do trabalho docente. Em uma perspectiva histórica, discute as várias dimensões que o fracasso escolar foi assumindo; analisa os desafios apresentados ao trabalho docente, a partir das múltiplas tentativas de solução para esse problema; e indica que a promoção automática não é um tema novo. Esta se liga à preocupação com a maciça reprovação dos alunos da educação básica. Retomando a questão em tempos recentes, discutimos a promoção automática como um “significante privilegiado”, que esteve no centro de uma disputa que envolveu diferentes atores da vida social carioca, no momento da implantação do 2º e 3º Ciclos de Formação na rede pública municipal do Rio de Janeiro.
Palavras-chave: promoção automática; fracasso escolar; políticas curriculares.
The myth of school failure and the failure of automatic promotion
Abstract
This work approaches the issue of automatic promotion, liking such matter to the discussion around school failure and teachers’ work. From a historical perspective, it approaches the various dimensions which school failure has been taking on through time, analyses the challenges presented to teachers’ work after multiple attempts to find a solution to this issue, and shows that automatic promotion is a not new subject. Such subject is linked to the concern about massive retention of elementary and junior high school students. Restarting the debate around this issue in recent years, we have discussed automatic promotion as a “privileged signifier”, which was in the core of the dispute involving different actors of social life in Rio de Janeiro, when the 2nd and 3rd Cycles of Education were created in the municipal public school system in Rio de Janeiro.
Keywords: automatic promotion; school failure; curriculum policies.
Palavras-chave: promoção automática; fracasso escolar; políticas curriculares.
The myth of school failure and the failure of automatic promotion
Abstract
This work approaches the issue of automatic promotion, liking such matter to the discussion around school failure and teachers’ work. From a historical perspective, it approaches the various dimensions which school failure has been taking on through time, analyses the challenges presented to teachers’ work after multiple attempts to find a solution to this issue, and shows that automatic promotion is a not new subject. Such subject is linked to the concern about massive retention of elementary and junior high school students. Restarting the debate around this issue in recent years, we have discussed automatic promotion as a “privileged signifier”, which was in the core of the dispute involving different actors of social life in Rio de Janeiro, when the 2nd and 3rd Cycles of Education were created in the municipal public school system in Rio de Janeiro.
Keywords: automatic promotion; school failure; curriculum policies.