Abstract

FANTIN, Claudia Simone. Retention and non-retention in the literacy cycle: a study with state teachers of Chapecó-SC, Brazil. Rev. Elet. Educ. [online]. 2016, vol.10, n.2, pp.9-22. ISSN 1982-7199.  https://doi.org/10.14244/198271991386.

This research work aims to analyze the process of non- retention in the early years of elementary school from the perspective of the teachers. The question that guided the research is related to the repercussion that this new evaluation model produced in schools and with the teachers, the educators’ considerations about the students’ non-retention. A field research with teachers was carried out, in order to learn how this regulation, which changes the evaluation system for students, is being implemented in schools and how teachers evaluate the changes from a retention system to one that does not retain students in the literacy cycle. The work consisted in carrying out qualitative research, mainly based on semi-structured interviews with a group of teachers from the initial grades of public schools in Chapecó. Data analysis was based on a social, historical and cultural perspective of the State Curriculum Proposal. The results showed resistance, difficulties faced by the teachers, but also possibilities of acceptance and implementation of this new evaluation model.

Keywords : School Evaluation; Educational Retention and Non-Retention; Literacy.

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