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O regime de ciclos de aprendizagem e a heterogeneidade de seus efeitos sobre a proficiência dos alunos

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  • Firpo, Sergio Pinheiro
  • Carvalho, Sandro

Abstract

Neste artigo fazemos a avaliação do impacto da adoção do regime de ciclos ao longo da distribuição intra-classe de proficiência em matemática e em língua portuguesa. A população de interesse é o das crianças matriculadas nas 4ª e 8ª séries (5º e 9º ano). Os resultados indicam que há fraca relação entre a mudança de um regime seriado para o de ciclos sobre o desempenho, seja em média ou ao longo da distribuição. Contudo, entre escolas que adotaram o sistema de ciclos no passado, mas que retornaram ao regime seriado, a adoção das séries gerou impactos positivos no desempenho de matemática na 4ª série para todos os pontos da distribuição de desempenho. Pode-se concluir que, em geral, a reprovação não parece ser um mecanismo forte para gerar aumentos de esforço dos alunos, sobretudo entre alunos mais velhos.

Suggested Citation

  • Firpo, Sergio Pinheiro & Carvalho, Sandro, 2013. "O regime de ciclos de aprendizagem e a heterogeneidade de seus efeitos sobre a proficiência dos alunos," Textos para discussão 331, FGV EESP - Escola de Economia de São Paulo, Fundação Getulio Vargas (Brazil).
    • Handle: RePEc:fgv:eesptd:331
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