Aceleração da Aprendizagem - resultado de decisões curriculares no contexto escolar?

Abstract

Results of recent research indicate that the low quality of the basic level education is one of the most serious problems of Brazilian public education. In this work we study the “classes de aceleração da aprendizagem” (learning acceleration classrooms) in the State of Ceará educational system, in the period 1998 - 2002. The “acceleration classrooms” appeal to pedagogical innovation as a means to insert "defasados" (out of fase) pupils in regular education. We objective to identify the reach of this modality of education for the development of a non exclusive school. The study is based on the "Critical Theory"; it focus on power relations in society; and points the role of contradictions and resistency as explanation to students progress. The methodology used here is the case study, with techniques of life history, searches in periodical, bibliographical, documentary analysis, informal and semi-structured interviews. Technician of the Board of Education (both of the State of Ceará and of the city of Fortaleza) managers, professors, and pupils of a State school, and of the city of Fortaleza school had been interviewed. The results show that the acceleration classrooms did not solve the problem of school exclusion because the pupils had not returned, in its great majority, to regular education.