ORGANIZAÇÃO DOS SISTEMAS DE ENSINO: série ou ciclos, série e ciclos?

Abstract

This paper approaches the organization of the teaching systems: series or cycles, series and cycles. Such an approach is necessary based on the current school scenario where theteaching system in cycles that proposes a divergent logic of teaching in series, still points failures and inconsistencies. The goal of this study is to describe and analyze the chances of the periods in put different logic in series, at work and point at current school scenario divergences between what was proposed and the reality, and also identifying aspects that contribute for a new perspective and reflexion given the current scenario. This intent will be achieved through bibliographic review, by the reading of work and scientific articles. The study clarified that the periods as a way of school organization and development of curriculum before a democratic and inclusive are still in the way to be construct. However, the periods developed as continued progression that come to be incorporated in the school environment need the construction of a real meaning to the formation and development of the child. There is still the conception among educators that although the periods and continued progression are essential in democratization of knowledge and to overcome the school failure, there are no material conditions, institutional and pedagogical for its work and with that believe that automatic promotion compromised much more the quality of teaching