Análise do impacto das progressões por ciclos de aprendizagem no desempenho dos alunos da Escola Primária Completa IV Congresso, Cidade de Maputo 2019

Abstract

Starting from the assumption that all curricular innovation to be implemented in the school environment, has an impact on student performance, this research sought to analyse to what extent the progressions by learning cycle impact on the performance of the students of the Escola Primária Completa IV Congresso, in Maputo City. Maputo. Specifically, the work sought to explain the process of progressions by cycles of learning; describe the impact of the progressions by cycles of learning on performance of the pupils and relate the perception of the educational agents about the progressions by learning cycles with the precepts of the Curricular Plan for Basic Education. Curricular Plan for Basic Education. To carry out the research, we opted for the combination qualitative-quantitative approach and as instruments of data collection, the interview used the interview script and survey by questionnaire. The research sample involved 37 participants, of which 2 are school managers, 15 teachers and 20 parents and parents and guardians. From the research carried out, it was concluded that although teachers of the Comprehensive Primary School IV Congress have benefited from induction training and capacity building on progressions by learning cycle, they do not are applied the strategies that aim to help pupils in the process of progression by cycles of learning and this may be contributing to students not developing the not developing the required competences, as evidenced in the school by the teachers themselves who said that they did not see any advantage in this innovation.