Análise do impacto da progressão por ciclos de aprendizagem sobre o desenvolvimento das habilidades de leitura e escrita dos alunos do 2º ciclo: estudo de caso da Escola Primária do 1º e 2º Graus Eduardo Mondlane

Abstract

The present study analyzed the impact of progression through learning cycles on the development of reading and writing skills of 20th cycle elementary school students, 1st and 2nd grades Eduardo Mondlane. Regarding the methodological approach, the study was guided by a mixed approach. Concerning the data collection instruments, semi-structured interviews and questionnaires were used. For the analysis and data processing, content analysis was adopted. With the processing of the data, it was found that the number of study subjects, the majority of whom are female and have a secondary level of education. It was noticed from the interviewees said that it is at this school level that a person's reading and writing skills are stimulated and developed. student, although they are not always achieved. Due to the possible impact of progression through learning cycles in the development of reading and writing skills in 2nd grade elementary school students Eduardo Mondlane, it was found that there was a positive as well as a negative impact. In the positive impact, the progressions reduce class overcrowding, student age discrepancy in relation to class and also reduce the level of school dropout. The negative aspects of progression by learning cycle are based on the In addition to stunting the student, this teaching model does not encourage the stimulation of students' abilities. And in this same context, there was dissatisfaction on the part of parents and/or guardians regarding the progression by learning cycles.(TRADUÇÃO NOSSA)