Análise da política de progressão parcial no IFRN - Campus Natal Central no biênio 2015-2016

Abstract

This work is the result of the analyzes of the policy of partial progression in the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte - Campus Natal Central (IFRN / CNAT) in the biennium 2015-2016. The partial progression is the mechanism, approved by the LDB (Law No. 9.394 / 96), which allows the student to continue in the studies, so that he / she advances to the next school year with the opportunity for recovery in those disciplines in which it performed poorly. In this way, the objective was to analyze, in the school context, the operationalization of the partial progression in the IFRN / CNAT, with priority for the 1st year classes of the Integrated Technical Courses of Medium Level, indicating the positive and negative points. In addition, the study intends to verify the results achieved by students who were partially progressed at the end of 2016, analyzing whether this policy achieved the expected results. In order to achieve these objectives, bibliographical and documentary research was carried out, quantitative data were collected in the Sistema Unificado de Administração Pública - SUAP / IFRN, and qualitative analysis of these data was based on the theoretical framework that was based mainly on the studies of LUCKESI (1995 ); ZABALA (1998); ESBAN (1999); ALMEIDA (2012); DANTAS, COSTA (2012); FRANÇA (2014); and PESSÔA (2016). In order to arrive at the analysis of the object of study, a discussion was first made about the policy of partial progression; in a second moment, the locus of the research was delimited. Once this was done, we discussed the regulation of partial progression in the IFRN and its results. In the end, the considerations were done. The main results of this work were: the politics of partial progression is still little discussed in the academic world; the policy of partial progression in the IFRN reached satisfactory quantitative levels by the end of 2016, however, systematic work is still needed to improve the quality of the training of students who are in a situation of dependency, especially those that fall under the Institutional Guidelines, since the accumulation of disciplines throughout the year often leads either to a new situation of partial progression or to a retention in the series.