A avaliação por ciclos de aprendizagem no Ensino Básico em Moçambique: entre tensões e desafios

Abstract

This paper discusses the policy of cycles of learning (non retention policies) introduced by the last curricular reform in Basic Education (BE) in Mozambique in 2004. This policy has faced many objections within the society due to the fact that the students are promoted from one class to another without having acquired the competences proposed in the curricular plan. The main objective of this study was to analyze the tension and challenges of the evaluation in learning cycles in BE in Mozambique. The methodology used was based on bibliographic and documental survey. The research concluded that the necessary conditions for the implementation of the progression politics in the learning cycles in Mozambique were not created. Therefore, it is necessary to improve aspects such as policy dissemination, schools functioning conditions and teachers' education, so that formative assessment can be applied effectively. Keywords: Basic Education. Learning Cycles. Learning assessment.Resumen: Este artículo discute la política de progresión por ciclos de aprendizaje introducida en la última reforma curricular de la Enseñanza Básica (EB) en Mozambique, en 2004. Esta política ha sufrido muchas contestaciones en el seno de la sociedad por el hecho de que los alumnos progresen de clase sin obtener *