Descrição
In 1991, the reformulation of the Public Educational System in Rio de Janeiro was approved by the Rio de Janeiro State Education Department. As the public school had already been considered a failed institution, it was necessary to make urgent changes in its structure. In this context, a new curriculum proposal called “Plano Básico de Estudos” (Basic Studies Plan) was implemented in the first grades of elementary school. It established an ongoing progression system in which there was no retention. According to the government, this was an attempt to keep students from lower social classes in school as well as a way of securing excluded people’s rights. Thus, this study analyses the policies and objectives which have guided the adoption of the continuing educational system in the State of Rio de Janeiro. This was accomplished by examining official documents and interviewing those who participated in this project. The results indicate that the project’s urgency and alarmism have contributed to the achievement of a consensus and to diminish teachers’ resistance to it.||Em 1991, foi aprovada a Reformulação do Sistema Público de Ensino do Estado do Rio de Janeiro pela Secretaria de Estado de Educação do Rio de Janeiro. O objetivo era, constatado o fracasso da escola pública, colocar em curso mudanças urgentes. Nesse contexto, ocorreu a implementação de uma proposta curricular para as primeiras séries do ensino fundamental denominada “Plano Básico de Estudos”, que estabeleceu um sistema de progressão continuada em que não haveria retenções. Segundo a retórica governamental, procurava-se garantir a permanência do aluno das classes populares, resgatando-se o direito das camadas excluídas. Neste estudo, busca-se analisar as diretrizes e os objetivos que orientaram a adoção do sistema de ciclos na Rede Estadual do Rio de Janeiro. Para tanto, procedeu-se ao exame de documentos oficiais e à realização de entrevistas com participantes do processo. As conclusões do trabalho assinalam que a urgência e o tom alarmista do projeto buscaram contribuir para a construção de um consenso e para a diminuição das resistências dos docentes.Palavras-chave: Ciclo Básico-Rio de Janeiro. Currículo. Política CurricularImplementing a continuing educational system in Rio de Janeiro State (1991-1994:) reflections on the brazilian public school curriculum policyAbstractIn 1991, the reformulation of the Public Educational System in Rio de Janeiro was approved by the Rio de Janeiro State Education Department.As the public school had already been considered a failed institution, it was necessary to make urgent changes in its structure. In this context, a new curriculum proposal called “Plano Básico de Estudos” (Basic Studies Plan)was implemented in the first grades of elementary school. It established an ongoing progression system in which there was no retention. According to the government, this was an attempt to keep students from lower socia lclasses in school as well as a way of securing excluded people’s rights.Thus, this study analyses the policies and objectives which have guided the adoption of the continuing educational system in the State of Rio de Janeiro.This was accomplished by examining official documents and interviewing those who participated in this project. The results indicate that the project’surgency and alarmism have contributed to the achievement of a consensus and to diminish teachers’ resistance to it.Keywords: Basic cycle – Rio de Janeiro. Curriculum. Curriculum policy.
