Abstract:
The present study analyses the process of implementation of progression through learning
cycles at Escola Primária Completa 30 de Janeiro da Matola, in order to understand how
the teachers implement it during the teaching and learning process. In the development of the
present study, the qualitative approach was followed and, by the nature of the approach, the
instruments used in data collection were structured interview guides as well as lesson and
school observation guides. The interviews were applied to all participants. The population
involved in this study is made up of 2979 individuals, of which, due to the need to delimitate
the study, using the probabilistic random method, 35 participants were selected and subdivided
into four groups consisting (i) of 8 students from the 3 cycles, (ii)18 teachers, (iii) one (1)
manager, (iv) 8 guardians. The analysis of the documents and the interviews made us
understand that the students progress from one cycle to the other without having the skills
foreseen for each cycle, due to difficulties in understanding or lack of mastery of the
guidelines that guide the implementation of innovation by the teachers. Beyond the factors
mentioned above, the study allowed us to understand that the political and technical factors;
the lack of infrastructures, influence negatively the implementation of the learning cycle
progression in the evaluation system. The study also concluded that the high number of
subjects, the three-shift mode that reduces the time spent in school to guarantee formative
evaluation and the inadequacy of teaching facilities that promote the success of the teaching
and learning process as a whole, contributes to the failure to implement the innovation in
question.
