Passed irresponsibly and growing more illiterate: discussing the social representations on the learning cycles among the teachers.

Abstract

One of the most incisive politics to combat school failure has been the introduction of learning cycles. This research intends to investigate the social representations on this new way of curricular organization.Thirty teachers from public schools of Recife participated answering a semi-structured interview. The results point to a social representation of the cycles centered in an automatic approval.Despite being at school, students remain illiterate. This representation is revealed in the general lack of motivation from the teachers with the possibilities of learning for the next generations.These results confirm that, without the compromise of the schools, managers in the educational system, family and the students all the different educational innovations will decline even more the quality of education.