Vasconcelos, Ana Maria Nogales2024-04-232024-04-232020https://hdl.handle.net/20.500.14135/1019Research carried out by IBGE and Inep indicate the maintenance of school inequalities from the stages of the compulsory education. Although the access may be considered universal, at least in elementary school, the school trajectories followed by students and the learning achieved by them continue to exhibit important differences among distinct social groups. Numerous works in Brazilian and foreign literature demonstrate that the grade retention has been ineffective and ends up expelling students from the formal education. Hence, the general objective of this dissertation is to contribute to the discussion about the relationship between the adoption of non-repetition policies by the state education systems in Brazil and the guarantee of universal and broad access to compulsory education, which includes its conclusion, preferably at the expected age, and obtaining adequate levels of learning, regardless the social group from which the student comes. To achieve the proposed goal, we designed three papers. The former is a review of the Brazilian literature and presents a delimitation of concepts related to non-repetition policies. It also investigates the main literature findings in which experiences of implementing those measures in Brazil have been evaluated. In the second one, we examine the non-repetition policies legislation in each state education system from the 27 Brazilians FUs. Likewise, the work assesses the grade retention rate at the basic education in state schools, as well as the responses of those schools regarding how the elementary and middle school were organized. In the latter, we carried out an exploratory analysis of the student’s cohort data from the state education systems of São Paulo and Mato Grosso (both of which adopt the continued progression throughout the middle school), in comparison with the data from the state education systems of Rio Grande do Sul and Mato Grosso do Sul (both of which do not adopt the measure at this level of education). Using information from the School Census, we followed the students’ school trajectory from 2013 to 2017. Hence, employing data from Prova Brasil (a population-based evaluation of the public schools from The National System of Basic Education Assessment), we analyzed the proficiency in Portuguese and in Mathematics achieved by students who followed a regular school trajectory. The results show that the continued progression was effective on increasing the proportion of students with a regular school trajectory and on decreasing the trajectory inequalities associated with the students’ personal and social characteristics. Even though, the policy itself was not enough to improve the quality of the education and to ensure that students may reach adequate proficiencies. Nevertheless, the average proficiency gains, both in Portuguese and in Mathematics, from the 5th grade (elementary school) to the 9th grade (middle school), were usually larger in São Paulo and Mato Grosso than in Rio Grande do Sul and Mato Grosso do Sul. This finding wonders some mainstream culture of failure statements, such as the progression of the low learning level students would harm the school environment and that they would likely not put more enforcement on their studies.Documento textualporAcesso abertoSistemas de EnsinoRendimento EscolarPolíticas Públicas em EducaçãoTese120907