PROFICIENCY MANAGEMENT PROGRAM: PROGRESSIVE, NON-REGRESSIVE APPROACHES

Resumen

This article investigates the relationship between traditional educational practices and active progressive non-regressive experimental approaches of the Proficiency Management Program in the early years of Elementary School, comparing their effectiveness in tackling learning deficits at the 3rd year level. The study, which had the experiment anchored in the transdisciplinary theoretical principle, started from the following problem: how educational practices involving lesson planning and assessments in the initial years of Elementary School are related to the active progressive non-regressive approaches of the Proficiency Management Program, considering the context of learning deficit at the 3rd level year? The research, of a qualitative and quantitative nature, combined case study and experimental approach, using Hermeneutic and Comparative Methods, and Discourse Analysis and Document Analysis techniques. The results indicated that the experimental approaches, including Learning by Ecoguides and the Prospectus Academicus Recursive Circuit, were more effective for the learning of students in the 3rd year of Elementary School compared to traditional teaching practices and related assessment periods.