WHEN FAILING WAS POSSIBLE, THE STUDENT, VICTIM OF THE PROCESS, WAS PUNISHED…

Abstract

Since the democratization of education in the 1970s, Brazilian schools have become publicly accessible, guaranteeing by law the right of children from disadvantaged social classes to formal education. This historical milestone carries a dual dimension: on one hand, it expanded access to schooling; on the other, it generated criticism of a system that historically struggled to ensure the academic success of this segment of the population. Among the most contested elements is assessment, a tool that determined which students could advance to the next grade and which would be retained. In response to this perceived exclusionary reality, public schools have implemented changes aimed at overcoming academic failure. This article critically analyzes these changes, examining the academic logic guiding such transformations and their implications for effective learning. A bibliographic review was conducted on assessment, grade retention, and educational public policies, focusing on historical and contemporary data regarding student promotion, retention, and educational quality. Findings indicate that although reducing or eliminating retention has produced positive promotion statistics, significant obstacles to genuine student learning remain. This demonstrates that quantitative success does not necessarily correspond to effective knowledge acquisition. Emphasis on positive statistical indicators may therefore create an illusion of success, failing to address the structural causes of educational exclusion and reinforcing historical inequalities.