Piaget's constructivist theory has supported the Brazilian educational policy in the last third years and has been maintained in educational proposals and theoretical constructivist lines that study contributions to education. This study aims to verify whether the main arguments that support Continued Progression are based on Piaget's Constructivism. The current proposal of Continued Progression presents a constructivist approach that was not included in the original educational policy. Academic and official arguments were confronted with Piaget's texts. This analysis evidences that the Continued Progression proposal is based on Psychology and on a constructivist orientation however, not related to the Piagetian Constructivism.
Constructivism; Theories; Educational policy