Trajetória e desafios dos ciclos escolares no Brasil

Abstract

This paper seeks to examine justifications for adopting school cycles, making up for the culture and representations domains which encompasses theoretical rationales and political motivations that encourage changes in education. It also seeks to register the characteristics present in many of the attempts to implement this kind of school organization in the country, in different times and spaces, and intends to discuss the issues and clashes prompted by its implementation drawbacks.