Resumen

TEIXEIRA, Cristina de Jesus; MOURA, Ellen Michelle Barbosa de; SILVA, Edileuza Fernandes  y  MOREIRA, Geraldo Eustáquio. Learning cycles in the Federal District: The school flow in the period from 2014 to 2019. J. Pol. Educ-s [online]. 2022, vol.16, e83723.  Epub 30-Mayo-2023. ISSN 1981-1969.  https://doi.org/10.5380/jpe.v16i0.83723.

In 2005, the Federal District (DF) began the implementation of the learning cycle system. In 2017, the implementation became mandatory in all Elementary Education as provided in the District Education Plan (2015-2024), goal 2. This reality raises the question "was there a change in school flow after the implementation of the cycle in the Early and Final grades in public schools of DF in the period from 2014 to 2019?". Thus, this article aims to analyze the system of learning cycles in elementary education in DF to understand its implications on school flow. Of qualitative, descriptive-analytical approach, the discussion is given by data from the School Census of the National Institute of Educational Studies and Research Anísio Teixeira (Inep) referring to DF. The results indicate that the change from serial to cyclical logic changed the retention rates that went from 12.7% in 2014 to 6.7% in 2019 and the age/grade distortion was from 22.4% in 2014 to 18.4% in 2019. However, despite the 6% reduction in failure rates, the age/grade/year distortion is worrisome, and may signal weaknesses in learning, corroborating the internalization of exclusion in schools.

Palabras clave : Education; learning cycles; school correction; age/grade/year distortion; internalization of exclusion.

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