<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742005000300007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Reflexões sobre as políticas de ciclos no Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barretto]]></surname>
<given-names><![CDATA[Elba Siqueira de Sá]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Sandra Zákia]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A07">
<institution><![CDATA[,Fundação Carlos Chagas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2005</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2005</year>
</pub-date>
<volume>35</volume>
<numero>126</numero>
<fpage>659</fpage>
<lpage>688</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742005000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742005000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742005000300007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Dentre as reformas educacionais implementadas em nome da qualidade da educação nos anos recentes no Brasil, as que introduzem os ciclos, possivelmente, representam as que têm maior potencial de concretizar o propósito de democratização do ensino. Ao colocar em questão e em tensão o projeto educacional e social no qual se assenta, de modo dominante, a escola obrigatória, os ciclos provocam um confronto com valores dominantes, entre estes, o de aceitação das desigualdades como decorrentes de diferenças individuais. Como medidas de não-repetência, eles rompem com a fragmentação decorrente da seriação e remetem a mudanças na concepção do tempo, do espaço e da própria cultura escolar, visando a garantir que o grande contingente de alunos, até recentemente excluído da escola básica, possa aí permanecer e adquirir conhecimentos socialmente relevantes. O artigo propõe-se a situar as políticas de introdução de ciclos no contexto da educação brasileira, destacando diferentes significados a eles atribuídos pelas múltiplas experiências de redes públicas de ensino, discutindo questões postas pela sua implementação e fazendo considerações sobre seus resultados e impactos. Baseia-se em revisão de estudos produzidos sobre o tema, de 1990 aos dias atuais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Among educational reforms implemented in Brazil on behalf of quality in education in the last years, those introducing cycles are possibly the ones that have more potential for accomplishing the purpose of democratizing education. When learning cycles question and challenge the educational and social project on which compulsory schooling is dominantly based on, they confront prevailing values, among which is that of accepting inequalities as a result of individual differences. As measures to prevent students from failing, learning cycles put an end to the fragmentation arising from grading and. They imply changes to the conception of time, space and school culture itself, with the purpose of assuring that the great number of students who were until not long ago excluded from basic school may continue education and acquire socially relevant knowledge. This paper aims at locating learning cycles introduction policies within the context of Brazilian education. Its points out the different meanings given to them by experiences in state and municipal school systems, the issues that result from its implementation, and makes considerations on their results and impacts. It is based on a review of academic studies on the subject, from 1990 to today.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ciclos]]></kwd>
<kwd lng="pt"><![CDATA[Reforma do Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade do Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Educacionais]]></kwd>
<kwd lng="en"><![CDATA[Learning Cycles]]></kwd>
<kwd lng="en"><![CDATA[Educational Reform]]></kwd>
<kwd lng="en"><![CDATA[Teaching Quality]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Reflex&otilde;es sobre as pol&iacute;ticas  de ciclos no Brasil.</h2> <h3>Thoughts on learning cycle policies in Brazil.</h3>     <p>&nbsp;</p> <h4>Elba Siqueira De S&aacute; Barretto,  Sandra Z&aacute;kia Sousa    <br> </h4> </font>      ]]></body>
</article>
