<?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>1981-1969</journal-id>
<journal-title><![CDATA[Jornal de Políticas Educacionais]]></journal-title>
<abbrev-journal-title><![CDATA[J. Pol. Educ-s]]></abbrev-journal-title>
<issn>1981-1969</issn>
<publisher>
<publisher-name><![CDATA[Núcleo de Políticas Educacionais da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-19692022000100106</article-id>
<article-id pub-id-type="doi">10.5380/jpe.v16i0.83723</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ciclos de aprendizagem no Distrito Federal: O fluxo escolar no período de 2014 a 2019]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning cycles in the Federal District: The school flow in the period from 2014 to 2019]]></article-title>
<article-title xml:lang="es"><![CDATA[Ciclos de aprendizaje en el Distrito Federal: El flujo escolar en el periodo de 2014 a 2019]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teixeira]]></surname>
<given-names><![CDATA[Cristina de Jesus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Ellen Michelle Barbosa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Edileuza Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Geraldo Eustáquio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Brasília Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de Brasília (PPGE/UnB) Faculdade de Educação Programas de Pós-Graduação em Educação (Profissional e Acadêmico)]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>16</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-19692022000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-19692022000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-19692022000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em 2005, o Distrito Federal (DF) iniciou a implantação do sistema de ciclos de aprendizagem. Em 2017, a implementação passou a ser obrigatória em todo o Ensino Fundamental como previsto no Plano Distrital de Educação (2015-2024), meta 2. Essa realidade suscita o questionamento &#8220;houve alteração do fluxo escolar após a implantação do ciclo nos Anos Iniciais e Finais em escolas públicas do DF no período de 2014 a 2019?&#8221;. Assim, este artigo objetiva analisar o sistema de ciclos de aprendizagem do Ensino Fundamental no DF para compreender suas implicações no fluxo escolar. De abordagem qualitativa, descritivo-analítica a discussão se dá pelos dados do Censo Escolar do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) referente ao DF. Os resultados indicam que a mudança da lógica seriada para a ciclada alterou as taxas de retenção que passaram de 12,7% em 2014 para 6,7% em 2019 e a distorção idadesérie/ano foi de 22,4% em 2014 para 18,4% em 2019. No entanto, apesar da redução de 6 pontos percentuais na retenção, a distorção idade-série/ano é preocupante, podendo sinalizar fragilidades na aprendizagem, corroborando a internalização da exclusão nas escolas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En 2005, el Distrito Federal (DF) inició la implantación del sistema de ciclos de aprendizaje. En 2017, la implementación se convirtió en obligatoria en toda la educación primaria según lo dispuesto en el Plan Educativo Distrital (2015-2024), meta 2. Esta realidad plantea la pregunta "¿hubo un cambio en el flujo escolar tras la implementación del ciclo en los años Iniciales y Finales en las escuelas públicas del DF en el periodo de 2014 a 2019?". Así, este artículo pretende analizar el sistema de ciclos de aprendizaje en la Educación Primaria en DF para entender sus implicaciones en el flujo escolar. De enfoque cualitativo, descriptivo-analítico, la discusión está dada por los datos del Censo Escolar del Instituto Nacional de Estudios e Investigaciones Educativas Anísio Teixeira (Inep) respecto al DF. Los resultados indican que el cambio de la lógica serial a la cíclica modificó las tasas de retención que pasaron del 12,7% en 2014 al 6,7% en 2019 y la distorsión edad/grado fue del 22,4% en 2014 al 18,4% en 2019. Sin embargo, a pesar de la reducción del fracaso escolar en un 6%, la distorsión edad/grado/año es preocupante y puede ser una señal de debilidad en el aprendizaje, corroborando la internalización de la exclusión en las escuelas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[ciclos de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[fluxo escolar]]></kwd>
<kwd lng="pt"><![CDATA[distorção idade-série/ano]]></kwd>
<kwd lng="pt"><![CDATA[internalização da exclusão]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[learning cycles]]></kwd>
<kwd lng="en"><![CDATA[school correction]]></kwd>
<kwd lng="en"><![CDATA[age/grade/year distortion]]></kwd>
<kwd lng="en"><![CDATA[internalization of exclusion]]></kwd>
<kwd lng="es"><![CDATA[La educación]]></kwd>
<kwd lng="es"><![CDATA[ciclos de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[corrección del escolar]]></kwd>
<kwd lng="es"><![CDATA[distorsión de edad/serie/grado]]></kwd>
<kwd lng="es"><![CDATA[internalización de la exclusión]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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