<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. UNISINOS]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102010000100005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Do regime seriado para a organização em ciclos: mais do mesmo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tiggemann]]></surname>
<given-names><![CDATA[Iara]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Universitário de Votuporanga  ]]></institution>
<addr-line><![CDATA[Votuporanga SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<volume>14</volume>
<numero>01</numero>
<fpage>27</fpage>
<lpage>34</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102010000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102010000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102010000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O estudo histórico empreendido elucida as condições que tornaram possível a emergência da escola no final do século XIX, atentando especificamente para o advento do ensino seriado. O artigo mostra que ao se promover a distribuição dos alunos em classes progressivas com base em critérios etários, instituir um programa de estudos obrigatório, estabelecer o ensino simultâneo, esquadrinhar tempos e espaços escolares, buscaram-se, junto a novas formas de ensinar, modos de governar os sujeitos. Na atualidade, este formato da escolarização em séries sucessivas vem sendo substituído pela ordenação em ciclos e sua conjunção com a progressão continuada: um formato que se proclama novo, mais ajustado às transformações e exigências sociais, mas que sofre críticas da população em geral. O que parece faltar nos discursos contra e a favor dos ciclos ou das séries são as semelhanças entre as duas propostas, uma vez que o foco para as diferenças entre as duas modalidades obscurece suas similitudes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This historical study undertaken elucidates the conditions by which the emergence of school at the end of the nineteenth century was possible, focusing specially on the advent of grading education. The article shows that promoting the distribution of students in progressive classes based on age criteria, implementing a mandatory program of studies, establishing a simultaneous teaching, and organizing times and school spaces have shaped, along with new ways of teaching, ways of controlling subjects. Nowadays, this format of grading education has been replaced by the ordering cycles, and its conjunction with the continued progression. This format, proclaimed as new and more adjusted to the social changes and demands, it is, actually, being criticized by the general population. What seems to be missing in both the speeches against and in favor of schooling in cycles or in grades is the similarities between these two proposals, once the focus at the differences between the two terms obscures their similarities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Séries]]></kwd>
<kwd lng="pt"><![CDATA[Ciclos]]></kwd>
<kwd lng="pt"><![CDATA[Progressão Continuada]]></kwd>
<kwd lng="en"><![CDATA[Grading]]></kwd>
<kwd lng="en"><![CDATA[Cycles]]></kwd>
<kwd lng="en"><![CDATA[Continued Progression]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Do regime seriado para a organiza&ccedil;&atilde;o em ciclos: mais do  mesmo.</h2> <h3>From grading system  to organization of schooling in cycles: more of the same.</h3>     <p>&nbsp;</p> <h4>Iara Tiggemann    <br> </h4> </font>      ]]></body><back>
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<source><![CDATA[Teoria & Educação]]></source>
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</back>
</article>
