This paper presents an analysis of 123 theses and dissertations, defended between 2000 and 2006, related to the organization of schooling in cycles in Brazil. It constitutes an attempt to carry out a systematic review of the research on this topic, with the aim of identifying the main trends, contributions to the debate, gaps and related problems. Based on an analysis of these studies, the article explores two specific aspects: the macro-and micro-perspectives, and the discussion of the premises of the policy of schooling in cycles. It points out that it is necessary to study further the theoretical and methodological aspects of research on cycles, and to consider the broader issues related to policy, as well as to analyze the range of aspects which mediate the policy investigated.
schooling in cycles; educational policy; literature review
