This article proposes to show some of the characteristics present in many of the attempts to implant school cycles in the country, as well as the justification for their adoption. It states that dominion of representation of culture, as well as of the theoretical fundamentals and political logic that comprise the justifications are the most significant points among the multiple determinants of educational reform. Some basic texts in the history of Brazilian education, which locate the discussion in the past decades, are reviewed along with recorded initiatives in adopting the cycles during different periods and in diverse locations. Data from research on curriculum proposals in some of the states and cities, in effect between 1985 and 1995 is reviewed and recovered.