The starting point of this text are two Master studies conducted from 2005 to 2008 at the Federal University of Rio Grande do Sul. Such studies addressed local policies of curriculum restructuring per cycles in two Municipal Education Systems: Porto Alegre (Rio Grande do Sul state) and Vitoria da Conquista (Bahia state). The descriptions emphasize the possible effects of current policies of school inclusion on the schooling process. Organized per cycles, both systems aim at an understanding of schooling as a continuous, uninterrupted process. These systems' guidelines indicate that the educational process should be guided by the principle of democratic education accessible to all.
education; training cycles; curriculum
