This article discusses the proposals of the education organization in terms of formation cycles. Its aim is to understand the underlying principles related to the rationality of the educational reforms in course in Brazil. It understands that these proposals imply a change in the principles that conduct the organization of the spaces and times of the public school: the school built on the principle of the knowledge would be giving place to a school guided on the principle of the sociableness. It deals with a change in the way of conceiving the school with important implications in the relationship between education and society. The diversity of meanings attributed to the idea of cycles as stated in this literature is questioned, as well as the absence of a clear explanation about its principles. It concludes that this innovation must be more debated since most of publications on the subject are guided by its justification.
Formation cycles; Educational reform; Rationality; Educational politics