Trajetórias escolares em contexto social desfavorável e as reformas educacionais recentes no Brasil.

This study analyzed the development of some school trajectories through the early age of entry to elementary school and the expanded length of stay in this level of schooling, both resolutions established respectively by laws number 11.114/2005 and 11.274/2006. Therefore trajectories from 2006 to 2014 were investigated, those belonging to the first cohort of students from a specific municipal public school, in agreement with the laws mentioned above. The aim was to analyze the students' flow throughout this educational stage, considering that these laws envisage the reduction of inequalities in education, particularly those that become visible through school failure. We followed the trajectories using class diaries and final result minutes. The conclusion is that, despite legal incentives, the flow of school trajectories, especially taking into account unfavorable social contexts, is severely affected by failures. [ABSTRACT FROM AUTHOR]