<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0101-7136</journal-id>
<journal-title><![CDATA[Inter-Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Inter Ação]]></abbrev-journal-title>
<issn>0101-7136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Goiás]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0101-71362013000200469</article-id>
<article-id pub-id-type="doi">10.5216/ia.v38i2.226135</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os parâmetros curriculares nacionais do ensino médio: a preparação para o mundo do trabalho precário]]></article-title>
<article-title xml:lang="en"><![CDATA[National curriculum parameters for secondary education: preparing for the insecurity of the labor market]]></article-title>
<article-title xml:lang="es"><![CDATA[Los parámetros curriculares nacionales de la enseñanza media: la preparación para el precario mundo del trabajo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piovezan]]></surname>
<given-names><![CDATA[Patrícia Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieitez]]></surname>
<given-names><![CDATA[Candido Giraldez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Marília SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2013</year>
</pub-date>
<volume>38</volume>
<numero>2</numero>
<fpage>469</fpage>
<lpage>487</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0101-71362013000200469&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0101-71362013000200469&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0101-71362013000200469&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo deste artigo &#233; apresentar de que forma a categoria trabalho &#233; abordada nos Par&#226;metros Curriculares Nacionais do Ensino M&#233;dio (PCNEM), visto ser essa categoria a base principal para a formula&#231;&#227;o da reforma curricular desse n&#237;vel de ensino. Nesse documento, h&#225; dois eixos centrais: o trabalho e a cidadania. Por&#233;m, a cidadania &#233; agregada e subordinada &#224;s novas exig&#234;ncias do mundo do trabalho que, de acordo com o documento, foi constitu&#237;do ap&#243;s os anos 1970. Segundo os autores dos PCN do ensino m&#233;dio, a sociedade contempor&#226;nea sofreu duas grandes transforma&#231;&#245;es nessa d&#233;cada - a revolu&#231;&#227;o tecnol&#243;gica e a do conhecimento - que deram origem &#224;s novas exig&#234;ncias do processo produtivo, do mercado de trabalho e das rela&#231;&#245;es sociais. A partir dessas justificativas do MEC para a reforma do ensino m&#233;dio brasileiro, nosso objetivo, neste artigo, &#233; verificar de que forma a categoria trabalho &#233; conceituada no documento, como a organiza&#231;&#227;o curricular do ensino m&#233;dio se adaptou &#224;s novas tend&#234;ncias e quais s&#227;o essas novas exig&#234;ncias do mundo do trabalho a que o documento pretende se adaptar. Para essa an&#225;lise, utilizamos as categorias: trabalho, trabalho estranhado e a precariza&#231;&#227;o do trabalho.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The objective of this paper is to show how the category work is addressed in the National Curriculum Parameters for Secondary Education (PCNEM), as this category is considered the main plank for the formulation of curriculum reform in secondary education. In that document, there are two central planks, work and citizenship, but citizenship is aggregated and subjected to the new requirements of the labor market, which according to the document, was set up after the 1970s. According to the authors of the PCNEM, contemporary society underwent two major transformations in the 70s: the revolution of technology and of knowledge, which gave rise to new demands in the production process, labor market and social relations. Based on these Education Ministry justifications for the reform of Brazilian secondary education, the goal of this article is to analyze how work is defined in the document, how curriculum organization at secondary school level has adapted to the new trends and what are these new demands of the labor market to which the document intends to adapt. For this analysis, the categories work, alienated work and job insecurity are used.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El objetivo de este art&#237;culo es presentar de qu&#233; forma la categor&#237;a trabajo es abordada en los Par&#225;metros Curriculares Nacionales de la Ense&#241;anza Media (PCNEM), puesto que, esta categor&#237;a es considerada el eje principal para la formulaci&#243;n de la reforma curricular de ese nivel de ense&#241;anaza. En este documento, hay dos ejes centrales, el trabajo y la ciudadan&#237;a, pero, la ciudadan&#237;a es agregada y subordinada a las nuevas exigencias del mundo del trabajo que, de acuerdo con el documento, fue constitu&#237;do despu&#233;s de la d&#233;cada de 1970. Seg&#250;n los autores de los PCNs de la ense&#241;anza media, la sociedad contempor&#225;nea sufri&#243; dos grandes transformaciones en los a&#241;os 70: la revoluci&#243;n tecnol&#243;gica y del conocimiento, las cuales originaron las nuevas exigencias del proceso productivo, del mercado de trabajo y de las relaciones sociales. A partir de esas justificativas del MEC para la reforma de la ense&#241;anza media brasile&#241;a, nuestro objetivo en este art&#237;culo es averiguar de qu&#233; forma la categor&#237;a trabajo es conceptuada en el documento, c&#243;mo la organizaci&#243;n curricular de la ense&#241;anza media se adapt&#243; a las nuevas tendencias y cu&#225;les son esas nuevas exigencias del mundo del trabajo a las que el documento pretende adaptarse. Para esse an&#225;lisis, utilizamos las categor&#237;as: trabajo, trabajo estra&#241;o y la precarizaci&#243;n del trabajo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Parâmetros Curriculares Nacionais do Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho]]></kwd>
<kwd lng="pt"><![CDATA[Cidadania]]></kwd>
<kwd lng="pt"><![CDATA[Reestruturação Produtiva]]></kwd>
<kwd lng="pt"><![CDATA[Precarização do Trabalho]]></kwd>
<kwd lng="en"><![CDATA[National Curriculum Parameters for Secondary Education]]></kwd>
<kwd lng="en"><![CDATA[Labor]]></kwd>
<kwd lng="en"><![CDATA[Citizenship]]></kwd>
<kwd lng="en"><![CDATA[Productive Restructuring]]></kwd>
<kwd lng="en"><![CDATA[Job Insecurity]]></kwd>
<kwd lng="es"><![CDATA[Parámetros Curriculares Nacionales de la Enseñanza Media]]></kwd>
<kwd lng="es"><![CDATA[Trabajo]]></kwd>
<kwd lng="es"><![CDATA[Ciudadanía]]></kwd>
<kwd lng="es"><![CDATA[Reestructuración Productiva]]></kwd>
<kwd lng="es"><![CDATA[Precarización del Trabajo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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