<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362015000400005</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362015000400004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pol&#237;ticas de amplia&#231;&#227;o da jornada escolar para o Ensino M&#233;dio no Rio Grande do Sul: um estudo sobre o conhecimento escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Policies for extending high school hours in Rio Grande do Sul: a study on school knowledge]]></article-title>
<article-title xml:lang="es"><![CDATA[Políticas destinadas a ampliar la jornada escolar en la educación secundaria, en Rio Grande do Sul: un estudio sobre el conocimiento escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Roberto Rafael Dias da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[Caxias do Sul Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>23</volume>
<numero>89</numero>
<fpage>869</fpage>
<lpage>900</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362015000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362015000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362015000400005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ResumoO presente artigo objetiva fazer um mapeamento das estrat&#233;gias pol&#237;ticas de constitui&#231;&#227;o do conhecimento escolar nas pol&#237;ticas de amplia&#231;&#227;o da jornada para o Ensino M&#233;dio no Estado do Rio Grande do Sul, considerando o cen&#225;rio das pol&#237;ticas curriculares da &#250;ltima d&#233;cada (2002-2012). Com essa inten&#231;&#227;o, o estudo inscreve-se no campo dos Estudos Curriculares, sobretudo aqueles vinculados &#224; tradi&#231;&#227;o cr&#237;tica, seja por meio dos estudos sociol&#243;gicos do conhecimento escolar, seja pelos estudos pol&#237;ticos sobre a institui&#231;&#227;o escolar em sociedades neoliberais. Sob diferentes formatos, percebeu-se que a prote&#231;&#227;o social, o desenvolvimento econ&#244;mico e a personaliza&#231;&#227;o dos percursos s&#227;o algumas das racionalidades pol&#237;ticas orientadoras das referidas pol&#237;ticas. Em comum nas diferentes pol&#237;ticas, podemos indicar a aus&#234;ncia de uma concep&#231;&#227;o do conhecimento escolar dimensionada em sua objetividade e, ao mesmo tempo, justificada pelo seu car&#225;ter formativo. Os processos de sele&#231;&#227;o dos conhecimentos s&#227;o regidos por sistemas de racioc&#237;nio pedag&#243;gico produzidos de forma ex&#243;gena aos processos escolares, direcionando-os para o atendimento de demandas sociais e econ&#244;micas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractThis study aims to map political strategies for the constitution of school knowledge in policies intended to extend high school hours in Rio Grande do Sul, considering curriculum policies over the last decade (2002&#8211;2012). To this end, this study has adopted the perspective of Curriculum Studies, particularly the branch associated with the critical tradition, either through sociological studies of school knowledge or political studies of the school institution in neoliberal societies. It has been noted that social protection, economic development, and pathway customization are some of the political rationalities that have guided such policies in different structures. As a shared aspect among these different policies, it has been possible to indicate the lack of objective conception of school knowledge and, at the same time, one that is justified by its educative character. The processes of knowledge selection have been guided by systems of pedagogical reasoning external to school processes, thus directing them to fulfill social and economic demands.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenEn este art&#237;culo se pretende trazar un mapa de las estrategias pol&#237;ticas de incorporaci&#243;n de conocimiento escolar en las pol&#237;ticas de ampliaci&#243;n de la jornada para la educaci&#243;n secundaria en el estado de Rio Grande do Sul, dada la configuraci&#243;n de las pol&#237;ticas curriculares de la &#250;ltima d&#233;cada (2002-2012). Con esta intenci&#243;n, el estudio se enmarca dentro del campo de los estudios curriculares, en especial en los relacionados con la tradici&#243;n cr&#237;tica, ya sea a trav&#233;s de los estudios sociol&#243;gicos del conocimiento escolar, o a partir de los estudios de pol&#237;ticas de la instituci&#243;n educativa en las sociedades neoliberales. Bajo diferentes formatos, se se&#241;al&#243; que la protecci&#243;n social, el desarrollo econ&#243;mico y la personalizaci&#243;n de las rutas son algunas de las racionalidades pol&#237;ticas orientadoras de las referidas pol&#237;ticas. En general, en las diferentes pol&#237;ticas, se puede indicar la ausencia de una concepci&#243;n del conocimiento escolar a la medida de su objetividad y, al mismo tiempo, justificada por su car&#225;cter formativo. Los procesos de selecci&#243;n de los conocimientos se rigen por sistemas de razonamiento pedag&#243;gico producidos de manera ex&#243;gena en los procesos escolares,, orient&#225;ndolas para satisfacer las demandas sociales y econ&#243;micas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento escolar]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="en"><![CDATA[Curriculum policies]]></kwd>
<kwd lng="en"><![CDATA[School knowledge]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="es"><![CDATA[Políticas curriculares]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[Educación secundaria]]></kwd>
</kwd-group>
</article-meta>
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<page-range>1287-302</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
