<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762020000301447</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2020v18i3p1447-1465</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ENSINO MÉDIO E EDUCAÇÃO A DISTÂNCIA: UMA RELAÇÃO POSSÍVEL?]]></article-title>
<article-title xml:lang="en"><![CDATA[HIGH SCHOOL AND DISTANCE EDUCACTION: IS A RELATIONSHIP POSSIBLE?]]></article-title>
<article-title xml:lang="es"><![CDATA[ESCUELA SECUNDARIA Y EDUCACIÓN A DISTANCIA: ¿UNA RELACIÓN POSIBLE?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CASAGRANDE]]></surname>
<given-names><![CDATA[Ana Lara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALONSO]]></surname>
<given-names><![CDATA[Kátia Morosov]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>3</numero>
<fpage>1447</fpage>
<lpage>1465</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762020000301447&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762020000301447&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762020000301447&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este texto aborda a Educação a Distância (EaD) como estratégia de ensino a ser adotada parcialmente no Ensino Médio, conforme as novas Diretrizes Curriculares Nacionais voltadas a essa etapa (até 20% no período diurno e 30% no noturno). O Novo Ensino Médio foi proposto pela Lei n.º 13.415/2017, que alterou a Lei de Diretrizes e Bases, estabelecendo uma mudança em sua arquitetura: ampliação do tempo mínimo do estudante na escola para 1.000 horas anuais (até o ano de 2022) e nova organização curricular, flexível, que contempla a Base Nacional Comum Curricular e a oferta de diferentes itinerários formativos. Objetivamos, então, problematizar a relação entre a etapa final da Educação Básica e a EaD. Concluímos que não é viável para este momento a adoção da educação remota no Ensino Médio, pois coaduna mais com um modo de precarização da Educação, dado que a justificativa central parece assentar-se nos custos, além de desprezar o percurso ainda a ser consolidado da modalidade na Educação Superior em nosso país, visto que sua institucionalização não é considerada um processo acabado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This text discusses Distance Education (DE) as a teaching strategy to be partially adopted in High School, according to the new National Curriculum Guidelines aimed at this stage (up to 20% during the day and 30% at night). The New High School was proposed with Law n.º 13.415/2017, which altered the Law of Guidelines and Bases, establishing a change in its structure: expansion of the minimum student time at school to 1.000 annual hours (until the year 2022) and new curricular organization, flexible, which includes the National Common Curricular Base and the offer of different training itineraries. We aim, therefore, to problematize the relationship between the final stage of Basic Education and Distance Education. We conclude that it is not feasible for this moment to adopt remote education in high school, as it is more related with a precarious way of education, given that the central justification seems to be based on costs, in addition to neglecting the path yet to be consolidated of the modality in higher education in our country, as its institutionalization isn´t considered a finished process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este texto aborda la Educación a Distancia (ED) como una estrategia de enseñanza que se adoptará parcialmente en la Escuela Secundaria, de acuerdo con las nuevas Directrices Curriculares Nacionales destinadas a esta etapa (hasta un 20% durante el día y un 30% por la noche). La Nueva Escuela Secundaria se propuso con la Ley n.º 13.415/2017, que cambió la Ley de Pautas y Bases, estableciendo un cambio en su arquitectura: expansión del tiempo mínimo del estudiante en la escuela a 1.000 horas anuales (hasta el año 2022) y nueva organización curricular, flexible, que incluye la Base Curricular Común Nacional y la oferta de diferentes itinerarios de capacitación. Nuestro objetivo, por lo tanto, es problematizar la relación entre la etapa final de la Educación Básica y la Educación a Distancia. Llegamos a la conclusión de que no es factible en este momento la adopción de la educación remota en la Escuela Secundaria, ya que corresponde a una forma de precariedad en la educación, dado que la justificación central parece ser los costos, además de descuidar del camino aún por consolidar de la modalidad en la educación superior en nuestro país, ya que su institucionalización no se considera un proceso terminado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Novo Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Política educacional.]]></kwd>
<kwd lng="en"><![CDATA[New High School]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Educational politics]]></kwd>
<kwd lng="es"><![CDATA[Nueva escuela secundaria]]></kwd>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[Política educativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ensino Médio Integrado: lutas históricas e resistências em tempos de regressão]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[ARAÚJO]]></surname>
<given-names><![CDATA[Adilson Cesar]]></given-names>
</name>
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Cláudio Nei Nascimento da]]></given-names>
</name>
</person-group>
<source><![CDATA[Ensino Médio Integrado no Brasil: fundamentos, práticas e desafios]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[IFB]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[Solange Flores de]]></given-names>
</name>
</person-group>
<source><![CDATA[O Ensino Médio Integrado à Educação Profissional em Mato Grosso]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Rondonópolis ]]></publisher-loc>
<publisher-name><![CDATA[Curso de Pós-Graduação em Educação, Universidade Federal de Mato Grosso]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
