<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092022000100102</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.17.18510.023</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A função do &#8220;Novo&#8221; Ensino Médio na lógica do capital: estratificação, perspectivas e resistências]]></article-title>
<article-title xml:lang="en"><![CDATA[The role of the &#8220;New&#8221; High School in the logic of capital: stratification, perspectives and resistances]]></article-title>
<article-title xml:lang="es"><![CDATA[El papel de la Escuela Secundaria &#8220;Nueva&#8221; en la lógica del capital: estratificación, perspectivas y resistencias]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira Gomes]]></surname>
<given-names><![CDATA[Mike Ceriani de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista (Unesp)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>17</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092022000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092022000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092022000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo tem como objetivo refletir as mudanças no sistema de educação formal brasileiro. Foi utilizada como ponto de partida para a análise bibliográfica uma citação da obra A educação para além do capital, do filósofo húngaro István Mészáros, na qual este cita um modelo educacional arcaico sugerido pelo filósofo iluminista inglês John Locke para as classes populares. Dessa maneira, foram discutidos os processos educacionais acríticos, de caráter alienador, e os processos educacionais críticos, de caráter formador e seu antagonismo aos modelos pedagógicos vocacionais, modernizados ao longo da história, mas sempre dentro da mesma lógica de reprodução de desigualdades do sistema capitalista. Ao final, o modelo acrítico e seu desdobramento são contextualizados na Lei Nº 13.415, de 16 de fevereiro de 2017, do Novo Ensino Médio, bem como a articulação dos principais agentes de interesse nessa Lei.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper aims to reflect the changes in the Brazilian formal education system. As a starting point for the bibliographic analysis a quote from the book Education beyond capital, by the Hungarian philosopher István Mészáros, was used to describe an archaic educational model suggested by the English Enlightenment philosopher John Locke for the popular classes. In this way, it was discussed the uncritical educational processes, of alienating character, and critical educational processes, of formative character and their antagonism to vocational pedagogical models, modernized throughout history, but always within the same logic of reproducing inequalities of the capitalist system. In the end, the uncritical model and its unfolding are contextualized in Law no. 13.415, of February 16, 2017, of the Brazilian New High School, as well as the articulation of the main agents of interest in this law.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo tiene como objetivo reflexionar sobre los cambios en el sistema de educación formal brasileño. Fue utilizada como punto de partida para el análisis bibliográfico una cita de la obra La educación más allá del capital, del filósofo húngaro István Mészáros, en la que éste cita un modelo educativo arcaico sugerido por el filósofo iluminista inglés John Locke para las clases populares. De esa manera, fueron discutidos los procesos educativos acríticos, de carácter alienante, y los procesos educativos críticos, de carácter formativo y su antagonismo con los modelos pedagógicos vocacionales, modernizados a lo largo de la historia, pero siempre dentro de la misma lógica de reproducción de desigualdades del sistema capitalista. Al final, el modelo acrítico y su desenvolvimiento son contextualizados en la Ley Nº 13.415, del 16 de febrero de 2017, de la Nueva Educación Secundaria, así como la articulación de los principales agentes de interés en esta ley.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Classes dominantes]]></kwd>
<kwd lng="pt"><![CDATA[Classes populares]]></kwd>
<kwd lng="pt"><![CDATA[Novo Ensino Médio]]></kwd>
<kwd lng="en"><![CDATA[Ruling classes]]></kwd>
<kwd lng="en"><![CDATA[Popular classes]]></kwd>
<kwd lng="en"><![CDATA[New High School]]></kwd>
<kwd lng="es"><![CDATA[Clases dominantes]]></kwd>
<kwd lng="es"><![CDATA[Clases populares]]></kwd>
<kwd lng="es"><![CDATA[Nueva Educación Secundaria]]></kwd>
</kwd-group>
</article-meta>
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