<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812014000100009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Docência em história: implicações das novas disposições curriculares do ensino médio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Nilton Mullet]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Seffner]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gil]]></surname>
<given-names><![CDATA[Carmem Zeli]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meinerz]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<volume>95</volume>
<numero>239</numero>
<fpage>152</fpage>
<lpage>174</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812014000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812014000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812014000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Trata-se de um exercício de escrita inédito, resultado de reflexões realizadas pelo grupo de professores da área de ensino de História sobre o tema do ensino médio. A preocupação central é compreender o processo de mudanças no ensino médio propostas pelo Ministério da Educação (MEC) e pelos governos estaduais, na perspectiva do ensino de História. Abordamos quatro enfoques conceituais e teóricos: o primeiro refere-se à própria compreensão dos processos de mudanças propostos e sua relação com o ensino de História; o segundo refere-se à centralidade da pesquisa, que assume um caráter de operador estratégico do princípio da interdisciplinaridade e da contextualidade; o terceiro consiste na compreensão do papel dos agentes principais do ensino médio, que são os jovens e as culturas juvenis; o quarto diz respeito ao tema da memória e do patrimônio, uma vez que o ensino de História consiste em um movimento de criação/recriação da memória histórica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The article is an unprecedented exercise in writing, a result of reflections made by a group of professors in the area of history teaching, on the topic of high school. The central concern is to understand the process of change in high school, proposed by the Ministry of Education (MEC) and state governments, in the perspective of teaching history. Thus, we discuss four conceptual and theoretical approaches: the first refers to the understanding itself of the processes of change proposed and their relation to the teaching of history; the second refers to the centrality of the research, which takes on a role as strategic operator of the principles of interdisciplinarity and contextuality; the third consists in understanding the role of the major agents of high school, i.e. the youngsters and their cultures; and the fourth relates to the theme of memory and heritage, since the teaching of history consists of an action of creation/recreation of historical memory.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de História]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="en"><![CDATA[Teaching of History]]></kwd>
<kwd lng="en"><![CDATA[Research]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Doc&ecirc;ncia  em hist&oacute;ria: implica&ccedil;&otilde;es das novas disposi&ccedil;&otilde;es curriculares do ensino m&eacute;dio.</h2> <h3>Teaching history: implications of the new curricular  provisions for high school.</h3>     <p>&nbsp;</p> <h4>Nilton  Mullet Pereira, Fernando Seffner, Carmem Zeli Gil, Carla Meinerz</h4> </font>      ]]></body><back>
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