<?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>S2176-66812024000100210</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.105.5703</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A tecnificação das Ciências Humanas nas políticas curriculares para o ensino médio: pedagogização do conhecimento escolar e instituição de uma nova economia moral]]></article-title>
<article-title xml:lang="en"><![CDATA[The technification of Human Sciences in curricular policies for secondary education: the pedagogizing of educational knowledge and the institution of a new moral economy]]></article-title>
<article-title xml:lang="es"><![CDATA[La tecnificación de las Ciencias Humanas en las políticas curriculares para la educación secundaria: pedagogización del saber escolar y la institución de una nueva economía moral]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Maria Aparecida Lima dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul (UFMS)  ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo (USP)  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>105</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812024000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812024000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812024000100210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: As reformas educacionais têm atribuído centralidade ao currículo, afirmando-o como lugar que tem a função de diminuir os problemas e eliminar as desigualdades educacionais e disseminando um discurso que opõe a organização disciplinar ao ensino renovado. Com apoio na noção de governamentalidade, temos abordado esses documentos como dispositivos que projetam condutas desejadas e tencionam produzir subjetividades neoliberais por meio da propagação de valores que promovem a esfera privada e as noções do campo econômico ao status de fonte dos princípios que devem não mais só regular a ação do Estado, mas modificar sua função. O excerto de análise apresentado neste texto, que recai sobre os Parâmetros Curriculares Nacionais e a Base Nacional Comum Curricular voltados ao ensino médio, provém de pesquisa qualitativa e documental e fundamenta-se na perspectiva pós-fundacional, objetivando discorrer sobre os sentidos que se tenta fixar para a área de Ciências Humanas mediante o apagamento das disciplinas escolares e a pedagogização do currículo. Ressaltamos que esse processo, caracterizado pela tentativa de fixação de um sentido de conhecimento escolar como sinônimo de competências, fundamenta-se na lógica de uma economia moral, que exacerba interesses pessoais e desejos individuais, depreciando o igualitarismo e o ponto de vista impessoal, contexto no qual as Ciências Humanas, ressignificadas nessas bases, assumem um papel-chave.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Educational reforms have been ascribing centrality to the curricula, further affirming them as a place capable of reducing issues and stamping out educational inequality, as well as propagating a viewpoint that opposes pedagogical discipline in regard to educational renewal. Supported by the notion of governmentality, we have been addressing these documents as devices that project the desirable conduct and tensely produce neoliberal subjectivities through the propagation of values that endorse the private sphere and economical concepts related to the status of the source of tenets that must not only regulate the State, but also modify its purpose. The excerpt analysis covered in this study, concerning the National Curriculum Guidelines and the Common National Curriculum Base oriented towards secondary education, stems from a documental and qualitative research, substantiated by a post-foundational perspective, and it seeks to ponder over the paths taken that, ultimately, limit Human Sciences, due to the deterioration of school subjects and the pedagogizing of the curriculum. We emphasize that such process, depicted as an attempt to give meaning akin to synonyms of competencies for educational knowledge, is grounded in a moral economy logic that exacerbates personal interests and individual desires, thus depreciating egalitarianism and impersonal standpoints, a context in which Human Sciences, if resignified, assume a pivotal role.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Las reformas educativas han dado centralidad al currículo, afirmándolo como un lugar que tiene la función de reducir los problemas y eliminar las desigualdades educativas y difundir un discurso que opone la organización disciplinaria a la renovación de la enseñanza. Apoyados en la noción de gubernamentalidad, hemos abordado estos documentos como dispositivos que proyectan conductas deseadas y pretenden producir subjetividades neoliberales a través de la propagación de valores que promueven la esfera privada y nociones del campo económico al estatus de fuente de principios que ya no solo debe regular la acción del Estado, sino modificar su función. El fragmento de análisis presentado en este texto, que se centra en los Parámetros Curriculares Nacionales y la Base Nacional Curricular Común dirigidos a la educación secundaria, proviene de una investigación cualitativa y documental y se fundamenta en la perspectiva posfundacional, con el objetivo de discutir los significados que se intentó fijar para el área de Ciencias Humanas mediante la supresión de materias escolares y la pedagogización del currículo. Destacamos que este proceso, caracterizado por el intento de establecer un sentido del conocimiento escolar como sinónimo de habilidades, se basa en la lógica de una economía moral, que exacerba los intereses personales y los deseos individuales, despreciando el igualitarismo y el punto de vista impersonal, contexto en que las Ciencias Humanas, redefinidas sobre estas bases, asumen un papel clave.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[competências]]></kwd>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio.]]></kwd>
<kwd lng="en"><![CDATA[competencies]]></kwd>
<kwd lng="en"><![CDATA[Common National Curriculum Base]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[secondary education.]]></kwd>
<kwd lng="es"><![CDATA[habilidades]]></kwd>
<kwd lng="es"><![CDATA[Base Nacional Curricular Común]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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