<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592019000100004</article-id>
<article-id pub-id-type="doi">10.18593/r.v44i1.16469</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas educacionais para o Ensino Médio: a inclusão educacional/exclusão social como intenção e gesto]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational policies for Middle School: educational inclusion/social exclusion as intention and gesture]]></article-title>
<article-title xml:lang="es"><![CDATA[Políticas educacionales para la Enseñanza Medio: la inclusión educacional/exclusión social como intención y gesto]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Favoreto]]></surname>
<given-names><![CDATA[Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Figueiredo]]></surname>
<given-names><![CDATA[Ireni Marilene Zago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Deitos]]></surname>
<given-names><![CDATA[Roberto Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná Mestrado em Educação e do Colegiado de Pedagogia Grupo de Pesquisa História e Historiografia na Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná Mestrado em Educação e do Colegiado de Pedagogia Grupo de Estudos e Pesquisas em Política Educacional e Social]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná Mestrado em Educação e do Colegiado de Pedagogia Grupo de Estudos e Pesquisas em Política Educacional e Social]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>44</volume>
<numero>1</numero>
<fpage>e16469</fpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592019000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592019000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592019000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Neste artigo apresenta-se uma reflex&#227;o sobre os significados pol&#237;ticos dos projetos e programas de reformas educacionais para o Ensino M&#233;dio posteriores ao fim da Ditadura Militar (1985-2017), tendo como problem&#225;tica o discurso de que uma educa&#231;&#227;o de qualidade poderia favorecer a democracia. A an&#225;lise dos dados do estudo teve como base os documentos e dados expedidos pelo Governo Federal, bem como os int&#233;rpretes da hist&#243;ria s&#243;cio-pol&#237;tica, principalmente no que se refere &#224;s reformas da Educa&#231;&#227;o, do Estado brasileiro e ao movimento do capitalismo nacional e internacional, evidenciando uma lacuna entre o proposto pelos documentos e os resultados implementados. Destaca-se que as reformas educacionais se adequaram &#224;s mudan&#231;as tecnol&#243;gicas e &#224; crise do capital, com rela&#231;&#227;o ao processo de inclus&#227;o/exclus&#227;o social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents a reflection on the political meanings of the projects and programs of educational reforms for High School, after the end of the Military&#8217;s Dictatorship period (1985-2017). It introduces as a problematic the argument that a quality education could enable the democracy. The analysis of this article was based on the documents and information provided by the Brazilian Federal Government as well as the interpreters of the social political history. It was given an especial attention to the reforms of Education and Brazilian State, also the national and international capitalism cycle, evidencing a gap between the proposed by the documents and the results implemented. It is emphasized, then, taking as reference the process of social inclusion/exclusion, that the educational reforms were adapted to the technological changes and the crisis of the capital.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este art&#237;culo se presenta una reflexi&#243;n sobre los significados pol&#237;ticos de los proyectos y programas de reformas educativas para la Ense&#241;anza Media, posteriores al final de la Dictadura Militar (1985-2017), teniendo como problem&#225;tica el discurso de que una educaci&#243;n de calidad podr&#237;a favorecer la democracia. El an&#225;lisis de los datos tuvo como base los documentos y datos expedidos por el Gobierno Federal, as&#237; como los int&#233;rpretes de la historia sociopol&#237;tica, principalmente en lo que se refiere a las reformas de la Educaci&#243;n, del Estado brasile&#241;o y el movimiento del capitalismo nacional e internacional, evidenciando una laguna entre el propuesto por los documentos y los resultados implementados. Se destaca, entonces, que las reformas educativas se adecuaron a los cambios tecnol&#243;gicos ya la crisis del capital, con relaci&#243;n al proceso de inclusi&#243;n/exclusi&#243;n social.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Reforma do Estado]]></kwd>
<kwd lng="pt"><![CDATA[Democracia e inclusão/exclusão social.]]></kwd>
<kwd lng="en"><![CDATA[Educational policies]]></kwd>
<kwd lng="en"><![CDATA[Reform of the State]]></kwd>
<kwd lng="en"><![CDATA[Democracy and inclusion/social exclusion]]></kwd>
<kwd lng="es"><![CDATA[Políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[Reforma del Estado]]></kwd>
<kwd lng="es"><![CDATA[Democracia e inclusión/exclusión social.]]></kwd>
</kwd-group>
</article-meta>
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