<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. UNISINOS]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102010000100004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo e competências: a reforma do ensino médio e as apropriações pelas escolas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Monica Ribeiro da]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A04">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<volume>14</volume>
<numero>01</numero>
<fpage>17</fpage>
<lpage>26</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102010000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102010000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102010000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo tem por objetivo investigar o modo como as proposições presentes na reforma curricular do Ensino Médio foram apropriadas pelas escolas. Assim, documentos oficiais foram estudados, em especial as Diretrizes e Parâmetros Curriculares para esse nível de ensino. As formulações principais centram-se na relação entre saberes e suas tecnologias e no currículo organizado com base em competências. Além disso, nas escolas de Ensino Médio da cidade de Curitiba (PR), realizou-se uma pesquisa para verificar quais dessas proposições foram tomadas como referências, que mudanças buscaram fazer em resposta a elas e de que forma incorporaram as proposições normativas. Partiu-se da hipótese de que o movimento de apropriação da política curricular oficial não reproduz linearmente as formulações originais. A análise das respostas evidencia distintos processos de incorporação das prescrições normativas. Esses diferentes movimentos de apropriação conferem à reforma curricular um alcance relativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article aims to investigate how the propositions present in the curricular reform of secondary education have been incorporated by schools. In order to do that, official documents were studied, especially the Guidelines and the Curriculum Parameters for this level of education, indicating that the main formulations are the association between knowledge and its technologies and the curriculum based on skills. In addition, it was also performed a study with all high schools in Curitiba (PR), in order to gather information on which of these propositions schools have adopted as a reference, what kind of changes they had to perform in adapting to the reform, and in which ways they incorporated the new legislation in their pedagogical proposals. The hypothesis that oriented the research was that the adoption of the official curricular policy by schools does not occur in a linear way. The analysis of the answers showed different processes of adopting official prescriptions, indicating that the accomplishment of the reform is only relative.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo e Competências]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Reforma Curricular]]></kwd>
<kwd lng="en"><![CDATA[Curriculum and Competences]]></kwd>
<kwd lng="en"><![CDATA[High School Education]]></kwd>
<kwd lng="en"><![CDATA[Educational Reform]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[   <h2><font face="Arial, Helvetica, sans-serif">Curr&iacute;culo e compet&ecirc;ncias: a reforma do ensino m&eacute;dio e as  apropria&ccedil;&otilde;es pelas escolas.</font></h2> <font face="Arial, Helvetica, sans-serif"> <h3>Curriculum and  competences: the reform of secondary education and the schools&rsquo; appropriations.</h3>     <p>&nbsp;</p> <h4>Monica Ribeiro da Silva    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Educação & Sociedade]]></source>
<year></year>
<volume>23</volume>
<numero>80</numero>
<issue>80</issue>
<page-range>117-134</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
