<?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>S2177-62102018000200185</article-id>
<article-id pub-id-type="doi">10.4013/edu.2018.222.08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O princípio da contextualização na reforma do ensino médio no Brasil: em busca de uma leitura ontológica]]></article-title>
<article-title xml:lang="en"><![CDATA[The principle of contextualization in secondary education reform in Brazil: In search of an ontological reading]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maia Filho]]></surname>
<given-names><![CDATA[Osterne Nonato]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jimenez]]></surname>
<given-names><![CDATA[Maria Susana Vasconcelos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaves]]></surname>
<given-names><![CDATA[Hamilton Viana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Furtado]]></surname>
<given-names><![CDATA[Luís Távora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>185</fpage>
<lpage>193</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102018000200185&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102018000200185&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102018000200185&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Contextualiza&#231;&#227;o &#233; um dos princ&#237;pios pedag&#243;gicos centrais da reforma do ensino m&#233;dio implantada no Brasil nos anos de 1990. Quais s&#227;o as bases que sustentam esse fundamento, enquanto uma resposta &#224;s demandas sociais para al&#233;m das exig&#234;ncias do mercado contempor&#226;neo? Este artigo se prop&#245;e a tecer uma an&#225;lise cr&#237;tica acerca das ideias norteadoras daquela importante reforma configuradas nas diretrizes curriculares que a acompanham, com destaque especial para o princ&#237;pio da contextualiza&#231;&#227;o. Fundamentamos nossa leitura em uma perspectiva onto-marxista, descritiva e explorat&#243;ria da pedagogia do contexto. O princ&#237;pio da contextualiza&#231;&#227;o se configura, na pr&#225;tica, em uma l&#243;gica puramente tecnicista e gnosiol&#243;gica. Ele se reduz &#224; an&#225;lise de um conjunto de dados necess&#225;rios &#224; solu&#231;&#227;o de um problema a ser verificada em uma performance, conquanto o mundo real fica apenso aos discursos pedag&#243;gicos e a ontologia &#233; subsumida ao paradigma da dita sociedade do conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  The contextualization is one of the central pedagogical principles of the high school reform, implanted in Brazil in the 1990s. What are the foundations that support such basic principle, in view of the social demands, beyond those presently associated to market requirements? The study aims at developing a critical analysis of that important secondary school reform leading ideas, which are, likewise, set in the curriculum guidelines, with particular emphasis on the principle of contextualization. Our analysis is based upon an onto-Marxist perspective and characterized by a descriptive and exploratory study about context pedagogy. The principle of contextualization is configured, in practice, in a purely gnoseological and technical logic, reduced to a set of data for the solution of a problem to be tested in a mere performance, and, according to which, the real world remains subordinated to the pedagogical rhetoric and ontology succumbs under the paradigm of the so-called knowledge society.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Reforma do Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Fundamentos Pedagógicos]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia da Pedagogia]]></kwd>
<kwd lng="en"><![CDATA[High School Reform]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Fundamentals]]></kwd>
<kwd lng="en"><![CDATA[Epistemology Of Pedagogy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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