<?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>2447-4193</journal-id>
<journal-title><![CDATA[Revista Brasileira de Política e Administração da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Brasileira de Política e Administração da Educação]]></abbrev-journal-title>
<issn>2447-4193</issn>
<publisher>
<publisher-name><![CDATA[Associação Nacional de Política e Administração da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2447-41932019000300961</article-id>
<article-id pub-id-type="doi">10.21573/vol35n32019.93846</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sistema econômico, direitos sociais e escolas desiguais: reflexões sobre a reforma do ensino médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Economic system, social rights, and heterogeneous schools: reflections on reform of high school]]></article-title>
<article-title xml:lang="es"><![CDATA[Sistema económico, derechos sociales y escuelas desiguales: reflexiones sobre la reforma de la enseñanza secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CASAGRANDE]]></surname>
<given-names><![CDATA[ANA LARA]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALONSO]]></surname>
<given-names><![CDATA[KATIA MOROSOV]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>35</volume>
<numero>3</numero>
<fpage>961</fpage>
<lpage>979</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2447-41932019000300961&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2447-41932019000300961&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2447-41932019000300961&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, cujo procedimento metodológico é a pesquisa bibliográfica, objetiva-se pensar a atual reforma do Ensino Médio, em um contexto capitalista. Faz-se uma recuperação histórica, a fim de mostrar que a educação transcorreu dualmente. Considera-se que a reconfiguração da etapa final da educação básica não rompe com a lógica do privilégio (currículos direcionados para a continuidade nos estudos no setor privado). Nota-se que a escola pública continua na contradição de: reproduzir os ideais dominantes, favorecendo o mercado; ser o espaço da crítica, articulação e socialização política.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article, which methodological procedure is the bibliographical research, the objective is to think about the current reform of High School in a capitalist context. A historical recovery is made to show that education has evolved dually. It´s considered that the reconfiguration of the end-stage of basic education does not break with the logic of privilege (curricula aimed at continuing the studies in the private sector). It´s noted that the public school continues in the contradiction of reproducing the dominant ideals, favoring the market; and be the space of criticism, articulation and political socialization.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo, cuyo procedimiento metodológico es la investigación bibliográfica, tiene por objetivo pensar la actual reforma de la Enseñanza Secundaria, en un contexto capitalista. Se hace una recuperación histórica, a fin de mostrar que la educación transcurrió dualmente. Se considera que la reconfiguración de la etapa final de la educación básica no rompe con la lógica del privilegio (currículos direccionados a la continuidad en los estudios en el sector privado). Se nota que la escuela pública sigue en la contradicción de: reproducir los ideales dominantes, favoreciendo el mercado; ser el espacio de la crítica, articulación y socialización política.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Política educacional]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Estado]]></kwd>
<kwd lng="pt"><![CDATA[Estratificação social]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Educational administration]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[State]]></kwd>
<kwd lng="en"><![CDATA[Social class]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Política educativa]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Secundaria]]></kwd>
<kwd lng="es"><![CDATA[Estado]]></kwd>
<kwd lng="es"><![CDATA[Estratificación social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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