<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052024000400111</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.84815</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[REORDENAMENTO CURRICULAR DO ENSINO MÉDIO NO ESTADO DE MATO GROSSO]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULAR REORDERING OF HIGH SCHOOL IN THE STATE OF MATO GROSSO]]></article-title>
<article-title xml:lang="es"><![CDATA[REORGANIZACIÓN CURRICULAR DE LA EDUCACIÓN SECUNDARIA EN EL ESTADO DE MATO GROSSO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casagrande]]></surname>
<given-names><![CDATA[Ana Lara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Waleska Gonçalves de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maciel]]></surname>
<given-names><![CDATA[Cristiano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<volume>25</volume>
<numero>79</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000400111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000400111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000400111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A reforma do Ensino Médio está assentada, centralmente, na extensão do tempo de permanência na escola e no reordenamento curricular. Isso posto, por meio de um estudo qualitativo que mobiliza a técnica de análise de conteúdo, investiga-se a Base Nacional Comum Curricular (BNCC) direcionada à etapa final da Educação Básica em âmbito nacional e as diretrizes estabelecidas no estado de Mato Grosso. Ao seguir as etapas previstas no tratamento dos dados, baseado no trabalho de Laurence Bardin, foram obtidas as categorias, à luz do currículo flexível: protagonismo e projeto de vida. Os resultados indicam um espelhamento dos princípios da BNCC no Documento de Referência Curricular mato-grossense (DRC/MT), quanto ao objetivo anunciado de fortalecimento do protagonismo juvenil, orientação dos estudantes no que seria a construção do seu projeto de vida e o reforço ao princípio de que o currículo, como componente pedagógico dinâmico, seja flexível. Destaca-se que a principal peculiaridade do DRC/MT foi a abordagem da questão indígena e quilombola, um traço da demarcação das especificidades do estado de Mato Grosso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The reform of secondary education is based, centrally, on extending the length of stay at school and reorganizing the curriculum. Thus, through a qualitative study that uses the content analysis technique, the National Common Curricular Base (NCCB) aimed at the final stage of Basic Education nationally and the guidelines established in the state of Mato Grosso are investigated. By following the data processing steps, based on the work of Laurence Bardin, the categories were obtained, considering the flexible curriculum: protagonism and life project. The results indicate a mirroring of the BNCC principles in the Curricular Reference Document of Mato Grosso (CRD/MT), regarding the announced objective of strengthening youth protagonism, guiding students in what would be the construction of their life project and reinforcing the principle that the curriculum, as a dynamic pedagogical component, is flexible. It is noteworthy that the main specificity of the CDR/MT was the approach to the indigenous and quilombola issue, a feature of the demarcation of the singularity of the state of Mato Grosso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La reforma de la Educación Secundaria se basa principalmente en el aumento de la permanencia en la escuela y la reorganización curricular. Así, a través de un estudio cualitativo que utiliza la técnica de análisis de contenido, se investiga la Base Curricular Común Nacional (BNCC) dirigida a la etapa final de la Educación Básica a nivel nacional y las directrices para el estado de Mato Grosso. Siguiendo los pasos previstos en el procesamiento de datos, basados en el trabajo de Laurence Bardin, se obtuvieron las categorías, a la luz del currículo flexible: protagonismo y proyecto de vida. Los resultados indican un reflejo de los principios de la BNCC en el Documento de Referencia Curricular de Mato Grosso (DRC/MT), en cuanto al objetivo anunciado de fortalecer el protagonismo juvenil, orientar a los estudiantes en lo que sería la construcción de su proyecto de vida y reforzar el principio de que el currículo, como componente pedagógico dinámico, es flexible. Cumple destacar que la principal peculiaridad del DRC/MT fue su enfoque de las cuestiones indígenas y quilombolas, una característica de las especificidades del estado de Mato Grosso.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[bncc]]></kwd>
<kwd lng="pt"><![CDATA[documento de referência curricular]]></kwd>
<kwd lng="pt"><![CDATA[mato grosso.]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[nccb]]></kwd>
<kwd lng="en"><![CDATA[curricular reference document]]></kwd>
<kwd lng="en"><![CDATA[mato grosso.]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[bncc]]></kwd>
<kwd lng="es"><![CDATA[documento de referencia curricular]]></kwd>
<kwd lng="es"><![CDATA[mato grosso.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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