<?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>S2177-62102019000300559</article-id>
<article-id pub-id-type="doi">10.4013/edu.2019.233.11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Passados presentes nos Institutos Federais Ensino Médio Integrado e as (des)continuidades nas (in)determinações da dualidade estrutural]]></article-title>
<article-title xml:lang="en"><![CDATA[The pasts present at The Federal Institutes Integrated High School and (dis)continuities on the (in)determinations of structural duality]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chagas]]></surname>
<given-names><![CDATA[Selton Evaristo de Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="Aa "/>
<xref ref-type="aff" rid="Af1"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Lucineia Scremin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Filipe Augusto Couto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="A1a">
<institution><![CDATA[,Universidade Federal de Goiás Programa de Pós-Graduação em Sociologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="A1b">
<institution><![CDATA[,Fundação de Amparo à Pesquisa do Estado de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Goiás Faculdade de Ciências Sociais ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Goiás Programa de Pós-Graduação em Sociologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>559</fpage>
<lpage>575</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102019000300559&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102019000300559&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102019000300559&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A criação dos Institutos Federais de Educação, Ciência e Tecnologia (IFs) e a proposta de Ensino Médio Integrado (EMI) reacende o debate sobre a dualidade estrutural no ensino público brasileiro, ou seja, de que haveria dois tipos de escola, cada qual destinada a certos estudantes segundo sua origem de classe. Para mapear este debate, realiza-se uma incursão teórica e histórica na instauração da dualidade estrutural na educação profissional no Brasil e uma revisão sistemática de dissertações e teses defendidas no período de 2012 a 2017 sobre o EMI dos IFs. Conclui-se que a dualidade estrutural persiste nas práticas político-pedagógicas adotadas no EMI dos IFs, fazendo-se necessários ainda avanços na articulação dos currículos profissional e propedêutico e no acesso e permanência de jovens socialmente mais vulneráveis, mas se evidencia também que a própria constituição dos IFs já representa conquistas rumo a uma educação emancipatória e integrada ao mundo do trabalho.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The creation of the Federal Institutes (IFs) and its proposal of an Integrated High School (EMI) relighted the debate on the structural duality of the Brazilian public education, i.e., that there would be two types of school, each one intended for certain students according to their origin of class. To map this debate, we made a theoretical and historical incursion in the establishment of the structural duality in the professional education of Brazil, and a systematic review of dissertations and theses defended in the period from 2012 to 2017 concerned about the EMI of the IFs. We conclude that the structural duality persists in the political pedagogical practices adopted in the EMI of the IFs, i.e., advances in the articulation of the professional and the propaedeutic curricula, and in the access and permanence of socially vulnerable young people are still necessary. However, we also evidence that the very constitution of the IF&#8217;s already represents an achievement towards an emancipatory education, and an education integrated to the world of work.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[dualidade estrutural]]></kwd>
<kwd lng="pt"><![CDATA[Institutos Federais]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio Integrado]]></kwd>
<kwd lng="en"><![CDATA[Structural Duality]]></kwd>
<kwd lng="en"><![CDATA[Federal Institutes]]></kwd>
<kwd lng="en"><![CDATA[Integrated High School]]></kwd>
</kwd-group>
</article-meta>
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