<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792026000100100</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v22i53.18572</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ENSINO MÉDIO NO BRASIL: RESISTÊNCIAS E DESAFIOS RECORRENTES]]></article-title>
<article-title xml:lang="en"><![CDATA[SECONDARY EDUCATION IN BRAZIL: PERSISTENT RESISTANCES AND CHALLENGES]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN SECUNDARIA EN BRASIL: RESISTENCIAS Y DESAFÍOS RECURRENTES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardozo]]></surname>
<given-names><![CDATA[Maria José Pires Barros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardozo]]></surname>
<given-names><![CDATA[Marlon Bruno Barros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Colares]]></surname>
<given-names><![CDATA[Maria Lília Imbiriba Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sartori]]></surname>
<given-names><![CDATA[Leandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Maranhão  ]]></institution>
<addr-line><![CDATA[São Luís Maranhão]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal do Maranhão  ]]></institution>
<addr-line><![CDATA[São Raimundo das Mangabeiras Maranhão]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Oeste do Pará  ]]></institution>
<addr-line><![CDATA[Santarém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro,]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<volume>22</volume>
<numero>53</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792026000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792026000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792026000100100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo do artigo é apresentar reflexões acerca das (contra)reformas do ensino médio no Brasil. Para esse intento, analisa as mudanças sofridas por este nível de ensino desde o final do Século XX, destacando elementos presentes em textos normativos como a LDB nº 9.394/1996, as DCNEM de 1998, a Lei nº 13.415/2017 e a recente Lei nº 14.945/2024. A metodologia utilizada na pesquisa é a bibliográfica e documental. A abordagem teórica fundamenta-se na análise da história do ensino médio no âmago das contradições entre capital e trabalho, refletindo a dualidade estrutural, econômica e cultural da sociedade brasileira. O texto aborda a histórica dualidade entre a formação propedêutica e a preparação para o trabalho e profissionalização, tecendo críticas às categorias de competência e empregabilidade por visarem a adaptação dos indivíduos à lógica do mercado. Como resultados, o artigo conclui que os instrumentos legais recentes tendem a acentuar a dualidade estrutural que historicamente marca o ensino médio. Eles aprofundam a divisão entre os alunos, em especial, preparando os da classe trabalhadora para ocuparem postos de trabalhos precários.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of this article is to present reflections on the (counter)reforms of upper secondary education in Brazil. To this end, it analyzes the changes undergone by this level of education since the late twentieth century, highlighting elements present in normative texts such as the LDB No. 9,394/1996, the 1998 National Curriculum Guidelines for Secondary Education (DCNEM), Law No. 13,415/2017, and the recent Law No. 14,945/2024. The research methodology is bibliographical and documentary. The theoretical approach is based on an analysis of the history of secondary education in the context of contradictions between capital and labor, reflecting the structural, economic, and cultural duality of society. The text addresses the historical duality between general academic education and preparation for work and vocational training, criticizing the categories of competence and employability for aiming to adapt individuals to the logic of the market. As results, the article concludes that recent legal instruments tend to accentuate the structural duality that has historically characterized secondary education. They deepen the division among students, particularly by preparing them to occupy precarious positions in the labor market.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este artículo es presentar reflexiones sobre las (contra)reformas de la educación secundaria en Brasil. Para ello, analiza los cambios experimentados por este nivel educativo desde finales del siglo XX, destacando elementos presentes en textos normativos como la LDB Nº 9.394/1996, las DCNEM de 1998, la Ley Nº 13.415/2017 y la reciente Ley Nº 14.945/2024. La metodología utilizada en la investigación es bibliográfica y documental. El enfoque teórico se fundamenta en el análisis de la historia de la educación secundaria en el marco de las contradicciones entre capital y trabajo, reflejando la dualidad estructural, económica y cultural de la sociedad. El texto aborda la histórica dualidad entre la formación propedéutica y la preparación para el trabajo y la profesionalización, criticando las categorías de competencia y empleabilidad por orientarse a la adaptación de los individuos a la lógica del mercado. Como resultados, el artículo concluye que los instrumentos legales recientes tienden a acentuar la dualidad estructural que históricamente ha caracterizado la educación secundaria. Profundizan la división entre los estudiantes, especialmente al prepararlos para ocupar puestos de trabajo precarios.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[itinerários formativos]]></kwd>
<kwd lng="pt"><![CDATA[contrarreformas]]></kwd>
<kwd lng="pt"><![CDATA[competências]]></kwd>
<kwd lng="pt"><![CDATA[empreendedorismo]]></kwd>
<kwd lng="pt"><![CDATA[precarização]]></kwd>
<kwd lng="en"><![CDATA[educational pathways]]></kwd>
<kwd lng="en"><![CDATA[counter-reforms]]></kwd>
<kwd lng="en"><![CDATA[competencies]]></kwd>
<kwd lng="en"><![CDATA[entrepreneurship]]></kwd>
<kwd lng="en"><![CDATA[precarization]]></kwd>
<kwd lng="es"><![CDATA[itinerarios formativos]]></kwd>
<kwd lng="es"><![CDATA[contrarreformas]]></kwd>
<kwd lng="es"><![CDATA[competencias]]></kwd>
<kwd lng="es"><![CDATA[emprendimiento]]></kwd>
<kwd lng="es"><![CDATA[precarización]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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