<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012021000100108</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v43i1.48270</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Eficiência pedagógica e o projeto desenvolvimentista brasileiro: fundamentos de uma &#8216;neodocência&#8217; no ensino secundário]]></article-title>
<article-title xml:lang="es"><![CDATA[Eficiencia pedagógica y el proyecto de desarrollo brasileño: fundamentos de una &#8216;neodocencia&#8217; en la educación secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical efficiency and the Brazilian development project: fundamentals of &#8216;neo-teaching&#8217; in secondary education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sfredo]]></surname>
<given-names><![CDATA[Marta Luiza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Roberto Rafael Dias da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Erechim Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>43</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012021000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012021000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012021000100108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Este artigo problematiza a relação entre o projeto desenvolvimentista brasileiro, dimensionado para o país nas décadas de 1950 e 1960, e o ensino secundário, a partir do ideário de modernização orientado para o progresso social e econômico, com ênfase na escola e na docência como elementos capazes de viabilizar as mudanças pretendidas, conforme os preceitos da teoria do Capital Humano. Para isto, a metodologia utilizada envolveu a análise documental, de acordo com os pressupostos de Cellard (2008), tendo como princípios metodológico-interpretativos as teorizações de Popkewitz (1997), envolvendo a &#8216;epistemologia social&#8217;. Com base nestes apontamentos, foram analisados três materiais impressos destinados aos docentes do ensino secundário: revista &#8216;Escola Secundária&#8217;, publicada entre 1958 e 1963, e os livros &#8216;Manual do professor Secundário&#8217;, de Theobaldo Miranda Santos, publicado em 1961 e &#8216;Escola Secundária Moderna&#8217;, de Lauro de Oliveira Lima, publicado em 1962. Os resultados da pesquisa indicam a emergência de novas racionalidades para a docência do ensino secundário no Brasil, denominadas de &#8216;neodocência&#8217;, pautadas pelos imperativos de desenvolvimento econômico, seguindo os moldes empresariais de performatividade, competitividade e inovação permanente. Tais configurações, derivadas da perspectiva economicista neoliberal, posicionam o professor como facilitador da aprendizagem, com base no ideal de modernização e renovação do ensino, orientado para a eficiência pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este artículo problematiza la relación entre el proyecto de desarrollo brasileño, diseñado para el país en las décadas de 1950 y 1960, y la educación secundaria, basada en la ideología de la modernización orientada al progreso social y económico, con énfasis en la escuela y la enseñanza como elementos capaces de posibilitar los cambios previstos, de acuerdo con los preceptos de la teoría del Capital Humano. La metodología empleada implicó el análisis de documentos, según Cellard (2008), teniendo como principios metodológico-interpretativos las teorizaciones de Popkewitz (1997), sobre la 'epistemología social'. A partir de estas notas, se analizaron tres materiales impresos destinados a profesores de secundaria: la revista 'Escola Secundária', publicada entre 1958 y 1963, y los libros 'Manual del profesor Secundário', de Theobaldo Miranda Santos, publicado en 1961 y 'Escola Secundária Moderna ', de Lauro de Oliveira Lima, publicado en 1962. Los resultados de la investigación indican el surgimiento de nuevos fundamentos para la enseñanza de la educación secundaria en Brasil, que llamamos' neo-enseñanza ', guiados por los imperativos del desarrollo económico, siguiendo los modelos de desempeño, competitividad e innovación permanente. Configuraciones, derivadas de la perspectiva economista neoliberal, que posicionan al docente como un facilitador del aprendizaje, basado en el ideal de modernización y renovación de la enseñanza, orientado a la eficiencia pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This article discusses the relation between the developmental project, designed for the country in the 1950s and 1960s, and the high school, based on the ideology of modernization oriented to social and economic progress, which emphasizes teaching as an element able of making possible the intended changes, according to the precepts of the theory of Human Capital. For this, the methodology used involved documental analysis, according to the assumptions of Cellard (2008), having as methodological-interpretative principles Popkewitz&#8217;s (1997) theorizations, involving &#8216;social epistemology&#8217;. Based on these notes, three printed materials intended for secondary school teachers were analyzed: the Escola Secundária Magazine, published between 1958 and 1963, and the books Manual do Professor Secundário, by Theobaldo Miranda Santos, published in 1961 and Escola Secundária Moderna, by Lauro de Oliveira Lima, published in 1962. The research results indicate the emergence of new rationales for teaching secondary education in Brazil, which we call &#8216;neo-teaching&#8217;, based on the imperatives of economic development, following the corporate molds of performativity, competitiveness, and permanent innovation. Such configurations, derived from the neoliberal economicist perspective, position the teacher as a facilitator of learning, based on the ideal of modernization and renewal of teaching, oriented towards pedagogical efficiency.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino secundário]]></kwd>
<kwd lng="pt"><![CDATA[docência]]></kwd>
<kwd lng="pt"><![CDATA[modernização]]></kwd>
<kwd lng="pt"><![CDATA[eficiência]]></kwd>
<kwd lng="es"><![CDATA[enseñanza secundaria]]></kwd>
<kwd lng="es"><![CDATA[docencia]]></kwd>
<kwd lng="es"><![CDATA[modernización]]></kwd>
<kwd lng="es"><![CDATA[eficiencia]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[modernization]]></kwd>
<kwd lng="en"><![CDATA[efficiency]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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