<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982021000100170</article-id>
<article-id pub-id-type="doi">10.1590/0102-469834196</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[MUDANÇAS NAS POLÍTICAS CURRICULARES DO ENSINO MÉDIO NO BRASIL: REPERCUSSÕES DA BNCCEM NO CURRÍCULO MINEIRO]]></article-title>
<article-title xml:lang="en"><![CDATA[CHANGES ON CURRICULUM POLICIES FOR HIGH SCHOOL IN BRAZIL: REPERCUSSION OF BNCCEM AT MINAS GERAIS STATE CURRICULUM]]></article-title>
<article-title xml:lang="es"><![CDATA[CAMBIOS EN LAS POLÍTICAS CURRICULARES DE LA ENSEÑANZA MÉDIA EN BRASIL: REPERCUSIONES DE LA BNCCEM EN EL CURRÍCULO DE MINAS GERAIS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PINTO]]></surname>
<given-names><![CDATA[SAMILLA NAYARA DOS SANTOS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MELO]]></surname>
<given-names><![CDATA[SAVANA DINIZ GOMES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></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>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100170&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100170&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100170&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo, fundamentado em pesquisa bibliográfica e documental, teve como objetivo analisar o conjunto de políticas curriculares dirigidas ao ensino médio a nível nacional, no período de 1990 a 2018 e sua expressão na Rede Estadual de Ensino de Minas Gerais. Para tanto se buscou apreender as definições da Lei n. 13.415/2017, da Base Curricular desta etapa de ensino, e do Currículo Referência de Minas Gerais, aprovado no fim de 2020. A expectativa é apresentar elementos para a análise da concepção e sentido da reforma do ensino médio no país e no contexto mineiro. As considerações deste estudo sinalizam que as novas configurações dirigidas à última etapa da educação básica convergem para uma formação destituída de sentido crítico e voltada para a aplicabilidade de conteúdos orientados por uma lista de competências e habilidades. O discurso de flexibilização é retomado na definição dos itinerários formativos, enfatizando o empreendedorismo como elemento chave para atender os requerimentos econômicos; além disso, há forte tendência à privatização do ensino médio tanto por meio de parcerias com o setor privado para a oferta desses itinerários, quanto pela possibilidade de implementação de escolas públicas com gestão privada, como vem sendo anunciado pelo Governo de Minas Gerais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This paper, founded in literature and documentary review, sought to analyse the set of curriculum policies addressing high school at national level, in the period from 1990 to 2018 and its expression at Minas Gerais State Education System. For that, it seeks to appreh end the definitions of Law n. 13.415/2017, of Curricular Basis for that level of education, and of the document entitled &#8220;Minas Gerais Reference Curriculum&#8221;, approved at the end of 2020. The expectation is to present elements for the analysis of the repercussion of the high school reform in Brazil specifically in the state of Minas Gerais. The evidence points out that the new configurations addressed to the laststage of fundamental education converge to an education deprived of criticalsense and conducted by the application of contents by a list of competencies and skills. The relaxation discourseis resumed in the definition of educational trajectories, emphasizing self-management as a key elementto understand the economical requirements; also, there is a strongtendency for privatization of high school by partner ships with private sector for of feringthose trajectories, as well as the possibility to implement public schools withprivate management, as has been studied by Minas Gerais Government.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Eso estudio, fundado en pesquisa bibliográfica y documental, ha buscado analizar el conjunto de políticas curriculares dirigidas a la enseñanza media a nivel nacional, em el periodo de 1990 a 2018 y su expresión em la Red Estadual de Educación de Minas Gerais. Para tanto, busca aprehender las definiciones de la Ley n. 13.415/2017, de la Base Curricular de esa etapa de enseñanza, y del documento intitulado &#8220;Currículo Referencia de Minas Gerais&#8221;, aprobado em el término de 2020. La expectativa es presentar elementos para el análisis de las repercusiones de la reforma de la enseñanza media en Brasil y em el Estado de Minas Gerais. Las conclusiones señalan que las nuevas configuraciones dirigidas a la última etapa de la educación básica convergen para una formación privada de sentido crítico y direccionada para la aplicación de contenidos por medio de una lista de competencias y habilidades. El discurso de flexibilización retomado en la definición de los itinerarios formativos, enfatizando el emprendimiento como elemento clave para atender las demandas financieras; también hay fuerte tendencia para la privatización de la enseñanza media por medio de parecerias com el sector privado para la oferta de esos itinerarios, como por la posibilidad de implementación de escuelas públicas com gestión privada, como viene siendo estudiado por el Gobierno de Minas Gerais.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[novo ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[Minas Gerais]]></kwd>
<kwd lng="en"><![CDATA[new high school]]></kwd>
<kwd lng="en"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[Minas Gerais]]></kwd>
<kwd lng="es"><![CDATA[nueva enseñanza media]]></kwd>
<kwd lng="es"><![CDATA[BNCC]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[Minas Gerais]]></kwd>
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</article-meta>
</front><back>
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<year>2010</year>
<edition>3. edição</edition>
<publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
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