<?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>S0102-46982025000100214</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698-47552</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[TRANSFORMAÇÕES DO MOVIMENTO SECUNDARISTA NA CONSOLIDAÇÃO DA APRENDIZAGEM FLEXÍVEL ATRAVÉS DA CONTRARREFORMA DO ENSINO MÉDIO]]></article-title>
<article-title xml:lang="es"><![CDATA[CAMBIOS DEL MOVIMIENTO DE ESTUDIANTES DE LA SECUNDARIA EN LA CONSOLIDACIÓN DEL APRENDIZAJE FLEXIBLE]]></article-title>
<article-title xml:lang="en"><![CDATA[CHANGES OF SECONDARY STUDENTS&#8217; MOVEMENT IN THE FLEXIBLE LEARNING THROUGH THE HIGH SCHOOL COUNTER-REFORM]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PAZ]]></surname>
<given-names><![CDATA[LAURA HELENA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ZAMBON]]></surname>
<given-names><![CDATA[LUCIANA BAGOLIN]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982025000100214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982025000100214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982025000100214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Diante do quadro de uma nova configuração do bloco político hegemônico brasileiro dada a partir do golpe institucional de 2016, novas políticas educacionais se consolidam através da Contrarreforma do Ensino Médio (Lei nº 13.415/2017). Ao analisar os antecedentes e os principais desdobramentos dessas políticas, investiga-se neste artigo seus impactos sobre a auto-organização estudantil secundarista, ao articular, em pesquisa de natureza qualitativa, material bibliográfico e empírico. Para tanto, verificou-se a literatura especializada a fim de resgatar os principais fundamentos e objetivos do Novo Ensino Médio. Na análise empírica, realizou-se entrevistas com dirigentes gaúchos de organizações juvenis de destacada intervenção junto às entidades estudantis secundaristas, na expectativa de compreender a leitura do movimento a respeito do impacto destas novas políticas sobre suas bases. Utilizando a Teoria Fundamentada, identificaram-se códigos referentes às tendências provocadas pela Contrarreforma que agravam um cenário de refluxo político-organizativo anterior, contribuindo para a significativa imobilização deste setor frente aos processos de desinvestimento na educação e degradação das condições de vida das juventudes brasileiras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Frente a un marco de reorientación estratégica desde una nueva configuración del bloque político hegemónico brasileño dado a partir del golpe institucional de 2016, se consolidan nuevas políticas educativas a través de la Contrarreforma de la Enseñanza Media (Ley nº 13.415/2017). Analizando los antecedentes y principales desarrollos de estas políticas, investigamos sus impactos en la autoorganización de los estudiantes de secundaria articulando material bibliográfico y empírico en una investigación cualitativa. Para ello, se verificó bibliografía especializada con el fin de rescatar los principales fundamentos y objetivos de la Nueva Preparatoria. En el análisis empírico, se realizaron entrevistas a líderes de organizaciones juveniles de Rio Grande do Sul, con destacada intervención en las entidades estudiantiles secundarias, con la expectativa de comprender la lectura del movimiento respecto al impacto de esas nuevas políticas en sus bases. Utilizando la Teoría Fundamentada, se identificaron códigos referentes a las tendencias provocadas por la Contrarreforma que agravan un reflujo político-organizativo previo, contribuyendo a la significativa inmovilización de este sector frente a los procesos de desinversión en educación y degradación de las condiciones de vida de la juventud brasileña.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Before a framework of strategic reorientation from a new configuration of the Brazilian hegemonic political bloc given from the institutional coup of 2016, new educational policies are consolidated from the Secondary Education Counter-Reform (Law nº 13.415/2017). By analyzing the antecedents and main developments of these policies, their impacts on high school student self-organization are investigated articulating, in qualitative research, bibliographic and empirical material. For that, the specialized literature was verified in order to rescue the main fundamentals and objectives of the New High School. In the empirical analysis, interviews were carried out with leaders from Rio Grande do Sul youth movement of outstanding intervention with secondary student movement, in the hope of understanding the movement's reading of the impact of these new policies on its bases. Using Grounded Theory, codes were identified referring to trends provoked by the Counter-Reform that aggravated a previous situation of political-organizational reflux, contributing to the significant immobilization of this sector in face of the processes of disinvestment in education and degradation of the living conditions of Brazilian youth.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem flexível]]></kwd>
<kwd lng="pt"><![CDATA[Contrarreforma do Ensino Médio (Lei nº 13.415/2017)]]></kwd>
<kwd lng="pt"><![CDATA[juventude]]></kwd>
<kwd lng="pt"><![CDATA[movimentos sociais]]></kwd>
<kwd lng="pt"><![CDATA[movimento estudantil secundarista]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje flexible]]></kwd>
<kwd lng="es"><![CDATA[Contrarreforma de la Enseñanza Media (Ley nº 13.415/2017)]]></kwd>
<kwd lng="es"><![CDATA[jóvenes]]></kwd>
<kwd lng="es"><![CDATA[movimientos sociales]]></kwd>
<kwd lng="es"><![CDATA[movimiento estudiantil secundario]]></kwd>
<kwd lng="en"><![CDATA[Flexible learning]]></kwd>
<kwd lng="en"><![CDATA[High School Counter-Reform (Law nº 13.415/2017)]]></kwd>
<kwd lng="en"><![CDATA[secondary students&#8217; movement]]></kwd>
<kwd lng="en"><![CDATA[social movements]]></kwd>
<kwd lng="en"><![CDATA[youth]]></kwd>
</kwd-group>
</article-meta>
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