<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732016000200555</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2016v34n2p555</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino Médio: trajetória histórica e a dualidade educacional presente nas diferentes reformas]]></article-title>
<article-title xml:lang="en"><![CDATA[High school: historical trajectory and educational duality present in the different reforms]]></article-title>
<article-title xml:lang="fr"><![CDATA[Lycée: contexte historique et la dualité actuelle de l'éducation dans les différentes réformes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bortoloto]]></surname>
<given-names><![CDATA[Claudimara Cassoli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeidal]]></surname>
<given-names><![CDATA[Shiderlene Vieira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Christiani Bortoloto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Medianeira PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Medianeira PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<fpage>555</fpage>
<lpage>581</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732016000200555&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732016000200555&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732016000200555&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O artigo apresenta um estudo bibliogr&#225;fico sobre a dualidade educacional do Ensino M&#233;dio e sua manifesta&#231;&#227;o hist&#243;rica nas diferentes reformas que atingiram essa etapa de ensino. Destaca-se que a dualidade se configura na exist&#234;ncia de um sistema dual de educa&#231;&#227;o, que visa a atender os interesses das diferentes classes existentes no interior da sociedade. Para isso, recuperaram-se as diversas reformas, desde os anos 1940 at&#233; meados dos anos 2000, e estabeleceu-se um di&#225;logo com um conjunto de autores, revelando os limites das mesmas e sua vincula&#231;&#227;o com as demandas do setor produtivo. Al&#233;m disso, foram destacadas as caracter&#237;sticas peculiares das reformas dos anos 1990, consubstanciadas na Lei n&#186; 9.394/1996, a Lei de Diretrizes e Bases, que colocou o Ensino M&#233;dio como etapa final da educa&#231;&#227;o b&#225;sica, ao passo que deu bases legais para a promulga&#231;&#227;o de novas legisla&#231;&#245;es que intensificaram a dualidade educacional, como o Decreto n&#186; 2.208/1997, o Decreto n&#186; 5.154/2004 e a Lei n&#186; 12.513/2011, que instituiu o Pronatec. As disputas de diferentes interesses sobre a educa&#231;&#227;o levaram o Estado a promulgar o Decreto n&#186; 5.154/2004 e revogar o Decreto n&#186; 2.208/1997, revertendo o papel do Estado quanto &#224; oferta de educa&#231;&#227;o profissional integrada ao n&#237;vel m&#233;dio. A simples retomada do Estado para com essas pol&#237;ticas n&#227;o significou a extin&#231;&#227;o da dualidade educacional, haja vista que essa carece de constante luta imposta pelos trabalhadores no interior do Estado, sobretudo no &#226;mbito das pol&#237;ticas educacionais, bem como demanda a pr&#243;pria supera&#231;&#227;o desse modelo de sociedade, pautado na diferen&#231;a de classes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article presents a bibliographic study on educational duality of High School and its historical manifestation in the different reforms that have reached this stage of education. It highlights that the duality is configured in the existence of a dual system of education, which aims to serve the interests of the different existing classes within society. For this, we recovered various reforms from the 1940s up to the mid-2000s and established a dialogue with a number of authors, revealing the limits of those reforms and their links to the demands of the productive sector. Moreover, we highlighted the peculiar characteristics of the reforms of the 1990s, embodied in Law no 9.394/1996, the Law of Directives and Bases, which put High School as the final stage of basic education, whereas giving legal basis for the enactment of new laws that intensified educational duality, such as Decree no 2.208/1997, Decree no 5.154/2004 and Law no 12.513/2011, which established the Pronatec. The disputes of different interests on education prompted the state to promulgate Decree no 5154 2004 and to repeal Decree no 2.208/1997, reversing the role of the state regarding the provision of integrated vocational education at secondary level. A simple resumption of the State towards these policies did not mean the extinction of educational duality, given that it needs constant struggle imposed by workers in the State, particularly in the context of educational policies, as well as demands the very overcoming of this social model, based on class distinctions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[R&#233;sum&#233; L'article pr&#233;sente une &#233;tude bibliographique sur la dualit&#233; &#233;ducative du Lyc&#233;e et sa manifestation historique dans les diff&#233;rentes r&#233;formes qui ont atteint ce niveau de l'&#233;ducation. On souligne que la dualit&#233; est configur&#233;e sur l'existence d'un double syst&#232;me de l'&#233;ducation, qui vise &#224; servir les int&#233;r&#234;ts des diff&#233;rentes classes existantes dans la soci&#233;t&#233;. Pour cela, diverses r&#233;formes ont r&#233;cup&#233;r&#233; des ann&#233;es 1940 jusqu'au milieu des ann&#233;es 2000 et on a &#233;tabli un dialogue avec un certain nombre d'auteurs, en r&#233;v&#233;lant les limites de ceux-l&#225; et leur relation avec les exigences du secteur productif. En outre, les caract&#233;ristiques particuli&#232;res des r&#233;formes des ann&#233;es 1990, consacr&#233;s dans la loi n&#176; 9.394/1996, la Directives et Bases Juridiques, qui a mis l'&#201;...]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Públicas em Educação]]></kwd>
<kwd lng="pt"><![CDATA[Reformas de Ensino]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="en"><![CDATA[Public Polices in Education]]></kwd>
<kwd lng="en"><![CDATA[Educational Reforms]]></kwd>
<kwd lng="fr"><![CDATA[Lycée]]></kwd>
<kwd lng="fr"><![CDATA[Politiques Publiques en Matière d'Éducation]]></kwd>
<kwd lng="fr"><![CDATA[Réformes Éducatives]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
