<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362019000200426</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362018002601254</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A individualização dos percursos formativos como princípio organizador das políticas curriculares para o Ensino Médio no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Individualizing formative paths as an organizing principle for upper secondary education curricular policies in Brazil]]></article-title>
<article-title xml:lang="es"><![CDATA[La individualización de los itinerarios formativos como principio organizador de las políticas curriculares para la Enseñanza Secundaria en Brasil]]></article-title>
</title-group>
<contrib-group>
<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 do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[São Leopoldo Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>27</volume>
<numero>103</numero>
<fpage>426</fpage>
<lpage>447</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362019000200426&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362019000200426&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362019000200426&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo propõe-se a examinar os modos pelos quais a individualização dos percursos formativos é posicionada enquanto um princípio organizador das políticas curriculares para o Ensino Médio implementadas no Brasil, ao longo desta década. Ao inscrever-se no campo dos Estudos Curriculares, descreve e analisa como a escolarização juvenil passa a ser redimensionada no âmbito de diferentes &#8220;surtos individualizatórios&#8221;, intensificados nas condições de uma &#8220;economização da vida social&#8221; e da visibilização dos paradoxos de uma &#8220;crise do Estado&#8221;. Realiza uma análise de políticas curriculares mobilizadas nos estados do Rio Grande do Sul, de Minas Gerais e do Rio de Janeiro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper aims to examine how individualization of formative paths is positioned as an organizing principle for upper secondary education curricular policies in Brazil across this decade. By working in the Curriculum Studies, it describes and analyzes how young schooling comes to be rescaled into different &#8220;individualizing outbreaks&#8221;, heightened in the conditions of &#8220;economizing the social life&#8221; and visibilizing contradictions of a &#8220;state crisis&#8221;. It analyzes curricular policies in the states of Rio Grande do Sul, Minas Gerais and Rio de Janeiro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo se propone examinar los modos en que la individualización de los itinerarios formativos se sitúa como un principio organizador de las políticas curriculares para la enseñanza secundaria implementadas en Brasil a lo largo de esta década. Al inscribirse en el campo de los Estudios Curriculares, describe y analiza cómo la escolarización juvenil pasa a ser redimensionada en el ámbito de diferentes &#8220;brotes individualizadores&#8221;, intensificados en las condiciones de una &#8220;economía de la vida social&#8221; y de la visibilización de las paradojas de una &#8220;crisis del Estado&#8221;. Se realiza un análisis de políticas curriculares movilizadas en los estados de Rio Grande do Sul, Minas Gerais y Río de Janeiro.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Individualização]]></kwd>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="en"><![CDATA[Curricular policies]]></kwd>
<kwd lng="en"><![CDATA[Upper secondary education]]></kwd>
<kwd lng="en"><![CDATA[Individualization]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
<kwd lng="es"><![CDATA[Políticas curriculares]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Secundaria superior]]></kwd>
<kwd lng="es"><![CDATA[Individualización]]></kwd>
<kwd lng="es"><![CDATA[Brasil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<name>
<surname><![CDATA[TIRAMONTI]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Variaciones sobre la forma escolar]]></source>
<year>2014</year>
<page-range>17-33</page-range><publisher-loc><![CDATA[Buenos Aires ]]></publisher-loc>
<publisher-name><![CDATA[Flacso]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
