<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432020000300062</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2020.v29.n59.p62-76</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[REESCRITA HISTORIOGRÁFICA DA EDUCAÇÃO SECUNDÁRIA EM MATO GROSSO (2000-2018)]]></article-title>
<article-title xml:lang="en"><![CDATA[HISTORIOGRAPHIC REWRITING OF SECONDARY EDUCATION IN MATO GROSSO (2000-2018)]]></article-title>
<article-title xml:lang="es"><![CDATA[REESCRITURA HISTORIOGRÁFICA DE LA EDUCACIÓN SECUNDARIA EN MATO GROSSO (2000-2018)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Fabiany de Cássia Tavares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pessanha]]></surname>
<given-names><![CDATA[Eurize Caldas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Silvia Helena Andrade de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul Faculdade de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Grande Dourados Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<volume>29</volume>
<numero>59</numero>
<fpage>62</fpage>
<lpage>76</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432020000300062&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432020000300062&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432020000300062&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste texto tomamos como fontes e objetos dissertações na investigação da educação secundária regionalizada, defendidas nos Programas de Pós-Graduação em Educação nos estados de Mato Grosso e Mato Grosso do Sul. Para as análises pretendidas, buscamos identificar a presença (ou ausência) do diálogo com a historiografia consagrada e/ou analítica da historicidade. Para tanto, incursionamos pela versão da comparação nominada &#8220;estudos comparados&#8221;, que, no contexto da história da educação, problematiza a &#8220;interpretação/representação do eu-outro&#8221;, provocando rompimentos, no caso da História, com o conceito cronológico de tempo e, no caso da Educação Comparada, com o conceito geográfico de espaço. Em conclusão, a reescrita historiográfica aponta a necessidade de aprofundamentos e desdobramentos dos aspectos singulares da regionalidade, que mantêm conexão e alimentam interdependências entre si e na relação com práticas políticas, econômicas, culturais e educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this text, dissertations, defended in the Graduate Programs in Educations in Mato Grosso and Mato Grosso do Sul states, are taken as sources and objects in the investigation of regionalized secondary education. The analyzes seek to identify the presence (or absence) of dialogue with the consecrated and/or analytical historiography of historicity. To achieve this goal, it was explored a version of the named &#8220;comparative studies&#8221; which, in the context of the History of the Education, problematizes the &#8216;interpretation/representation of the other self&#8217;, causing ruptures, in the case of History, with the chronological concept of time and, in the Comparative Education, with the geographical concept of space. In conclusion, the historiographical rewriting points to the need for deepening and unfolding the unique aspects of regionality, which maintain connection and feed interdependencies among and in relation to political, economic, cultural and educational practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este texto tomamos como fuentes y objetos disertaciones, defendida en los Programas de Posgrado en Educación en los estados de Mato Grosso y Mato Grosso do Sul, en la investigación de la educación secundaria regionalizada. Para los análisis previstos, buscamos identificar la presencia (o ausencia) del diálogo con la historiografía consagrada y / o analítica de la historicidad. Para este propósito, hemos explorado la versión de la comparación llamada &#8220;estudios comparativos&#8221; que, en el contexto de la historia de la educación, problematiza la 'interpretación / representación del otro yo', causando rupturas, en el caso de la Historia, con el concepto cronológico del tiempo y, en el caso de la Educación Comparada, con el concepto geográfico de espacio. En conclusión, la reescritura historiográfica señala la necesidad de profundizar y desarrollar los aspectos únicos de la regionalidad, que mantienen la conexión y alimentan las interdependencias entre ellos y en relación con las prácticas políticas, económicas, culturales y educativas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação secundária]]></kwd>
<kwd lng="pt"><![CDATA[Historiografia]]></kwd>
<kwd lng="pt"><![CDATA[Mato Grosso]]></kwd>
<kwd lng="pt"><![CDATA[Mato Grosso do Sul]]></kwd>
<kwd lng="en"><![CDATA[Secondary education]]></kwd>
<kwd lng="en"><![CDATA[Historiography]]></kwd>
<kwd lng="en"><![CDATA[Mato Grosso]]></kwd>
<kwd lng="en"><![CDATA[Mato Grosso do Sul]]></kwd>
<kwd lng="es"><![CDATA[Educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[Historiografía]]></kwd>
<kwd lng="es"><![CDATA[Mato Grosso]]></kwd>
<kwd lng="es"><![CDATA[Mato Grosso do Sul]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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