<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782015000100121</article-id>
<article-id pub-id-type="doi">10.1590/S1413-24782015206007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino m&#233;dio: unit&#225;rio ou multiforme?]]></article-title>
<article-title xml:lang="en"><![CDATA[HIGHSCHOOL: UNITARY OR MULTIFORM?]]></article-title>
<article-title xml:lang="es"><![CDATA[ENSEÑANZA MEDIA: ¿UNITARIA O MULTIFORME?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NOSELLA]]></surname>
<given-names><![CDATA[PAOLO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A02"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Nove de Julho  ]]></institution>
<addr-line><![CDATA[Água Branca SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<volume>20</volume>
<numero>60</numero>
<fpage>121</fpage>
<lpage>142</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782015000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782015000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782015000100121&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O texto defende duas ideias: a primeira afirma que o ensino m&#233;dio &#233; uma fase estrat&#233;gica do sistema escolar, possui sentido pedag&#243;gico em si. Considera, portanto, ser equivocado consider&#225;-lo intermedi&#225;rio, heter&#244;nomo, entre as s&#233;ries escolares do ensino fundamental e a universidade ou o mercado. A segunda ideia questiona que textos de um autor como Antonio Gramsci possam ser usados para justificar, te&#243;rica e dialeticamente, um programa de profissionaliza&#231;&#227;o precoce em n&#237;vel de ensino m&#233;dio. Fundamenta essa segunda assertiva por meio da an&#225;lise filol&#243;gica e hermen&#234;utica dos textos desse autor. Conclui que a implementa&#231;&#227;o do ensino m&#233;dio unit&#225;rio, de qualidade, no Brasil, exige profunda reforma do ensino m&#233;dio regular, sobretudo o p&#250;blico, de car&#225;ter formativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The text defends two ideas: the first one affirms that high school is the strategic educational level in the system and has a pedagogical meaning in itself. Therefore, it is considered that it is a mistake to define it as intermediate, heteronomous between the grades of elementary school and university or the job market. The second idea questions that an author such as Antonio Gramsci could be used to justify both theoretically and dialectically an early professionalizing program for high school. This assertion is based on the philological and hermeneutic analysis of Gramsci&#8217;s texts. The study concludes that the implementation of quality unitary high schools in Brazil, requires deep reform of the regular high school, especially in the public sector.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El texto trabaja con dos ideas: la primera afirma que la ense&#241;anza media es una etapa estrat&#233;gica del sistema escolar, posee sentido pedag&#243;gico aut&#243;nomo. As&#237;, se considera un equ&#237;voco definirla como eslab&#243;n intermediario, heter&#243;nomo, entre los primeros a&#241;os de la escuela primaria y la universidad o el mercado. La segunda idea cuestiona que un autor como Antonio Gramsci pueda justificar te&#243;rica y dialectalmente un programa de profesionalizaci&#243;n precoz a nivel de la ense&#241;anza media. Se fundamenta esta asertiva por medio de la investigaci&#243;n filol&#243;gica y hermen&#233;utica de los textos del autor. Se concluye que la implementaci&#243;n de la ense&#241;anza media de calidad por medio del sistema unitario en Brasil exige una amplia reforma de la ense&#241;anza media regular, sobretodo, la p&#250;blica, de car&#225;cter formativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[escola unitária]]></kwd>
<kwd lng="pt"><![CDATA[ensino integrado]]></kwd>
<kwd lng="pt"><![CDATA[dialética]]></kwd>
<kwd lng="pt"><![CDATA[Antonio Gramsci]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[unitary school]]></kwd>
<kwd lng="en"><![CDATA[integrate education]]></kwd>
<kwd lng="en"><![CDATA[dialectics]]></kwd>
<kwd lng="en"><![CDATA[Antonio Gramsci]]></kwd>
<kwd lng="es"><![CDATA[enseñanza media]]></kwd>
<kwd lng="es"><![CDATA[escuela unitaria]]></kwd>
<kwd lng="es"><![CDATA[enseñanza integrada]]></kwd>
<kwd lng="es"><![CDATA[dialéctica]]></kwd>
<kwd lng="es"><![CDATA[Antonio Gramsci]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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