<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022022000100788</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202248246923</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Representações das classes secundárias experimentais construídas por Gildásio Amado (1958-1973)]]></article-title>
<article-title xml:lang="en"><![CDATA[Representations of the experimental secondary classes built by Gildásio Amado (1958-1973)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Fernanda Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dallabrida]]></surname>
<given-names><![CDATA[Norberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022022000100788&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022022000100788&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022022000100788&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho tem o propósito de compreender as representações feitas por Gildásio Amado, considerado um mediador cultural, sobre as classes secundárias experimentais, que se constituíram no ensaio pioneiro de inovação pedagógica no ensino secundário brasileiro nas décadas de 1950 e 1960. Essas representações são analisadas em dois textos produzidos por Gildásio Amado como chefe da Diretoria do Ensino Secundário do Ministério da Educação e Cultura (MEC) durante a implantação das classes secundárias experimentais, e em outros dois textos, escritos por ele, após a realização do primeiro ciclo dessa experiência pedagógica. Para ler essa questão usou-se o conceito de representação do historiador Roger Chartier, que tem duas dimensões: a presentificação do ausente ou do que já passou, mas também, necessariamente, a construção desse ausente. Assim, a operação de produção de fatos e de processos passados é realizada a partir dos interesses e ideologias de seu autor. De um lado, analisa-se o olhar de Gildásio Amado, na condição de ocupante de alto cargo no MEC, sobre as classes secundárias experimentais no momento de sua entusiasmada implantação. De outra parte, procura-se compreender a visão desse autor também sobre as classes secundárias experimentais após a realização de seu primeiro ciclo, que apresenta um tom mais avaliativo. Busca-se, portanto, perceber as apreciações de Gildásio Amado sobre a primeira onda de renovação do ensino secundário brasileiro em dois momentos históricos diferentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work aims to understand the representations made by Gildásio Amado, who was considered a cultural mediator, about the experimental secondary classes, which were the pioneering essay of pedagogical innovation in Brazilian secondary education in the 1950s and 1960s. These representations are analyzed in two texts produced by Gildásio Amado as head of the Secondary Education Board of the Ministry of Education and Culture during the implementation of the experimental secondary classes, and in two other texts, written by him, after the first cycle of this pedagogical experience. To read this question, we used the concept of representation developed by the historian Roger Chartier, which has two dimensions: the presentification of the absent or what has passed, but also, necessarily, the construction of this absent. Thus, the operation of the production of past facts and processes is carried out from the interests and ideologies of their authors. On the one hand, Gildásio Amado&#8217;s look, as a high-ranking official of the Ministry of Education and Culture, at the experimental secondary classes at the time of their enthusiastic implementation are analyzed. On the other hand, we seek to understand the author&#8217;s view also on the experimental secondary classes after the performance of their first cycle, which presents a more evaluative character. We seek, therefore, to perceive Gildásio Amado&#8217;s evaluations of the first wave of renewal of Brazilian secondary education in two different historical moments.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gildásio Amado]]></kwd>
<kwd lng="pt"><![CDATA[Classes experimentais]]></kwd>
<kwd lng="pt"><![CDATA[Ensino secundário]]></kwd>
<kwd lng="en"><![CDATA[Gildásio Amado]]></kwd>
<kwd lng="en"><![CDATA[Experimental classes]]></kwd>
<kwd lng="en"><![CDATA[Secondary education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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