<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932020000100205</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v25e2020a4541</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ciência do espaço sem espaço: disciplina Geografia e reforma do Ensino Médio no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Science of Space without Space: Geography discipline and High School reform in Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Larissa Oliveira Mesquita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Willame de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Estado do Pará Centro de Ciências Biológicas e da Saúde Núcleo Técnico-Científico de Telessaúde]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Estado do Pará Departamento de Filosofia e Ciências Sociais Programa de Pós-Graduação em Geografia]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932020000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932020000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932020000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é analisar as implicações da reforma do Ensino Médio sobre a disciplina Geografia e os seus desdobramentos para a sociedade brasileira. Os procedimentos metodológicos utilizados são de natureza bibliográfica e documental, com destaque para as análises da Lei de Diretrizes e Bases da Educação (Lei n°9.394/1996) e da Lei n°13.415/2017, que disciplinou a reforma do Ensino Médio. Os resultados da pesquisa ressaltam que a disciplina Geografia compunha a estrutura curricular da Educação Básica brasileira mesmo antes da conformação da Geografia científica, com forte articulação com interesses estatais e elitistas, o que não se repete na atualidade, no âmbito da reforma do Ensino Médio, que promove a fragilização dessa disciplina na Educação Básica, representando um claro desacordo entre os poderes elitistas e os caminhos seguidos pela disciplina Geografia nos últimos anos. As implicações dessa reforma em relação à disciplina Geografia devem ocasionar, entre outras consequências, perdas na formação voltada à construção de um sujeito social complexo atuante no âmbito profissional e também em outras esferas da vida social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this article is to analyze the impact of High School reform on the geography discipline and its reach in the Brazilian society. The methodological procedures used are based on bibliography and documents, highlighting a review of the Education Guidelines and Base law (Law n.9.394, dated December 20, 1996 and Law n.13.415, dated February 16, 2017) that ruled on the High School reform. The outcome of this investigation emphasizes that the geography discipline composed the curricular structure of basic education in Brazil, even before the development of scientific geography, with strong articulation with elitist and government interests, which will not occur any more in the framework of the High School reform. The reform fosters a disruption of this subject in basic education, representing a clear disagreement between elitist power and the pathways taken by this discipline in recent years. The implications of this reform in relation to the geography discipline include, among other consequences, losses in education aimed at the construction of a complex social subject active in the professional set up and also in other spheres of social life.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo escolar]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Geografia]]></kwd>
<kwd lng="pt"><![CDATA[Reforma do Ensino Médio]]></kwd>
<kwd lng="en"><![CDATA[School curriculum]]></kwd>
<kwd lng="en"><![CDATA[Geography teaching]]></kwd>
<kwd lng="en"><![CDATA[High School reform]]></kwd>
</kwd-group>
</article-meta>
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