<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762016000200676</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2016v14i2p0676</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo e conhecimento escolar na sociedade das capacitações: o ensino médio em perspectiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Curriculum and scholl knowledg in the society's capability: high scholl inperspective]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Roberto Rafael Dias de]]></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 RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<fpage>676</fpage>
<lpage>697</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762016000200676&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762016000200676&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762016000200676&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  No presente artigo s&#227;o examinadas as estrat&#233;gias de regula&#231;&#227;o pol&#237;tica e econ&#244;mica que perfazem a constitui&#231;&#227;o contempor&#226;nea do conhecimento escolar no Ensino M&#233;dio brasileiro. Para tanto, realiza-se uma an&#225;lise de dois documentos publicados recentemente pela Unesco, com grande repercuss&#227;o no Brasil, Reforma da Educa&#231;&#227;o Secund&#225;ria: rumo &#224; converg&#234;ncia entre a aquisi&#231;&#227;o do conhecimento e o desenvolvimento de habilidade (2008) e Prot&#243;tipos curriculares de Ensino M&#233;dio e Ensino M&#233;dio Integrado (2011). A realiza&#231;&#227;o das an&#225;lises deu-se a partir de uma atitude de leitura monumental, inspirada nos estudos foucaultianos. Ambos os textos influenciaram diretamente os processos de diagn&#243;stico, planejamento e implementa&#231;&#227;o das pol&#237;ticas curriculares para o Ensino M&#233;dio no Brasil. Descrevem-se os modos pelos quais a constitui&#231;&#227;o do conhecimento escolar no Ensino M&#233;dio em nosso Pa&#237;s desloca-se de uma concep&#231;&#227;o marcada pela per&#237;cia, t&#237;pica do capitalismo industrial, para outra ancorada na meritocracia. A mobiliza&#231;&#227;o desse deslocamento pode ser evidenciada em dois sistemas de racioc&#237;nio pedag&#243;gico emergentes na cultura do novo capitalismo, a saber: o objetivo pedag&#243;gico da forma&#231;&#227;o de personalidades produtivas e a organiza&#231;&#227;o curricular do Ensino M&#233;dio como uma comunidade de aprendizagem]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  In the present article examines the strategies of regulation that make up the contemporary constitution of school knowledge in secondary education in Brazil. The study presents an analysis of two documents recently published by UNESCO, with great repercussion in Brazil, Secondary Education Reform: Towards the convergence between knowledge acquisition and skill development (2008) and Prototypes and curriculum of high school and Integrated High School (2011). Both texts directly influence the processes of diagnosis, planning and implementation of curriculum policy for the High School in Brazil. Describe the ways in which the constitution of school knowledge in High School in our country moves from a conception marked by skill, typical of industrial capitalism to another anchored on meritocracy. The mobilization of this shift is evidenced in two systems of reasoning emerging pedagogical culture of the new capitalism: the pedagogical objective of the formation of productive personalities and organization of High School as a learning community.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Políticas de Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="en"><![CDATA[High Scholl]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Policies]]></kwd>
<kwd lng="en"><![CDATA[Knowledge School]]></kwd>
<kwd lng="en"><![CDATA[Neoliberalism]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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