<?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[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>S1809-38762019000301288</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i3p1288-1311</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PROSELITISMO PEDAGÓGICO E CONVERSÃO IDEOLÓGICA NA REFORMA DO ENSINO MÉDIO]]></article-title>
<article-title xml:lang="en"><![CDATA[PEDAGOGICAL PROSELYTISM AND IDEOLOGICAL CONVERSION IN THE (BRAZILIAN) HIGH SCHOOL REFORM]]></article-title>
<article-title xml:lang="es"><![CDATA[PROSELITISMO PEDAGÓGICO Y CONVERSIÓN IDEOLÓGICA EN LA REFORMA DE LA ENSEÑANZA MEDIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PIMENTEL]]></surname>
<given-names><![CDATA[Álamo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Sul da Bahia Programa de Pós Graduação Estado e Sociedade ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<fpage>1288</fpage>
<lpage>1311</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000301288&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000301288&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000301288&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Em meio a um contexto político de declínio democrático no país, a imposição de um modelo educacional por meio da Reforma do Ensino Médio acirrou disputas políticas e produziu um debate marcadamente ideológico sobre a educação. Com o uso de filmes publicitários, o governo federal procurou responder críticas e &#8220;instruir&#8221; a população brasileira sobre aspectos da proposta reformista, entre esses, a divisão do ensino médio por áreas e a liberdade de escolha curricular. Por meio da análise de discurso com base em Mikhail Bakhtin (2003, 2009) e Michel Foucault (2000, 2009) e com as ferramentas de abordagem metodológica dos discursos a partir de uma perspectiva pós-colonial, conforme a acepção de Homi Bhabha (1998), este artigo busca destacar as marcas neoliberais e neocoloniais presentes na propaganda da reforma. Compreendendo a mídia como um dispositivo pedagógico (FISCHER, 2002), enuncia-se o proselitismo pedagógico, a conversão ideológica e a produção de hegemonia como objetivos das produções publicitárias sobre a Reforma. A ideologia é, aqui, concebida como potência discursiva geradora de modos de subjetivação e operadora de relações de saber/poder no âmbito das políticas culturais e educacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Amidst a political context of democratic decline in Brazil, the imposition of an educational model through the High School Reform enticed political disputes and produced a markedly ideological debate on education. With the use of video commercials, the government sought to answer critics by &#8220;instructing&#8221; the Brazilian people on the aspects of the reformist proposal, which included the creation of school districts and broader curricular choice. Using discourse analysis theories by Mikhail Bakhtin (2003; 2009) and Michel Foucault (2000, 2009), and a methodological approach of discourse based on a post-colonial perspective, in the sense proposed by Homi Bhabha (1998), this article aims to call attention to the neoliberal and neocolonial marks present in the Reform propaganda. Understanding media as a pedagogical device (FISCHER, 2002), we can observe that pedagogical proselytism, ideological conversion and production of hegemony were the main objectives of the Reform advertising pieces; being that ideology is here conceived as a discursive power that generates forms of subjectivation, as well as an operator of power/knowledge relations within cultural and educational policy making.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En medio de un contexto político de declive democrático en el país, la imposición de un modelo educativo por medio de la Reforma de la Enseñanza Media agravó disputas políticas y produjo un debate marcadamente ideológico sobre la educación. Con el uso de películas publicitarias, el gobierno buscó responder críticas e "instruir" a la población brasileña sobre aspectos de la propuesta reformista, entre ellos, la división de la enseñanza media por áreas y la libertad de elección curricular. A través del análisis de discurso basado en Mikhail Bakhtin (2003; 2009)y Michel Foucault (2000, 2009),con las herramientas de enfoque metodológico de los discursos desde una perspectiva poscolonial, según la acepción de Homi Bhabha (1998), este artículo busca destacar las marcas neoliberales y neocoloniales presentes en la propaganda de la reforma. Comprendiendo los medios como un dispositivo pedagógico (FISCHER, 2002), se enuncia el proselitismo pedagógico, la conversión ideológica y la producción de hegemonía como objetivos de las producciones publicitarias sobre la Reforma.Siendo que la ideología es concebida aquí comopotencia discursiva generadora de modos de subjetivacióny operadora de relaciones de saber / poder en el ámbito de las políticas culturales y educativas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mídia]]></kwd>
<kwd lng="pt"><![CDATA[Ideologia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Cultura]]></kwd>
<kwd lng="en"><![CDATA[Media]]></kwd>
<kwd lng="en"><![CDATA[Ideology]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[Education, Culture]]></kwd>
<kwd lng="es"><![CDATA[Medios]]></kwd>
<kwd lng="es"><![CDATA[Ideología]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza media]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Cultura]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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