<?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>S1809-38762020000100158</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2020v18i1p158-179</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A REFORMA EM CURSO NO ENSINO MÉDIO BRASILEIRO E A NATURALIZAÇÃO DAS DESIGUALDADES ESCOLARES E SOCIAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[THE REFORM UNDERWAY IN BRAZILIAN HIGH SCHOOL AND THE NATURALIZATION OF SCHOOL AND SOCIAL INEQUALITIES]]></article-title>
<article-title xml:lang="es"><![CDATA[LA REFORMA EN CURSO EN LA ESCUELA SECUNDARIA BRASILEÑA Y LA NATURALIZACIÓN DE LAS DESIGUALDADES ESCOLARES Y SOCIALES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FURTADO]]></surname>
<given-names><![CDATA[Renan Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Vergas Vitória Andrade da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>158</fpage>
<lpage>179</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762020000100158&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762020000100158&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762020000100158&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo discute as mudanças definidas para o &#8220;novo&#8221; ensino médio brasileiro. O foco da análise recai sobre o aspecto que diz respeito à reforma curricular que instaura os itinerários formativos. Para dar conta desse propósito, levantamos o seguinte problema de pesquisa: a instauração dos itinerários formativos pode contribuir para o alargamento das desigualdades no sistema escolar? Partimos do pressuposto segundo o qual a oferta dos itinerários formativos vincula-se a uma das funções próprias aos sistemas de ensino, quais sejam: a de reprodução e de legitimação das desigualdades sociais e escolares. Por isso, do ponto de vista da abordagem teórica, fundamentamos o estudo da reforma curricular à luz da perspectiva dos sociólogos Pierre Bourdieu e Jean Claude-Passeron. Em termos metodológicos, produzimos um estudo cuja perspectiva pretendeu-se qualitativa. A investigação empírica sustentou-se sob o enfoque do documento da Lei 13.415/2017. Diante disso, elegemos a técnica de pesquisa análise documental com o propósito de examinar a estrutura discursiva presente na Lei. Desse modo, buscamos descrever, analisar e interpretar os enunciados do texto legal, percebendo o que subjaz às palavras, suas construções ideológicas e os discursos implícitos. Mais detidamente, a análise documental da Lei 13.415/2017 foi realizada mediante a seleção e exame de três dimensões caras aos propósitos deste estudo, são elas: 1. Aumento da carga horária e a implantação de escolas em tempo integral; 2. a proposta de formação integral dos alunos; e 3. o ideário de flexibilização da grade curricular que instaura a opção de escolha por itinerários formativos. Os resultados da pesquisa permitem-nos inferir que a função intrínseca aos sistemas de ensino de ocultar sua relação dissimulada com as classes sociais conecta-se ao objetivo, também oculto, da reforma do ensino médio e dos itinerários formativos, qual seja: propiciar aos estudantes das escolas públicas brasileiras uma formação diminuta cujo efeito é a possibilidade do alargamento e naturalização das desigualdades sociais e escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article discusses the changes defined for the &#8220;new&#8221; Brazilian high school. The focus of the analysis falls on the aspect that concerns the curricular reform that establishes the formative itineraries. To address this purpose, we raise the following research problem: can the establishment of training itineraries contribute to the widening of inequalities in the school system? We start from the assumption that the offer of training itineraries is linked to one of the functions inherent to education systems, namely: reproduction and legitimization of social and school inequalities. Therefore, from the point of view of the theoretical approach, we base the study of curriculum reform in the light of the perspective of sociologists Pierre Bourdieu and Jean Claude-Passeron. In methodological terms, we produced a study whose perspective was intended to be qualitative. The empirical investigation was based on the focus of the document of Law 13.415/2017. Therefore, we chose the document analysis research technique in order to examine the discursive structure present in the Law. In this way, we seek to describe, analyze and interpret the statements of the legal text, realizing what underlies the words, their ideological constructions and the speeches implicit. More closely, the documentary analysis of Law 13,415/2017 was carried out through the selection and examination of three dimensions dear to the purposes of this study. They are: 1. Increased workload and the establishment of full-time schools; 2. the proposal for integral training of students and 3. the ideal of flexibilization of the curriculum that establishes the option of choosing training paths. The results of the research allow us to infer that the intrinsic function of the teaching systems of hiding their disguised relationship with social classes is connected to the objective, also hidden, of the reform of high school and of the formative itineraries, namely: to provide students Brazilian public schools have a small formation whose effect is the possibility of widening and naturalizing social and school inequalities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo analiza los cambios definidos para la "nueva" escuela secundaria brasileña. El enfoque del análisis recae en el aspecto que concierne a la reforma curricular que establece los itinerarios formativos. Para abordar este propósito, planteamos el siguiente problema de investigación: ¿puede el establecimiento de itinerarios de capacitación contribuir a la ampliación de las desigualdades en el sistema escolar? Partimos del supuesto de que la oferta de itinerarios formativos está vinculada a una de las funciones inherentes a los sistemas educativos, a saber: la reproducción y la legitimación de las desigualdades sociales y escolares. Por lo tanto, desde el punto de vista del enfoque teórico, basamos el estudio de la reforma curricular a la luz de la perspectiva de los sociólogos Pierre Bourdieu y Jean Claude-Passeron. En términos metodológicos, produjimos un estudio cuya perspectiva pretendía ser cualitativa. La investigación empírica se basó en el enfoque del documento de la Ley 13.415/2017. Por lo tanto, elegimos la técnica de investigación de análisis de documentos para examinar la estructura discursiva presente en la Ley. De esta manera, buscamos describir, analizar e interpretar las declaraciones del texto legal, dándonos cuenta de lo que subyace a las palabras, sus construcciones ideológicas y los discursos. implícito Más de cerca, el análisis documental de la Ley 13.415/2017 se llevó a cabo mediante la selección y el examen de tres dimensiones muy apreciadas para los propósitos de este estudio. Ellos son: 1. Mayor carga de trabajo y el establecimiento de escuelas a tiempo completo; 2. la propuesta de formación integral de los alumnos y 3. el ideal de flexibilización del currículum que establece la opción de elegir itinerarios formativos. Los resultados de la investigación nos permiten inferir que la función intrínseca de los sistemas de enseñanza de ocultar su relación encubierta con las clases sociales está relacionada con el objetivo, también oculto, de la reforma de la escuela secundaria y de los itinerarios formativos, a saber: proporcionar a los estudiantes Las escuelas públicas brasileñas tienen una pequeña formación cuyo efecto es la posibilidad de ampliar y naturalizar las desigualdades sociales y escolares.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Reforma curricular]]></kwd>
<kwd lng="pt"><![CDATA[Itinerários formativos]]></kwd>
<kwd lng="pt"><![CDATA[Reprodução]]></kwd>
<kwd lng="pt"><![CDATA[Legitimação]]></kwd>
<kwd lng="pt"><![CDATA[Desigualdades escolares]]></kwd>
<kwd lng="en"><![CDATA[Curricular reform]]></kwd>
<kwd lng="en"><![CDATA[Formative itineraries]]></kwd>
<kwd lng="en"><![CDATA[Reproduction]]></kwd>
<kwd lng="en"><![CDATA[Legitimation]]></kwd>
<kwd lng="en"><![CDATA[School inequalities]]></kwd>
<kwd lng="es"><![CDATA[Reforma curricular]]></kwd>
<kwd lng="es"><![CDATA[Itinerarios formativos]]></kwd>
<kwd lng="es"><![CDATA[Reproducción Legitimación Desigualdades escolares]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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