<?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>S1809-38762023000100120</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2023v21e61619</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Reforma do Ensino Médio e a Plataformização da Educação: expansão da privatização e padronização dos processos pedagógicos]]></article-title>
<article-title xml:lang="en"><![CDATA[The High School Reform and the Platformization of Education: expansion of privatization and standardization of pedagogical processes]]></article-title>
<article-title xml:lang="es"><![CDATA[Reforma de la Enseñanza Secundaria y la Plataformatización de la Educación: expansión de la privatización y estandarización de los procesos pedagógicos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BARBOSA]]></surname>
<given-names><![CDATA[Renata Peres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALVES]]></surname>
<given-names><![CDATA[Natália]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>21</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762023000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762023000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762023000100120&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do artigo consiste em realizar uma análise crítica do processo de plataformização da educação intensificado com a implementação da Reforma do Ensino Médio, e dos possíveis efeitos impostos à organização do trabalho pedagógico, ao currículo e ao trabalho docente. A pesquisa, de cunho bibliográfico e documental, teve como horizonte a análise dos pressupostos políticos e pedagógicos subjacentes aos processos de plataformização. A proposta se deteve na análise empírica de recursos e plataformas digitais adotadas pelo estado do Paraná a partir do ano de 2022, configurando-se como uma janela de oportunidades para a expansão de novos nichos de mercado bem como de padronização dos currículos e dos processos pedagógicos. Como resultados, evidenciou-se que a Reforma do Ensino Médio e a adoção de novas plataformas digitais pode recair em novos processos de regulação, vigilância e controle que convergem e favorecem, sobretudo, para a desqualificação do trabalho docente e para a expansão da privatização, com consequentes prejuízos formativos que sinalizam para uma formação danificada e para o agravamento das desigualdades educacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of the article is to carry out a critical analysis of the process of platforming education intensified with the implementation of the High School Reform, and of the possible effects imposed on the organization of pedagogical work, the curriculum and teaching work. The bibliographical and documental research had as its horizon the analysis of the political and pedagogical assumptions underlying the platforming processes. The proposal focused on the empirical analysis of digital resources and platforms adopted by the state of Paraná starting from the year 2022, presenting itself as a window of opportunities for the expansion of new market niches as well as for the standardization of curricula and pedagogical processes. As a result, it became evident that the High School Reform and the adoption of new digital platforms may lead to new processes of regulation, surveillance, and control that converge and primarily favor the devaluation of teaching work and the expansion of privatization, with consequent formative losses indicating a damaged education and exacerbating educational inequalities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del artículo es realizar un análisis crítico del proceso de plataformación de la educación intensificado con la implementación de la Reforma de la Enseñanza Secundaria, y de los posibles efectos impuestos sobre la organización del trabajo pedagógico, el currículo y el trabajo docente. La investigación bibliográfica y documental tuvo como horizonte el análisis de los supuestos políticos y pedagógicos que subyacen a los procesos de plataformización. La propuesta se centró en el análisis empírico de los recursos y plataformas digitales adoptados por el estado de Paraná a partir del año 2022, configurándose como una ventana de oportunidades para la expansión de nuevos nichos de mercado y la estandarización de los planes de estudio y procesos pedagógicos. Como resultados, se evidenció que la Reforma de la Educación Secundaria y la adopción de nuevas plataformas digitales pueden dar lugar a nuevos procesos de regulación, vigilancia y control que convergen y favorecen, sobre todo, la degradación del trabajo docente y la expansión de la privatización, con consecuentes perjuicios formativos que indican una formación dañada y el agravamiento de las desigualdades educativas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[plataformização da educação]]></kwd>
<kwd lng="pt"><![CDATA[reforma do ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Lei 13.415/2017]]></kwd>
<kwd lng="pt"><![CDATA[expansão da privatização]]></kwd>
<kwd lng="pt"><![CDATA[padronização dos processos pedagógicos]]></kwd>
<kwd lng="en"><![CDATA[platformization of education]]></kwd>
<kwd lng="en"><![CDATA[high school reform]]></kwd>
<kwd lng="en"><![CDATA[Law 13.415/2017 expansion of privatization]]></kwd>
<kwd lng="en"><![CDATA[standardization of pedagogical processes]]></kwd>
<kwd lng="es"><![CDATA[plataformatización de la educación]]></kwd>
<kwd lng="es"><![CDATA[reforma de la enseñanza secundaria]]></kwd>
<kwd lng="es"><![CDATA[Ley 13.415/2017]]></kwd>
<kwd lng="es"><![CDATA[expansión de la privatización]]></kwd>
<kwd lng="es"><![CDATA[estandarización de procesos pedagógicos]]></kwd>
</kwd-group>
</article-meta>
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