<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822009000200011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A reforma Francisco Campos e a modernização nacionalizada do ensino secundário]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dallabrida]]></surname>
<given-names><![CDATA[Norberto]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A11">
<institution><![CDATA[,UDESC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2009</year>
</pub-date>
<volume>32</volume>
<numero>02</numero>
<fpage>185</fpage>
<lpage>191</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822009000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822009000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822009000200011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente trabalho defende que a chamada “Reforma Francisco Campos” (1931) estabeleceu, em nível nacional, a modernização do ensino secundário brasileiro. Ela imprimiu organicidade ao ensino secundário por meio de várias estratégias escolares, como a seriação do currículo, a freqüência obrigatória dos alunos, a imposição de um detalhado e regular sistema de avaliação discente e a reestruturação do sistema de inspeção federal. Desta forma, a cultura escolar definida pela reforma de 1931 procurava produzir um habitus burguês nos estudantes secundaristas, a partir da educação integral e de práticas de disciplinamento e de autogoverno.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This work defends that the called “Francisco Campos Reform” (1931) established, at the national level, the modernization of Brazilian secondary school. This brought many schooling strategies like the seriated curriculum, the obligatory attendance from students, the imposition of a detailed and regular system for evaluation and the restructuration of the federal sytem of inspection . This way, the school culture defined by the reform leaded by the Minister of Education Francisco Campos aimed to produce a bourgeois habitus on the secondary students, thrugh global education and the pratice of discipline and self-government.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Reforma Francisco Campos]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Secundário]]></kwd>
<kwd lng="pt"><![CDATA[Modernização]]></kwd>
<kwd lng="en"><![CDATA[Francisco Campos Reform]]></kwd>
<kwd lng="en"><![CDATA[Secondary School]]></kwd>
<kwd lng="en"><![CDATA[Modernization]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A  reforma Francisco Campos e a moderniza&ccedil;&atilde;o nacionalizada do ensino secund&aacute;rio.</h2> <h3>Francisco Campos&rsquo; reform and the national  modernization of the secondary school.</h3>     <p>&nbsp;</p> <h4>Norberto  Dallabrida    <br> </h4> </font>      ]]></body><back>
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</nlm-citation>
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</ref-list>
</back>
</article>
