<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2019000100407</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.060.ao05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Base nacional comum curricular e Ensino Médio: reflexões à luz da conjuntura contemporânea]]></article-title>
<article-title xml:lang="en"><![CDATA[Unified national basic curriculum and high school: reflections in the light of contemporary conjuncture]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casagrande]]></surname>
<given-names><![CDATA[Ana Lara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alonso]]></surname>
<given-names><![CDATA[Katia Morosov]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Danilo Garcia da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[Cuiabá MT]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>60</numero>
<fpage>407</fpage>
<lpage>425</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000100407&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000100407&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000100407&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste texto objetivamos refletir sobre a educação dos jovens do Ensino Médio, na perspectiva do estabelecimento da Base Nacional Comum Curricular (BNCC). Realiza-se uma pesquisa de abordagem qualitativa, desenvolvida a partir da análise documental, cuja fonte central é o Ministério da Educação, ao mesmo tempo em que se promovem discussões (desenvolvidas junto ao procedimento de análise bibliográfica) acerca do currículo e dualidade educacional, para contextualizar o impacto de uma base comum em um país de dimensões continentais e pluralidades culturais como o Brasil. Constata-se que a política educacional está ligada a programas de governo, sobretudo quando se aborda currículo: revelador de dinâmicas de identidade e poder. Garantir conteúdos mínimos, ao mesmo tempo em que traz uma noção de universalização dos conhecimentos e aprendizagens iniciais a serem adquiridas, pode gerar uma padronização reducionista, isto é, o risco é o de desenhar-se um descompasso entre a formação integral para todos, conceito complexo por ser minimalista na essência, e o trabalho limitante de diretrizes confundidas com um currículo único. Discutimos, ainda, a BNCC em relação aos programas de formação para o magistério e a importância da temática permear esse contexto. Há um reconhecido problema de disparidade quanto ao acesso ao conhecimento, assim, a qualidade educacional não será materializada fora das discussões sobre currículo, política, formação docente e sistema econômico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this text, we have the objective of reflecting on the education of the young people of High School, with a view to the establishment of the National Curricular Common Base (NCCB). A qualitative research is developed, based on the documentary analysis, whose central source is the Ministry of Education, while promoting discussions (developed with the bibliographic analysis procedure) on the curriculum and the educational duality, to contextualize the impact of a common base in a country with continental dimensions and cultural pluralities such as Brazil. It is noted that educational policy is linked to government programs, especially when addressing curriculum: revealing dynamics of identity and power. Ensuring minimum contents, while at the same time bringing a notion of universalization of the knowledge and initial learning to be acquired, can generate a reductionist standardization, that is, the risk is to draw a gap between integral formation for all, concept complex because it is minimalist in essence, and the limiting work of guidelines confused with a basic curriculum. We also discussed the NCCB in relation to the formation programs for the teaching profession and the importance of the theme to permeate this context. The problem of disparity in access to knowledge is recognized, so quality in education will not be reached outside of discussions about curriculum, policy, teacher training, and the economic system.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este texto pretendemos reflexionar sobre la educación de los jóvenes de la Enseñanza Secundaria, en la perspectiva del establecimiento de la Base Nacional Común Curricular (BNCC). Se realiza una investigación de abordaje cualitativo, desarrollada a partir del análisis documental, cuya fuente central es el Ministerio de Educación, al mismo tiempo que se promueven discusiones (desarrolladas junto al procedimiento de análisis bibliográfico) sobre el currículo y la dualidad educativa, para contextualizar el impacto de una base común en un país de dimensiones continentales y pluralidades culturales como Brasil. Se constata que la política educativa está ligada a programas de gobierno, sobre todo cuando se aborda currículum: revelador de dinámicas de identidad y poder. Garantizar contenidos mínimos, al mismo tiempo que trae una noción de universalización de los conocimientos y aprendizajes iniciales a ser adquiridos, puede generar una estandarización reduccionista, es decir, el riesgo es el de dibujar un descompaso entre la formación integral para todos, concepto complejo por ser minimalista en esencia, y el trabajo limitante de directrices confundidas con un currículo único. Discutimos, además, la BNCC en relación a los programas de formación para el magisterio y la importancia de la temática permear ese contexto. Hay un reconocido problema de disparidad en cuanto al acceso al conocimiento, así, la calidad educativa no será materializada fuera de las discusiones sobre currículo, política, formación docente y sistema económico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Política educacional]]></kwd>
<kwd lng="en"><![CDATA[NCCB]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Educational politics]]></kwd>
<kwd lng="es"><![CDATA[BNCC]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Secundaria]]></kwd>
<kwd lng="es"><![CDATA[Currículum]]></kwd>
<kwd lng="es"><![CDATA[Política educativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[J. L. V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aprender a aprender: uma sedução, com base na Escola Nova, para afirmar a escola burguesa]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[GRANVILLE]]></surname>
<given-names><![CDATA[M. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Teorias e práticas na formação de professores]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Campinas ]]></publisher-loc>
<publisher-name><![CDATA[Papirus]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<collab>BRASIL</collab>
<source><![CDATA[Constituição da República Federativa do Brasil (1988)]]></source>
<year>1988</year>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[Senado Federal]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<collab>BRASIL</collab>
<source><![CDATA[Lei de Diretrizes e Bases Da Educação Nacional. Lei nº 9.394, de 20 de dezembro de 1996]]></source>
<year>1996</year>
<publisher-loc><![CDATA[Brasília, DF ]]></publisher-loc>
<publisher-name><![CDATA[Senado Federal]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<collab>BRASIL</collab>
<source><![CDATA[Plano Nacional de Educação 2014-2024 [recurso eletrônico]: Lei nº 13.005, de 25 de junho de 2014]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[Câmara dos Deputados]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<collab>BRASIL</collab>
<source><![CDATA[Lei nº 13.415, de 16 de fevereiro de 2017]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Brasília, DF ]]></publisher-loc>
<publisher-name><![CDATA[Senado Federal]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="">
<collab>BRASIL</collab>
<source><![CDATA[Base Nacional Comum Curricular - Ensino Médio. Documento homologado pela Portaria n° 1.570, publicada no D.O.U. de 21/12/2017, Seção 1, Pág. 146]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COSTA]]></surname>
<given-names><![CDATA[H. H. C.]]></given-names>
</name>
<name>
<surname><![CDATA[LOPES]]></surname>
<given-names><![CDATA[A. C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Contextualização do conhecimento no Ensino Médio: tentativas de controle do outro]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year>2018</year>
<volume>39</volume>
<numero>143</numero>
<issue>143</issue>
<page-range>301-20</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DASGUPTA]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Economia]]></source>
<year>2008</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Ed. Ática]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DOURADO]]></surname>
<given-names><![CDATA[L. F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Políticas e gestão da educação básica no Brasil: limites e perspectivas]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year>2007</year>
<volume>28</volume>
<numero>100</numero>
<issue>100</issue>
<page-range>921-46</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FERRETTI]]></surname>
<given-names><![CDATA[C. J]]></given-names>
</name>
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[M. R. da]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reforma do Ensino Médio do contexto da Medida Provisória n. 746/2016: Estado, currículo e disputas por hegemonia]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year>2017</year>
<volume>38</volume>
<numero>139</numero>
<issue>139</issue>
<page-range>385-404</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HÖFLING]]></surname>
<given-names><![CDATA[E. M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estado e políticas (públicas) sociais]]></article-title>
<source><![CDATA[Cadernos Cedes]]></source>
<year>2001</year>
<volume>21</volume>
<numero>55</numero>
<issue>55</issue>
<page-range>30-41</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KUENZER]]></surname>
<given-names><![CDATA[A. Z]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O Ensino Médio agora é para a vida: entre o pretendido, o dito e o feito]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year>2000</year>
<numero>70</numero>
<issue>70</issue>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LESSARD]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[TARDIF]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Les transformations actuelles de l&#8217;enseignement: trois scenarios possibles dans l&#8217;évolution de la profession enseignante]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[LESSARD]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[TARDIF]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[La profession d&#8217;enseignant aujourd&#8217;hui: évolutions, perspectives et enjeux internationaux]]></source>
<year>2004</year>
<publisher-loc><![CDATA[Québec ]]></publisher-loc>
<publisher-name><![CDATA[Université Laval]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MOURA]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
<name>
<surname><![CDATA[LIMA FILHO]]></surname>
<given-names><![CDATA[D. L.]]></given-names>
</name>
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[M. R. da]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Politecnia e formação integrada: confrontos conceituais, projetos políticos e contradições históricas da educação brasileira]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year>2015</year>
<volume>20</volume>
<numero>63</numero>
<issue>63</issue>
<page-range>1057-80</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NEIRA]]></surname>
<given-names><![CDATA[M. G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A proposta curricular do Estado de São Paulo na perspectiva dos saberes docentes]]></article-title>
<source><![CDATA[Rev. bras. Educ. Fís. Esporte]]></source>
<year>2011</year>
<volume>25</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>23-7</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NOSELLA]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ensino Médio unitário ou multiforme]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year>2015</year>
<volume>20</volume>
<numero>60</numero>
<issue>60</issue>
<page-range>121-42</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NÓVOA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[O Regresso dos Professores]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Pinhais ]]></publisher-loc>
<publisher-name><![CDATA[Melo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[D. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Regulação das políticas educacionais na América Latina e suas consequências para os trabalhadores docentes]]></article-title>
<source><![CDATA[Educ. Soc.]]></source>
<year>2005</year>
<volume>26</volume>
<numero>92</numero>
<issue>92</issue>
<page-range>753-75</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PEREIRA]]></surname>
<given-names><![CDATA[M. F. R]]></given-names>
</name>
</person-group>
<source><![CDATA[Formação de professores: debate e prática necessários a uma educação emancipada]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Chapecó, SC ]]></publisher-loc>
<publisher-name><![CDATA[Argos]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PERONI]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<source><![CDATA[Política Educacional e papel do Estado: no Brasil dos anos 1990]]></source>
<year>2003</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Xamã]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PIMENTEL]]></surname>
<given-names><![CDATA[M. G]]></given-names>
</name>
</person-group>
<source><![CDATA[O professor em construção]]></source>
<year>1993</year>
<publisher-loc><![CDATA[Campinas, SP ]]></publisher-loc>
<publisher-name><![CDATA[Papirus]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<collab>SÃO PAULO (Estado)</collab>
<source><![CDATA[Caderno do professor: Língua Portuguesa, Ensino Médio. Coord. geral Maria Inês Fini]]></source>
<year>2009</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Secretaria de Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SHEEHAN]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[A economia da educação]]></source>
<year>1975</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Ed. Zahar]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
