<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052022000400241</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.70217</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[POLÍTICA CURRICULAR DO NOVO ENSINO MÉDIO: tecnologias da governamentalidade neoliberal]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULUM POLICY IN THE NEW HIGH SCHOOL: technologies of neoliberal governmentality]]></article-title>
<article-title xml:lang="es"><![CDATA[POLÍTICA DEL CURRÍCULO DE ESCUELA SECUNDARIA NUEVA: tecnologías de la gubernamentalidad neoliberal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dourado]]></surname>
<given-names><![CDATA[Glhebia Gonçalves de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sales]]></surname>
<given-names><![CDATA[Shirlei Rezende]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>71</numero>
<fpage>241</fpage>
<lpage>255</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000400241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000400241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000400241&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tematiza como as tecnologias da governamentalidade neoliberal se movimentam em função do controle das práticas docentes. Argumenta-se que as políticas educacionais funcionam como mecanismos dessa governamentalidade e que esses mecanismos produzem aceitabilidade entre os indivíduos quando algumas táticas são acionadas. Esse argumento se desdobra no entendimento de que o funcionamento desses mecanismos está atrelado ao campo jurídico de modo que se elabora todo um conjunto alinhado de normativas, oficializando o discurso neoliberal no campo da educação. A política focalizada no currículo nacional (Base Nacional Comum Curricular - BNCC) se desdobra no campo de outras políticas educacionais, tais como a da gestão e do financiamento da educação, da formação docente, da aquisição e distribuição de livros e materiais didáticos e da avaliação do sistema educacional. Argumentamos que o foco no currículo tem por objetivo conduzir a conduta docente. Partimos da análise de documentos que regulamentam a reforma do ensino médio imposta pela Lei n. 13.415/2017. A leitura e a análise dos documentos seguiram a linha de pensamento do filósofo Michel Foucault, especificamente, no entendimento que este faz das noções de discurso, relação de saber/poder, governo e governamentalidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article discusses how the technologies of neoliberal governmentality move according to the control of teaching practices. It is argued that educational policies work as mechanisms of this governmentality and that these mechanisms produce acceptability among individuals when some tactics are activated. This argument unfolds in the understanding that the functioning of these mechanisms is linked to the legal field, so that an entire set of regulations is elaborated, making the neoliberal discourse official in the field of education. The policy focused on the national curriculum (BNCC) unfolds in the field of other educational policies, such as the management and financing of education, teacher training, the acquisition and distribution of books and teaching materials and the evaluation of the educational system. We argue that the focus on the curriculum aims to guide teaching behavior. We start from the analysis of documents that regulate the high school reform imposed by Law n. 13.415/2017. The reading and analysis of the documents followed the line of thought of the philosopher Michel Foucault, specifically, in his understanding of the notions of discourse, knowledge/power relationship, government and governmentality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo discute cómo las tecnologías de la gubernamentalidad neoliberal se mueven en función del control de las prácticas docentes. Se argumenta que las políticas educativas funcionan como mecanismos de esta gubernamentalidad y que estos mecanismos producen aceptabilidad entre los individuos cuando se activan algunas tácticas. Este argumento se despliega en el entendido de que el funcionamiento de estos mecanismos está ligado al campo legal, por lo que se elabora todo un conjunto de normas, oficializando el discurso neoliberal en el campo de la educación. La política centrada en el currículo nacional (BNCC) se despliega en el campo de otras políticas educativas, como la gestión y financiación de la educación, la formación docente, la adquisición y distribución de libros y material didáctico y la evaluación del sistema educativo. Argumentamos que el enfoque en el currículo pretende orientar el comportamiento docente. Partimos del análisis de los documentos que reglamentan la reforma de la Enseñanza Media impuesta por la Ley 13.415/2017. La lectura y análisis de los documentos siguió la línea de pensamiento del filósofo Michel Foucault, específicamente, en su comprensión de las nociones de discurso, relación saber/poder, gobierno y gubernamentalidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[governamentalidade]]></kwd>
<kwd lng="pt"><![CDATA[neoliberalismo]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[docência]]></kwd>
<kwd lng="pt"><![CDATA[novo ensino médio]]></kwd>
<kwd lng="en"><![CDATA[governmentality]]></kwd>
<kwd lng="en"><![CDATA[neoliberalism]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[new high school]]></kwd>
<kwd lng="es"><![CDATA[gubernamentalidad]]></kwd>
<kwd lng="es"><![CDATA[neoliberalismo]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[enseñando]]></kwd>
<kwd lng="es"><![CDATA[nueva escuela secundaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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