<?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>1982-7806</journal-id>
<journal-title><![CDATA[Cadernos de História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Hist. Educ.]]></abbrev-journal-title>
<issn>1982-7806</issn>
<publisher>
<publisher-name><![CDATA[EDUFU - Editora da Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-78062021000100323</article-id>
<article-id pub-id-type="doi">10.14393/che-v20-2021-12</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Reformas da educação e trabalho no Brasil: um breve histórico do ensino em migalhas]]></article-title>
<article-title xml:lang="es"><![CDATA[Reformas de educación y trabajo en Brasil: un breve histórico de la enseñanza en pedazos]]></article-title>
<article-title xml:lang="en"><![CDATA[Reforms of education and work in Brazil. A brief history of a crumbling education system]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Iwasse]]></surname>
<given-names><![CDATA[Lilian Fávaro Alegrâncio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araujo]]></surname>
<given-names><![CDATA[Renan Bandeirante]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Amanda Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-78062021000100323&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-78062021000100323&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-78062021000100323&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, analisam-se as reformas da educação pública no Brasil e sua relação com as transformações do mundo do trabalho. Discorre-se sobre a tese que alinhou a educação ao processo civilizatório, discussão suscitada pelo Manifesto dos Pioneiros de 1932 e logo interrompida pela adoção do pragmatismo tecnicista que, incipiente, orientou as reformas promovidas por Gustavo Capanema. A considerar os constrangimentos típicos das nações de desenvolvimento capitalista tardio, tem-se que as reformas da educação atendem aos imperativos dos processos produtivos e das novas técnicas de gestão de pessoas. Dessa forma, ao oferecer um ensino profissionalizante ou regular, aligeirados, este deve adequar-se à criação de uma força de trabalho necessária, daí a razão pela qual os conceitos como habilidades e competências estão a matizar a atual Base Nacional Comum Curricular do Ensino Médio. Para fundamentar o artigo, apoiou-se no referencial bibliográfico, fontes documentais e legislação sobre o tema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se analizan las reformas de la educación pública en Brasil y su relación con las transformaciones del mundo laboral. Se discute sobre la tesis que alineó la educación con el proceso civilizador, discusión planteada por el Manifiesto de los Pioneros (1932) y luego interrumpida por la adopción del pragmatismo tecnicista que, incipiente, orientó las reformas promovidas por Gustavo Capanema. Considerando las limitaciones típicas de las naciones de desarrollo capitalista tardío, ocurre que las reformas de la educación cumplen con los imperativos de los procesos productivos y de las nuevas técnicas de gestión de personas. De esa forma, al ofrecer una enseñanza profesionalizante o regular, aligerados, ésta debe adecuarse a la creación de una fuerza laboral necesaria, razón por la cual los conceptos como habilidades y competencias están matizando la actual Base Nacional Común Curricular de la Educación Secundaria. Para fundamentar el artículo, se recurrió al referencial bibliográfico, fuentes documentales y legislación sobre el tema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper, the reforms of public education in Brazil and their relationship with the transformations of the working world are analyzed. The thesis that aligned education with the civilizing process is discussed, an issue raised by the 1932 Pioneers&#8217; Manifesto and soon interrupted by the adoption of the incipient technical pragmatism, which guided the reforms promoted by Gustavo Capanema. When considering the typical constraints of nations of late capitalist development, education reforms that have to meet the imperatives of productive processes and new people management techniques arise. Thus, when offering vocational or regular education in a shorter time, this should fit the creation of a necessary workforce, which is why concepts such as skills and competencies are shaping the current High School National Common Curricular Base. To support this paper, we relied on the bibliographic reference, documentary sources and legislation on the subject.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação pública brasileira]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento e reformas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Educação e trabalho]]></kwd>
<kwd lng="es"><![CDATA[Educación pública brasileña]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo y reformas educativas]]></kwd>
<kwd lng="es"><![CDATA[Educación y trabajo]]></kwd>
<kwd lng="en"><![CDATA[Brazilian public education]]></kwd>
<kwd lng="en"><![CDATA[Development and educational reforms]]></kwd>
<kwd lng="en"><![CDATA[Education and work]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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