<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142018000200018</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v18n2.p18-39</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INTEGRAÇÃO NO ENSINO MÉDIO: LUTA HEGEMÔNICA PELA SIGNIFICAÇÃO DO CURRÍCULO]]></article-title>
<article-title xml:lang="en"><![CDATA[INTEGRATION IN HIGH SCHOOL EDUCATION: HEGEMONIC STRUGGLE FOR SIGNIFICATION OF THE CURRICULUM]]></article-title>
<article-title xml:lang="es"><![CDATA[INTEGRACIÓN EN LA ENSEÑANZA SECUNDARIA: LUCHA HEGEMÓNICA POR LA SIGNIFICACIÓN DEL CURRÍCULO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso]]></surname>
<given-names><![CDATA[Maria Gorete Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Genylton Odilon Rego da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará Programa de Pós-Graduação em Currículo e Gestão de Escola Básica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>18</fpage>
<lpage>39</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142018000200018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142018000200018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142018000200018&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O trabalho focaliza os discursos de integra&#231;&#227;o na pol&#237;tica curricular brasileira para o ensino m&#233;dio, no per&#237;odo de 1998 a 2012. O objetivo central &#233; compreender a produ&#231;&#227;o dos discursos de integra&#231;&#227;o como luta hegem&#244;nica pela significa&#231;&#227;o do curr&#237;culo, evidenciando o processo articulat&#243;rio que possibilitou a fixa&#231;&#227;o de determinados sentidos provis&#243;rios e contingentes nos textos curriculares. Metodologicamente, a pesquisa se pauta numa abordagem qualitativa e se caracteriza como um estudo bibliogr&#225;fico e documental. A Teoria do Discurso de Ernesto Laclau (1987, 2011, 2013) e o Ciclo Cont&#237;nuo de Pol&#237;ticas de Stephen Ball (1992, 1994) s&#227;o aportes estrat&#233;gicos que subsidiam a investiga&#231;&#227;o. Este referencial te&#243;rico-metodol&#243;gico nos possibilita analisar a pol&#237;tica curricular em tela como produ&#231;&#227;o discursiva e como luta pela fixa&#231;&#227;o provis&#243;ria de significados. As categorias que organizam a an&#225;lise dos dados documentais s&#227;o: demanda, antagonismo, articula&#231;&#227;o, hegemonia e significante vazio, estas categorias se originaram a partir de no&#231;&#245;es centrais que estruturam a Teoria do Discurso. Os resultados encontrados nos permitem afirmar que os discursos de integra&#231;&#227;o hegemonizados nos textos curriculares n&#227;o apresentam significados fixos e est&#225;veis, mas vinculam uma multiplicidade de sentidos cambiantes e deslizantes, posto que constru&#237;dos por meio de rela&#231;&#245;es de diferen&#231;as e equival&#234;ncias entre antigas e novas demandas que disputam espa&#231;o na pol&#237;tica do n&#237;vel m&#233;dio. Pela impossibilidade da fixa&#231;&#227;o de um sentido literal e transparente, capaz de abarcar ou cancelar todas as diferen&#231;as que atravessam a luta pol&#237;tica, a negocia&#231;&#227;o em torno da integra&#231;&#227;o fez emergir um significante vazio, sob o qual deslizam sentidos amb&#237;guos, contradit&#243;rios e flutuantes. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The paper focuses on the discourses of integration in Brazilian curricular policy for secondary education, from 1998 to 2012. The central objective is to understand the production of integration discourses as a hegemonic struggle for the meaning of the curriculum, evidencing the articulatory process that made possible the fixation of certain provisional and contingent meanings in the curricular texts. Methodologically, the research is based on a qualitative approach and is characterized as a bibliographic and documentary study. Ernesto Laclau's Theory of Speech (1987, 2011, 2013) and Stephen Ball's Continuing Cycle of Policies (1992, 1994) are the strategic contributions that subsidize research. This theoretical-methodological framework enables us to analyze the curricular policy on the screen as discursive production and as a struggle for the provisional fixation of meanings. The categories that organize the documentary analysis data are: demand, antagonism, articulation, hegemony and empty signifier. These categories was originated from central notions that structure the Discourse Theory. The results found are not available for integration discourses, such as curriculum texts, undisclosed, fixed and stable, but they link a multiplicity of changing and sliding senses, since they are constructed through relations of difference and equivalence between old and new demands who links for space in the multiplicity policy. By the impossibility of establishing a literal and transparent meaning, capable of encompassing or canceling all questions related to a policy of struggle, a negotiation about integration has emerged an empty signifier, under which ambiguous, contradictory and fluctuating meanings slip.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El trabajo enfoca los discursos de integraci&#243;n en la pol&#237;tica curricular brasile&#241;a para la escuela secundaria, en el per&#237;odo de 1998 a 2012. El objetivo central es comprender la producci&#243;n de los discursos de integraci&#243;n como lucha hegem&#243;nica por la significaci&#243;n del curr&#237;culo, evidenciando el proceso articulatorio que posibilit&#243; la fijaci&#243;n de determinados sentidos provisionales y contingentes en los textos curriculares. Metodol&#243;gicamente, la investigaci&#243;n se orienta en un enfoque cualitativo y se caracteriza como un estudio bibliogr&#225;fico y documental. La Teor&#237;a del Discurso de Ernesto Laclau (1987, 2011, 2013) y el Ciclo Continuo de Pol&#237;ticas de Stephen Ball (1992, 1994) son aportes estrat&#233;gicos que subsidian la investigaci&#243;n. Este referencial te&#243;rico-metodol&#243;gico nos posibilita analizar la pol&#237;tica curricular como producci&#243;n discursiva y como lucha por la fijaci&#243;n provisional de significados. Las categor&#237;as que organizan el an&#225;lisis de los datos documentales son: demanda, antagonismo, articulaci&#243;n, hegemon&#237;a y significante vac&#237;o, estas categor&#237;as se originaron a partir de nociones centrales que estructuran la Teor&#237;a del Discurso. Los resultados encontrados nos permiten afirmar que los discursos de integraci&#243;n hegemonizados en los textos curriculares no presentan significados fijos y estables pero vinculan una multiplicidad de sentidos cambiantes y deslizantes, puesto que construidos por medio de relaciones de diferencias y equivalencias entre antiguas y nuevas demandas que disputan espacio en la pol&#237;tica para la escuela secundaria. Por la imposibilidad de la fijaci&#243;n de un sentido literal y transparente, capaz de abarcar o cancelar todas las diferencias que atraviesan la lucha pol&#237;tica, la negociaci&#243;n en torno a la integraci&#243;n hizo emerger un significante vac&#237;o, bajo el cual deslizan sentidos ambiguos, contradictorios y flotantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política curricular]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Integração]]></kwd>
<kwd lng="en"><![CDATA[Curricular policy]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[Integration]]></kwd>
<kwd lng="es"><![CDATA[Política curricular]]></kwd>
<kwd lng="es"><![CDATA[Escuela secundaria]]></kwd>
<kwd lng="es"><![CDATA[Integración]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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