<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012024000100410</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v46i1.64899</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Norte e Sul: as estratégias educacionais do Ensino Médio nos estados do Amazonas e do Paraná]]></article-title>
<article-title xml:lang="es"><![CDATA[Norte y Sur: las estrategias educativas de la Enseñanza Media en los estados de Amazonas y de Paraná]]></article-title>
<article-title xml:lang="en"><![CDATA[North and South: the educational strategies of High School in the states of Amazonas and Paraná]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Rúbia Darivanda da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Malacarne]]></surname>
<given-names><![CDATA[Vilmar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[Humaitá Amazonas]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[Cascavel Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>46</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012024000100410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012024000100410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012024000100410&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O presente estudo apresenta análises dos Planos Educacionais do Estado (PEE) do Amazonas e do Paraná, a fim de conhecermos a realidade das estratégias recomendadas para a Educação Básica nesses dois estados brasileiros. A análise desses documentos promoveu o conhecimento acerca das demandas do processo educacional nesses estados, bem como a compreensão das metas e estratégias contidas nos planos estaduais que regem a educação. Embora os PEE apresentem vários pontos em comum, no que tange às estratégias para o fortalecimento do Ensino Médio, esses planos possuem também diferenças que refletem as particularidades do sistema educacional, territorial, econômico e regional de cada estado. Apesar dos esforços dispensados para o planejamento e elaboração de estratégias para alcançar as metas, tanto a nível nacional quanto estadual, o Relatório do 3º Ciclo de Monitoramento das Metas do Plano Nacional de Educação (PNE) evidencia um retrocesso significativo na educação brasileira, visto que não somente a meta proposta para o Ensino Médio não foi alcançada, como também a maioria das metas estimadas para outros níveis e modalidade de ensino. Por fim, percebemos que este estudo ressalta diversos fatores que podem influenciar no processo educacional e que para atingir as metas indicadas nos PEEs é importante que as estratégias estejam de acordo com a realidade regional e local, assim como com o contexto em que os estudantes estão inseridos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El presente estudio presenta análisis de los Planes Estatales de Educación (PEE) de Amazonas y Paraná, con el fin de conocer la realidad de las estrategias recomendadas para la Educación Básica en estos dos estados brasileños. El análisis de estos documentos promovió el conocimiento sobre las demandas del proceso educativo en estos estados, así como la comprensión de las metas y estrategias contenidas en los planes estatales que rigen la educación. Si bien los PEE tienen varios puntos en común, en cuanto a las estrategias para el fortalecimiento de la educación secundaria, estos planes también tienen diferencias que reflejan las particularidades del sistema educativo, territorial, económico y regional de cada estado. A pesar de los esfuerzos realizados para planificar y desarrollar estrategias para alcanzar las metas, tanto a nivel nacional como estatal, el Informe del 3er Ciclo de Seguimiento de las Metas del Plan Nacional de Educación (PNE) muestra un retroceso significativo en la educación brasileña, ya que no solo no se alcanzó la meta propuesta para Bachillerato, pero tampoco la mayoría de las metas estimadas para otros niveles y modalidad de enseñanza. Finalmente, nos dimos cuenta de que este estudio destacó varios factores que pueden influir en el proceso educativo y que para lograr las metas señaladas en los PEE es importante que las estrategias estén de acuerdo con la realidad regional y local, así como el contexto en el que se insertan los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. The present study presents analyzes of the State Educational Plans (PEEs) of Brazilian states of Amazonas and Paraná, in order to know the reality of the strategies recommended for Basic Education in these two states. The analysis of these documents promoted knowledge about the demands of the educational process in these states, as well as the understanding of the goals and strategies contained in the state plans that govern Education. Although the PEEs have several points in common, with regard to strategies for strengthening secondary education, these plans also have differences that reflect the particularities of the educational, territorial, economic and regional systems of each state. Despite the efforts made for planning and elaborating strategies to achieve the goals, both at the national and state levels, the Report of the 3rd Monitoring Cycle of the Goals of the National Education Plan (PNE) shows a significant setback in Brazilian education, since not only the proposed target for High School was not reached as well as most of the estimated targets for other levels and teaching modality. Finally, we realized that this study highlighted several factors that can influence the educational process and that to achieve the goals indicated in the PEEs it is important that the strategies are in accordance with the regional and local reality, as well as with the context in which students are inserted.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Plano Estadual de Educação]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[metas e estratégias]]></kwd>
<kwd lng="es"><![CDATA[Plan Estatal de Educación]]></kwd>
<kwd lng="es"><![CDATA[Educación Básica]]></kwd>
<kwd lng="es"><![CDATA[metas y estrategias]]></kwd>
<kwd lng="en"><![CDATA[State Education Plan]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[goals and strategies]]></kwd>
</kwd-group>
</article-meta>
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