Resumen

SANTANA, Leonor M.; CHAMON, Edna Maria Querido de Oliveira  y  CAMARINI, Gladis. Life projects and social representations of secondary education for students: an articulation with the dialogic approach. Rev. Diálogo Educ. [online]. 2025, vol.25, n.84, pp.153-172.  Epub 19-Mayo-2025. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.25.084.ds09.

Studies in the field of education, and especially secondary education, focus on the specific characteristics of students at this stage of basic education, and the relationship they establish with work, with employment and economic growth, and with the development of their life projects. In this study, life projects (in the plural) are considered to be expressions of the individual choices under the circumstances that are faced during his life, and related to the desire for achievements and transformations in the different dimensions of life (intellectual, physical, emotional, social and cultural), looking at the past and the present. To analyze the social representations of high school and vocational courses, and how they relate to life projects, a study was carried out involving 218 high school students from public schools, using questionnaires and semi-structured interviews as instruments for data collection. Data analysis was conducted to articulate the sociogenetic and dialogical approaches of the Theory of Social Representations. The results show that the desires and expectations of the students for the future are closely related to achieving a valued profession, being recognized (socially) and obtaining financial and family stability.

Palabras clave : Social representations; Dialogicity; Life project; High school..

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