<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2025000100009</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.084.ds01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A governamentalidade neoliberal em discursos sobre o Projeto de Vida do Novo Ensino Médio]]></article-title>
<article-title xml:lang="en"><![CDATA[The neoliberal governmentality in discourses on the life project of the new high school]]></article-title>
<article-title xml:lang="es"><![CDATA[La gubernamentalidad neoliberal en los discursos sobre el Proyecto de Vida de la Nueva Enseñanza Media]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Patrícia Diógenes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Francisco Vieira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia da Paraíba  ]]></institution>
<addr-line><![CDATA[Sousa PB]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Rural do Semi-Árido  ]]></institution>
<addr-line><![CDATA[Caraúbas RN]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>84</numero>
<fpage>9</fpage>
<lpage>25</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O Ensino Médio brasileiro tem sido debatido há muitos anos, especialmente após a aprovação da Lei n.º 13.415/2017, que instituiu o Novo Ensino Médio (NEM). A reforma se propõe a preparar os jovens tanto para o mercado de trabalho quanto para a vida, permitindo-lhes a escolha de áreas de interesse para aprofundamento de seus conhecimentos. Nesse contexto, o Projeto de Vida (PV) , como componente curricular, destaca-se como uma ferramenta para que os estudantes possam refletir e agir sobre vários aspectos de suas vidas por meio de diferentes atividades e experiências. Este artigo objetiva analisar o funcionamento da governamentalidade neoliberal nos discursos relacionados ao PV. A metodologia adotada é a qualitativa e documental, baseada no método arqueogenealógico de Michel Foucault. O referencial teórico embasa-se em Foucault (de 1995 a 2010) e autores como Dardot e Laval (2016), Damon (2009), dentre outros. A pesquisa abrange documentos legais e pedagógicos, além de discursos em mídias digitais relacionados ao PV. As análises dos enunciados revelaram a influência da racionalidade neoliberal que molda o campo educacional para atender às demandas do mercado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Brazilian secondary education has been debated for many years, especially after the approval of Law No. 13,415/2017, which instituted the New Secondary Education (NEM). The reform aims to prepare young people both for the job market and for life, allowing them to choose areas of interest to further their knowledge. In this context, the Life Project (LP), as a curricular component, stands out as a tool for students to reflect and act on various aspects of their lives through different activities and experiences. This article aims to analyze the functioning of neoliberal governmentality in discourses related to the LP. The methodology adopted is qualitative and documental, based on Michel Foucault's archaeogenealogical method. The theoretical framework is based on Foucault (from 1995 to 2010) and authors such as Dardot and Laval (2016), Damon (2009), among others. The research covers legal and pedagogical documents, as well as discourses in digital media related to the LP. The analysis of the statements revealed the influence of the neoliberal rationality that shapes the educational field to meet the demands of the market.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La enseñanza media brasileña ha sido objeto de debate durante muchos años, especialmente después de la aprobación de la Ley n.º 13.415/2017, que instituyó la Nueva Enseñanza Media (NEM). La reforma propone preparar a los jóvenes tanto para el mercado laboral como para la vida, permitiéndoles elegir áreas de interés para profundizar sus conocimientos. En este contexto, el Proyecto de Vida (PV), como componente curricular, se destaca como una herramienta para que los estudiantes reflexionen y actúen sobre diversos aspectos de sus vidas a través de diferentes actividades y experiencias. Este artículo tiene como objetivo analizar el funcionamento de la gubernamentalidad neoliberal en los discursos relacionados con el PV. La metodología adoptada es cualitativa y documental, basada en el método arqueogenealógico de Michel Foucault. El marco teórico se basa en Foucault (de 1995 a 2010) y autores como Dardot y Laval (2016), Damon (2009), entre otros. La investigación abarca documentos legales y pedagógicos, así como discursos em medios digitales relacionados con el PV. El análisis de los enunciados reveló la influencia de la racionalidad neoliberal que configura el campo educativo parasatisfacer las demandas del mercado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Projeto de Vida.]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Neoliberalism]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="en"><![CDATA[Life Project.]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Media]]></kwd>
<kwd lng="es"><![CDATA[Proyecto de Vida.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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