<?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>S1981-416x2025000100040</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.084.ds03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Cartografias do Projeto de Vida: subjetividades, controles e resistências no Novo Ensino Médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Cartographies of the Life Project: subjectivities, controls and resistances in the New High School]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dutra-Pereira]]></surname>
<given-names><![CDATA[Franklin Kaic]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tinôco]]></surname>
<given-names><![CDATA[Saimonton]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa PB]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[Areia PB]]></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>40</fpage>
<lpage>55</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000100040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000100040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000100040&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os resultados do projeto &#8220;MAPAS: cartografia inventiva do Projeto de vida no Ensino Médio&#8221;, que se propôs a investigar a inclusão do Projeto de Vida como componente curricular do Novo Ensino Médio. Utilizando a cartografia inventiva como metodologia, o estudo envolveu docentes, estudantes e pesquisadores e pesquisadoras na reflexão sobre os impactos dessa disciplina escolar, analisando suas implicações na formação de subjetividades alinhadas à lógica neoliberal e ao protagonismo individual. O artigo discute como o Projeto de Vida opera como um dispositivo de controle, promovendo a adaptação de estudantes às exigências do mercado e reforçando um modelo de subjetivação cis-heteronormativo e patriarcal que exclui corpos dissidentes. A partir de seis conexões rizomáticas, o projeto aponta para a necessidade de um Ensino Médio mais inclusivo e emancipatório, que valorize a diversidade e resista às imposições da racionalidade neoliberal. Encerramos com um convite à reflexão: como podemos imaginar e construir uma educação que seja verdadeiramente uma prática de liberdade e criação coletiva? São as apostas cartográficas para o devir.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents the results of the project "MAPS: Inventive Cartography of the Life Project in High School" which aimed to investigate the inclusion of the life project as a curricular component of the New High School. Using inventive cartography as a methodology, the study involved teachers, students, and researchers in reflecting on the impacts of this school subject, analyzing its implications on the formation of subjectivities aligned with neoliberal logic and individual protagonism. The article discusses how the life project operates as a control device, promoting the adaptation of students to market demands and reinforcing a cis-heteronormative and patriarchal model of subjectivation that excludes dissident bodies. Through six rhizomatic connections, the project points to the need for a more inclusive and emancipatory high school that values diversity and resists the impositions of neoliberal rationality. We conclude with an invitation for reflection: how can we imagine and build an education that is truly a practice of freedom and collective creation? These are the cartographic wagers for the becoming.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Projeto de vida]]></kwd>
<kwd lng="pt"><![CDATA[Novo Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Cartografia]]></kwd>
<kwd lng="pt"><![CDATA[Neoconservadorismo]]></kwd>
<kwd lng="pt"><![CDATA[Neoliberalismo Educacional.]]></kwd>
<kwd lng="en"><![CDATA[Life Project]]></kwd>
<kwd lng="en"><![CDATA[New High School]]></kwd>
<kwd lng="en"><![CDATA[Cartography]]></kwd>
<kwd lng="en"><![CDATA[Neoconservatism]]></kwd>
<kwd lng="en"><![CDATA[Educational Neoliberalism.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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