<?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>S1981-416x2025000100072</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.084.ds04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Revista Nova Escola e o Projeto de Vida: Ajustamento ao Capital e a construção da Hegemonia sobre as juventudes]]></article-title>
<article-title xml:lang="en"><![CDATA[Magazine and digital platform Nova Escola and the Life Project: Adjustment to Wealth and the construction of Hegemony over the youth]]></article-title>
<article-title xml:lang="es"><![CDATA[Revista y la plataforma digital Nova Escola y el Proyecto de Vida: el ajuste al capital y la construcción de la hegemonía sobre la juventud]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baruffi]]></surname>
<given-names><![CDATA[Pedro Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gisi]]></surname>
<given-names><![CDATA[Maria Lourdes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontíficia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontíficia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></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>72</fpage>
<lpage>85</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000100072&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000100072&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000100072&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo examina criticamente como a Fundação Lemann, por meio da revista e plataforma digital Nova Escola, influencia e operacionaliza a implementação do Projeto de Vida nas escolas brasileiras. A metodologia adotada é de caráter descritivo-interpretativo, com o objetivo de compreender como a linguagem hegemônica neoliberal se manifesta em veículos de comunicação voltados à educação. Trata-se de uma pesquisa documental de abordagem qualitativa. O corpus da pesquisa consiste em cinco reportagens publicadas no site Nova Escola, selecionadas com base no descritor &#8220;Projeto de Vida&#8221; e com foco específico no Ensino Médio, abrangendo o período de 2019 a 2022. O embasamento teórico é fundamentado em autores como Laval (2019), Dardot e Laval (2016), Shiroma, Campos e Garcia (2005), entre outros. A investigação revela que a Nova Escola promove o Projeto de Vida como parte de um movimento mais amplo vinculado à BNCC e às agendas de reforma do Ensino Médio, reforçando uma hegemonia neoliberal. Ao apresentar conteúdos de modo simplificado e acrítico, a plataforma contribui para moldar professores e estudantes às demandas do mercado, alinhando-se à lógica de interesses empresariais e mercadológicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article critically examines how the Lemann Foundation, through the magazine and digital platform Nova Escola, influences and operationalizes the implementation of the Life Project in Brazilian schools. The methodology adopted is descriptive-interpretative, with the objective of understanding how the neoliberal hegemonic language manifests itself in communication vehicles focused on education. This is a documentary research with a qualitative approach. The corpus of the research consists of five reports published on the Nova Escola website, selected based on the descriptor "Life Project" and with a specific focus on High School, covering the period from 2019 to 2022. The theoretical basis is based on authors such as Laval (2019), Dardot and Laval (2016), Shiroma, Campos and Garcia (2005), among others. The investigation reveals that Nova Escola promotes the Life Project as part of a broader movement linked to the BNCC and the High School reform agendas, reinforcing a neoliberal hegemony. By presenting content in a simplified and uncritical way, the platform contributes to molding teachers and students to market demands, aligning itself with the logic of business and market interests.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo examina críticamente cómo la Fundación Lemann, a través de la revista y la plataforma digital Nova Escola, influye y operacionaliza la implementación del Proyecto de Vida en las escuelas brasileñas. La metodología adoptada es descriptiva-interpretativa, con el objetivo de comprender cómo se manifiesta el lenguaje hegemónico neoliberal en vehículos de comunicación enfocados a la educación. Se trata de una investigación documental con enfoque cualitativo. El corpus de la investigación consta de cinco informes publicados en la web de la Nova Escola, seleccionados a partir del descriptor "Proyecto de Vida" y con un enfoque específico en la Educación Secundaria, que abarcan el periodo de 2019 a 2022. La base teórica se basa en autores como Laval (2019), Dardot y Laval (2016), Shiroma, Campos y García (2005), entre otros. La investigación revela que la Nova Escola promueve el Proyecto de Vida como parte de un movimiento más amplio vinculado al BNCC y a las agendas de reforma de la Enseñanza Secundaria, reforzando una hegemonía neoliberal. Al presentar los contenidos de forma simplificada y acrítica, la plataforma contribuye a moldear a profesores y alumnos a las demandas del mercado, alineándose con la lógica de los intereses empresariales y del mercado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Nova Escola]]></kwd>
<kwd lng="pt"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="pt"><![CDATA[Projeto de Vida.]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="en"><![CDATA[Nova Escola Magazine and Digital Platform]]></kwd>
<kwd lng="en"><![CDATA[Neoliberalism]]></kwd>
<kwd lng="en"><![CDATA[Life Project.]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Escuela Secundaria]]></kwd>
<kwd lng="es"><![CDATA[Revista y la Plataforma Digital Nova Escola]]></kwd>
<kwd lng="es"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="es"><![CDATA[Proyecto de Vida.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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