<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex.]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492017000100198</article-id>
<article-id pub-id-type="doi">10.17058/rea.v25i1.7436</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Da modernidade à pós-modernidade: experiências e significados juvenis.]]></article-title>
<article-title xml:lang="en"><![CDATA[Of modernity to postmodernism: experiences and meaning youth.]]></article-title>
<article-title xml:lang="es"><![CDATA[De la modernidad a la posmodernidad: experiencias y significados de los jóvenes.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zluhan]]></surname>
<given-names><![CDATA[Mara Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vanzuita]]></surname>
<given-names><![CDATA[Alexandre]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Raitz]]></surname>
<given-names><![CDATA[Tânia Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Itajaí Departamento de Educação ]]></institution>
<addr-line><![CDATA[Itajaí SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Itajaí Departamento de Educação ]]></institution>
<addr-line><![CDATA[Itajaí SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Vale do Itajaí Departamento de Educação ]]></institution>
<addr-line><![CDATA[Itajaí SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>25</volume>
<numero>1</numero>
<fpage>198</fpage>
<lpage>217</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492017000100198&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492017000100198&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492017000100198&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo de revis&#227;o resgata alguns conceitos centrais da modernidade e da p&#243;s-modernidade para, a partir deles, analisar a condi&#231;&#227;o juvenil nestes diferentes contextos. Os estudos t&#234;m demonstrado uma fragilidade acentuada no ensino m&#233;dio, tanto no que tange a aprendizagem, quanto nos elevados &#237;ndices de evas&#227;o e repet&#234;ncia. Dentre os diversos aspectos a serem investigados, um deles refere-se ao aprofundamento dos estudos acerca da juventude. Conhecer a trajet&#243;ria juvenil ao longo da hist&#243;ria &#233; fundamental a todos os educadores e demais envolvidos com o processo educacional, tendo em vista que a compreens&#227;o dos projetos, anseios, fragilidades e sonhos dos jovens &#233; necess&#225;ria para romper com estigmas e r&#243;tulos que interferem negativamente na vida escolar, no seu ingresso no ensino superior e na inser&#231;&#227;o no mercado de trabalho. O entendimento de alguns pressupostos epistemol&#243;gicos da modernidade e da p&#243;s-modernidade podem nos auxiliar como referencial te&#243;rico, para ampliar a compreens&#227;o sobre a trajet&#243;ria juvenil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present review aims to rescue some central concepts of modernity and post-modernity, from them, analyze the condition of youth in these different contexts. Studies have shown a marked weakness in high school, both in terms of learning, as the high dropout and repetition rates. Among several aspects to be investigated, one of them refers to deeper studies about youth. Meet juvenile trajectory throughout history is fundamental to all educators and others involved with the educational process, taking into account that understanding of projects, desires, weaknesses and dreams of young people is needed to break stigmas and labels that negatively interfere with school life, in their entry into higher education and entering the labor market. The understanding of some epistemological assumptions of modernity and postmodernity can help us as a theoretical framework to broaden the understanding of juvenile trajectory.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente art&#237;culo de revisi&#243;n rescata algunos conceptos centrales de la modernidad y posmodernidad, a partir de ellas, para analizar la situaci&#243;n de los j&#243;venes en estos contextos diferentes. Los estudios han demostrado una marcada fragilidad en la escuela secundaria, tanto en t&#233;rminos de aprendizaje, ya que en elevados niveles de elusi&#243;n y la repetici&#243;n. Entre los diversos aspectos que deben ser investigados, uno de ellos se refiere a la profundizaci&#243;n de los estudios sobre la juventud. Conocer la trayectoria de los j&#243;venes a lo largo de la historia es fundamental para todos los educadores y otros involucrados en el proceso educativo, teniendo en cuenta que el entendimiento de los proyectos, las angustias, las debilidades y los sue&#241;os de los j&#243;venes es necesario romper con los estigmas y etiquetas que interferir negativamente en la vida escolar, en su ingreso a la educaci&#243;n superior y la inserci&#243;n en el mercado laboral. La comprensi&#243;n de algunos supuestos epistemol&#243;gicos de la modernidad y post-modernidad pueden ayudarnos como referencia te&#243;rica a ampliar la comprensi&#243;n de la trayectoria de la juventud.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Juventudes]]></kwd>
<kwd lng="pt"><![CDATA[Cultura Juvenil]]></kwd>
<kwd lng="pt"><![CDATA[Condição Juvenil]]></kwd>
<kwd lng="pt"><![CDATA[Modernidade]]></kwd>
<kwd lng="pt"><![CDATA[Pós-Modernidade]]></kwd>
<kwd lng="en"><![CDATA[Youth]]></kwd>
<kwd lng="en"><![CDATA[Youth Culture]]></kwd>
<kwd lng="en"><![CDATA[Youth Condition]]></kwd>
<kwd lng="en"><![CDATA[Modernity]]></kwd>
<kwd lng="en"><![CDATA[Postmodernity]]></kwd>
<kwd lng="es"><![CDATA[Juventud]]></kwd>
<kwd lng="es"><![CDATA[Cultura Juvenil]]></kwd>
<kwd lng="es"><![CDATA[Condición Juvenil]]></kwd>
<kwd lng="es"><![CDATA[Modernidad]]></kwd>
<kwd lng="es"><![CDATA[Post-Modernidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang="en"><![CDATA[Qué es la Ilustración?]]></article-title>
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</back>
</article>
