<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592023000101032</article-id>
<article-id pub-id-type="doi">10.18593/r.v48.30627</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;Do sacrifício ao futuro promissor&#8221;: aluno de ensino médio nas representações sociais de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;From sacrifice to the promising future&#8221;: high school student in the social representations of teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[&#8220;Del sacrificio al futuro prometedor&#8221;: estudiante de secundaria en las representaciones sociales del docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Evangelista]]></surname>
<given-names><![CDATA[Lucivania Barbosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Laeda Bezerra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal De Pernambuco;  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal De Pernambuco;  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592023000101032&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592023000101032&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592023000101032&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo tem como objetivo identificar a estrutura das representações sociais de &#8220;aluno de escola pública de ensino médio,&#8221; elaboradas por seus professores. Adotamos a Teoria das Representações Sociais (TRS), particularmente, abordagem estrutural dessas representações. Desenvolvemos um estudo de campo online com 71 professores da Rede Estadual de Pernambuco, os quais responderam a um questionário do tipo Google Doc e um Teste de Associação Livre de Palavras. As evocações, analisadas com auxílio do software Iramuteq, revelaram representações sociais de &#8220;aluno de escola pública de ensino médio&#8221; pautadas em dificuldades, decorrentes da situação de desigualdade social desses estudantes. Apesar disso, nessas evocações e justificativas dos professores, ganham relevância a capacidade de superação e a determinação dos alunos para enfrentar os obstáculos que lhes são impostos. Isto significa que, a despeito do sacrificio, nas representações sociais dos docentes, esses estudantes são desafiados, mas alcançam um futuro promissor. Os achados sugerem a necessidade de medidas capazes de equalizar as oportunidades e minimizar as desigualdades a fim de se construir as bases necessárias ao desenvolvimento social das juventudes que ingressam na escola de ensino médio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article aims to identify the structure of the social representations of &#8220;public high school students,&#8221; developed by their teachers. We adopted the Theory of Social Representations (SRT), particularly, a structural approach to these representations. We developed an online field study with 71 teachers from the State Network of Pernambuco, who answered a Google Doc questionnaire and a Free Word Association Test. The evocations, analyzed with the help of the Iramuteq software, revealed social representations of &#8220;public high school students&#8221; based on difficulties, resulting from the social inequality situation of these students. Despite this, in these evocations and justifications of the teachers, the students' ability to overcome and the determination to face the obstacles imposed on them gain relevance. This means that, despite the sacrifice, in the social representations of teachers, these students are challenged, but reach a promising future. The findings suggest the need for measures capable of equalizing opportunities and minimizing inequalities in order to build the necessary foundations for the social development of young people who enter high school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo tiene como objetivo identificar la estructura de las representaciones sociales de los &#8220;estudiantes de la enseñanza media pública&#8221;, desarrollada por sus profesores. Adoptamos la Teoría de las Representaciones Sociales (TSR), en particular, un enfoque estructural de estas representaciones. Desarrollamos un estudio de campo en línea con 71 profesores de la Red Estatal de Pernambuco, que respondieron un cuestionario de Google Doc y una Prueba de Asociación de Palabras Libres. Las evocaciones, analizadas con la ayuda del software Iramuteq, revelaron representaciones sociales de &#8220;estudiantes de secundaria pública&#8221; a partir de las dificultades, resultantes de la situación de desigualdad social de estos estudiantes. A pesar de ello, en estas evocaciones y justificaciones de los docentes cobra relevancia la capacidad de superación de los alumnos y la determinación para enfrentar los obstáculos que se les imponen. Esto significa que, a pesar del sacrificio, en las representaciones sociales de los docentes, estos estudiantes son interpelados, pero alcanzan un futuro promisorio. Los hallazgos sugieren la necesidad de medidas capaces de igualar oportunidades y minimizar las desigualdades para construir las bases necesarias para el desarrollo social de los jóvenes que ingresan a la escuela secundaria.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aluno]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Professor]]></kwd>
<kwd lng="pt"><![CDATA[Representações Sociais]]></kwd>
<kwd lng="en"><![CDATA[Student]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="en"><![CDATA[Social Representations]]></kwd>
<kwd lng="es"><![CDATA[Estudiante]]></kwd>
<kwd lng="es"><![CDATA[Escuela secundaria]]></kwd>
<kwd lng="es"><![CDATA[Profesor]]></kwd>
<kwd lng="es"><![CDATA[Representaciones Sociales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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