<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792023000100136</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v19i50.11614</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EMPREENDENDO DESDE A INFÂNCIA: FORMAS DE GOVERNAR A VIDA?]]></article-title>
<article-title xml:lang="en"><![CDATA[ENTREPRENEURSHIP SINCE CHILDHOOD: WAYS TO GOVERN LIFE?]]></article-title>
<article-title xml:lang="es"><![CDATA[EMPRENDIMIENTO DESDE LA NIÑEZ: ¿FORMAS DE GOBERNAR LA VIDA?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manfré]]></surname>
<given-names><![CDATA[Ademir Henrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Oeste Paulista  ]]></institution>
<addr-line><![CDATA[Presidente Prudente São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<numero>50</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792023000100136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792023000100136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792023000100136&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O presente artigo submetido à Revista Práxis Educacional trata do tema Projeto de Vida, cultura do empreendedorismo e gestão de si. A partir de um estudo bibliográfico publicado nos últimos 10 anos sobre a temática, o objetivo geral foi analisar como o Projeto de vida - enquanto componente curricular transversal na educação escolar - alinha-se à cultura do empreendedorismo, direcionando as formas de governo de si. O Projeto de Vida, de acordo com essa cultura, promete desenvolver múltiplas dimensões, motivando os indivíduos a resolver problemas e a tomar decisões para alcançar objetivos e atingir a realização profissional. Quando associada ao Projeto de vida, essa cultura transfere os dispositivos empresariais - tais como competividade, lucratividade, desempenho e produtividade - ao âmbito educacional, subordinando os processos formativos a uma nova governamentalidade. Assim, partiu-se do seguinte questionamento: como o Projeto de Vida orienta as novas formas de governo da vida? A partir do exposto, defende-se que o debate acadêmico sobre Projeto de Vida ancora-se em princípios provenientes do mercado neoliberal, priorizando a formação de indivíduos economicamente produtivos, porém, politicamente submissos e dóceis. Desse modo, pretende-se colocar em discussão o papel desempenhado pela racionalidade pedagógica empreendedora no direcionamento das formas de governo de si. Como forma de direcionamento analítico, a crítica foucautiana surgiu como referencial teórico capaz de apresentar criticamente os limites dos dispositivos neoliberais que inserem a Educação nas diretrizes da produtividade e da governamentalidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This paper submitted to the Praxis Education Journal deals with the Project of Life, self-management and the culture of entrepreneurship. Our general objective is to analyze how the Project of Life - as a transversal curricular component - is associated with the culture of entrepreneurship. According to this culture, the Project of Life promises to develop the individuals in multiple dimensions, motivating them to solve problems and make decisions to achieve goals and accomplish professional fulfillment. When associated to the Project of Life, such culture imposes business devices - like competitiveness, performance and productivity - to the educational scope, submitting the training processes to a new governmentality. From that, we raise the following question: What have we made of ourselves under the control forms of life? We believe that the academic debate on the Project of Life is grounded in principles from the neoliberal market, prioritizing the formation of economically productive individuals, whose are, however, politically submissive and docile. Thus, we intend to discuss the role played by entrepreneurial pedagogical rationality in directing the forms of self-government. To develop our criticism, we adopt an analytical standpoint from Foucault's thoughts, which emerges as a theoretical framework capable of presenting the limits of neoliberal devices that place Education in the guidelines of productivity and effectiveness.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este artículo presentado a la Revista Praxis Educación trata el tema Proyecto de Vida, autogestión y cultura emprendedora. El objetivo general es analizar cómo el Proyecto de Vida -como componente curricular transversal- se asocia a la cultura del emprendimiento, orientando las formas de autogobierno. De acuerdo con esta cultura, el Proyecto de Vida promete desarrollar al individuo en múltiples dimensiones, motivándolo a resolver problemas y tomar decisiones para alcanzar metas y lograr la realización profesional. Cuando se asocia al Proyecto de Vida, esta cultura traslada dispositivos empresariales -como la competitividad, el desempeño y la productividad- al ámbito educativo, subordinando los procesos de formación a una nueva gubernamentalidad. Partía de la siguiente pregunta: ¿qué hemos hecho de nosotros mismos bajo las formas de control de la vida? Se asume que el debate académico sobre Proyecto de Vida está anclado en principios del mercado neoliberal, priorizando la formación de individuos económicamente productivos, pero políticamente sumisos y dóciles. De esta manera, pretendemos discutir el papel que juega la racionalidad pedagógica empresarial en la dirección de las formas de autogobierno. Como forma de dirección analítica, la crítica de Foucault surge como un marco teórico capaz de presentar los límites de los dispositivos neoliberales que sitúan a la Educación en las pautas de la productividad y la eficacia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[empreendedorismo]]></kwd>
<kwd lng="pt"><![CDATA[governamentalidade]]></kwd>
<kwd lng="pt"><![CDATA[produtividade]]></kwd>
<kwd lng="en"><![CDATA[entrepreneurship]]></kwd>
<kwd lng="en"><![CDATA[governmentality]]></kwd>
<kwd lng="en"><![CDATA[productivity]]></kwd>
<kwd lng="es"><![CDATA[emprendimiento]]></kwd>
<kwd lng="es"><![CDATA[gubernamentalidad]]></kwd>
<kwd lng="es"><![CDATA[productividad]]></kwd>
</kwd-group>
</article-meta>
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