<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022015000501439</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201508143413</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Trajet&#243;rias truncadas, trabalho e futuro: jovens fora de s&#233;rie na escola p&#250;blica de ensino m&#233;dio]]></article-title>
<article-title xml:lang="en"><![CDATA[Truncated trajectories, work and future: youths behind grade in senior high-school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrano]]></surname>
<given-names><![CDATA[Paulo Cesar Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marinho]]></surname>
<given-names><![CDATA[Andreia Cidade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Viviane Netto Medeiros de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>41</volume>
<numero>spe</numero>
<fpage>1439</fpage>
<lpage>1454</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022015000501439&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022015000501439&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022015000501439&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ResumoO artigo discute resultados da etapa quantitativa da pesquisa Jovens fora de s&#233;rie: trajet&#243;rias truncadas de estudantes do ensino m&#233;dio na cidade do Rio de Janeiro. A investiga&#231;&#227;o tem como objetivo geral depreender e compreender trajet&#243;rias de escolariza&#231;&#227;o e percursos biogr&#225;ficos de jovens estudantes de ensino m&#233;dio de escolas p&#250;blicas que se encontram em situa&#231;&#227;o de defasagem escolar. Neste artigo, apresenta-se o perfil que emerge da aplica&#231;&#227;o do question&#225;rio estruturado a um universo de 593 jovens. A amostra explorat&#243;ria e n&#227;o probabil&#237;stica foi distribu&#237;da entre 14 escolas localizadas nas zonas sul, centro, oeste e norte da cidade do Rio de Janeiro. Os jovens participantes da pesquisa fazem parte de classes de Educa&#231;&#227;o de Jovens Adultos (EJA) e do programa de corre&#231;&#227;o de fluxo denominado Autonomia. Enfoque especial de an&#225;lise &#233; dado &#224; combina&#231;&#227;o entre trabalho, estudo e constitui&#231;&#227;o de projetos de futuro. Verificou-se que o abandono escolar cria mais problemas para o fluxo da escolariza&#231;&#227;o do que as reprova&#231;&#245;es. Os dados apontam para a exist&#234;ncia de uma superposi&#231;&#227;o entre os tempos de trabalho e escola na vida dos jovens. Nesse sentido, ocorre um duplo efeito do trabalho nas trajet&#243;rias dos estudantes. Se, por um lado, trabalhar e estudar representam um desafio para a continuidade dos estudos sem truncamentos do fluxo da escolariza&#231;&#227;o, por outro, a experi&#234;ncia de trabalho cria disposi&#231;&#245;es relacionadas com a independ&#234;ncia, a conquista da autonomia e o delineamento de projetos de futuro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractThis paper discusses the results of the quantitative step of the research Youths behind grade: truncated trajectories of senior high-school students in the city of Rio de Janeiro. The investigation has the general purpose of learning and comprehending schooling trajectories and biographical paths of young students in senior high-school from public schools who in a grade below of they are expected. Here, we present the profile that emerges from the application of a structured questionnaire to a universe of 593 youths. The sample is exploratory and not probabilistic and was distributed among 14 schools located in the South, Downtown, West and North areas of the city of Rio de Janeiro. Young participants in the study attend classes in the so-called Young and Adult Education (EJA) and in the flow-correcting program named Autonomy. A special focus in the analysis is given to the combination of work, study and the formation of projects for the future. We have found that school drop-out creates more problems for the schooling flow than failure. Data points to the existence of an overlapping between the times of work and school in the life of these young people. Thus, there is a double effect of the work onto the students&#180; trajectories. If, on one hand, working and going to school mean a challenge for the continuation of studies without truncating the schooling flow, on the other hand, the experience of work creates dispositions associated with independence, the achievement of autonomy and the outlining of projects for the future.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Juventude]]></kwd>
<kwd lng="pt"><![CDATA[Escolarização]]></kwd>
<kwd lng="pt"><![CDATA[EJA]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho]]></kwd>
<kwd lng="pt"><![CDATA[Futuro]]></kwd>
<kwd lng="en"><![CDATA[Youth]]></kwd>
<kwd lng="en"><![CDATA[Schooling]]></kwd>
<kwd lng="en"><![CDATA[Youth and Adult Education (EJA)]]></kwd>
<kwd lng="en"><![CDATA[Work]]></kwd>
<kwd lng="en"><![CDATA[Future]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang="pt"><![CDATA[Processos de escolarização nos meios populares: as contradições da obrigatoriedade escolar]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[NOGUEIRA]]></surname>
<given-names><![CDATA[Marialice]]></given-names>
</name>
<name>
<surname><![CDATA[ROMANELLI]]></surname>
<given-names><![CDATA[Geraldo]]></given-names>
</name>
<name>
<surname><![CDATA[ZAGO]]></surname>
<given-names><![CDATA[Nadir]]></given-names>
</name>
</person-group>
<source><![CDATA[Família e escola: trajetórias de escolarização em camadas médias e populares]]></source>
<year></year>
<page-range>19-43</page-range><publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
