<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312021000100127</article-id>
<article-id pub-id-type="doi">10.26512/lc.v27.2021.36828</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O currículo escolar como formador do sujeito empreendedor para o capital]]></article-title>
<article-title xml:lang="es"><![CDATA[El currículo escolar como formador de la asignatura emprendedora para el capital]]></article-title>
<article-title xml:lang="en"><![CDATA[The school curriculum as a trainer of the entrepreneurial subject for capital]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estormovski]]></surname>
<given-names><![CDATA[Renata Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo, Brasil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312021000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312021000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312021000100127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Projeto de Vida é mencionado na Base Nacional Comum Curricular como um eixo de articulação de competências e habilidades com vistas à formação integral dos estudantes. Esclarecer os sentidos expressos em duas iniciativas que intentam implementá-lo nas escolas e discutir suas implicações salientam-se como os objetivos deste estudo. Em uma análise de conteúdo, identifica-se o empreendedorismo como o elemento que constitui esse campo temático, relacionando-o à responsabilização individual dos alunos quanto ao seu futuro, à apropriação de competências e habilidades socioemocionais relevantes ao mercado e ao desenvolvimento de conhecimentos úteis à dinâmica neoliberal que rege a sociabilidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Proyecto de Vida se menciona en la Base Curricular Común Nacional como eje de articulación de competencias y habilidades con miras a la formación integral de los estudiantes. Aclarar los significados expresados &#8203;&#8203;en dos iniciativas que intentan implementarlo en las escuelas y discutir sus implicaciones se destacan como los objetivos de este estudio. En un análisis de contenido, el emprendimiento se identifica como el elemento que constituye este campo temático, relacionándolo con la responsabilidad individual de los estudiantes con respecto a su futuro, la apropiación de competencias y habilidades socioemocionales relevantes para el mercado y el desarrollo de conocimientos útiles para las dinámicas neoliberales que gobiernan la sociabilidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Life Project is mentioned in the National Common Curricular Base as an axis of articulation of competences and skills with a view to the integral formation of students. Clarifying the meanings expressed in two initiatives that attempt to implement it in schools and discuss its implications stand out as the objectives of this study. In a content analysis, entrepreneurship is identified as the element that constitutes this thematic field, relating it to the individual responsibility of students regarding their future, the appropriation of socio-emotional competences and skills relevant to the market and the development of knowledge useful to neoliberal dynamics that govern sociability.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política educacional]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Base Nacional Comum Curricular]]></kwd>
<kwd lng="pt"><![CDATA[Projeto de Vida]]></kwd>
<kwd lng="es"><![CDATA[Política educativa]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Base de Currículo Nacional Común]]></kwd>
<kwd lng="es"><![CDATA[Proyecto de Vida]]></kwd>
<kwd lng="en"><![CDATA[Educational politics]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Common National Curriculum Base]]></kwd>
<kwd lng="en"><![CDATA[Life Project]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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