<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2022000301023</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.22.074.ds02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação profissional contemporânea no Brasil e na Espanha: uma análise comparativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Contemporary professional education in Brazil and Spain: a comparative analysis]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación profesional contemporánea en Brasil y España: un análisis comparativo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[LILIANA SOARES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PEDRERA]]></surname>
<given-names><![CDATA[ANA MARIA MONTERO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CASTAMAN]]></surname>
<given-names><![CDATA[ANA SARA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sevilla  ]]></institution>
<addr-line><![CDATA[Sevilla Andaluzia]]></addr-line>
<country>Espanha</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Sertão RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>74</numero>
<fpage>1023</fpage>
<lpage>1044</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2022000301023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2022000301023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2022000301023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A questão que deu origem ao estudo ora sistematizado é se a Educação Profissional, vista a partir dos textos e contextos das políticas educacionais, se aproxima ou se distancia das relações intrínsecas entre trabalho e educação na dinâmica de como são ofertadas na Espanha e no Brasil. Objetivou-se compreender, por meio da proposta de Educação Profissional, como se configura uma relação entre trabalho e educação nesses dois contextos históricos, sociais e geográficos na sociedade capitalista, sem desconsiderar que existem relações que impactam a educação escolar. Como procedimentos, realizou-se pesquisa bibliográfica e documental em políticas públicas, análise dos dados e sistematização da análise, realizada pelas autoras, em processo dialógico, tendo por suposto os princípios da Educação Comparada como aporte teórico e metodológico. Constatou-se que a Educação Profissional tem sido uma das principais modalidades para aproximar os estudantes da realidade, acessar o mundo do trabalho e propiciar educação aos profissionais nesses países, apesar de não ser uma garantia de emprego.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The question that gave rise to the study now systematized is whether Professional Education, seen from the texts and contexts of educational policies, approaches or distances from the intrinsic relations between work and education in the dynamics of how they are offered in Spain and Brazil. The objective was to understand, through the Professional Education proposal, how a relationship between work and education is configured in these two historical, social and geographical contexts, without disregarding that there are relationships that impact school education in capitalist society. As procedures, bibliographic and documental research was carried out on public policies, data analysis and systematization of the analysis, carried out by the authors, in a dialogic process, having as a supposition the principles of Comparative Education as a theoretical and methodological contribution. It was found that Vocational Education has been one of the main modalities to bring students closer to reality, access the world of work and provide education to professionals in these countries, despite not being a guarantee of employment.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La pregunta que dio origen al estudio ahora sistematizado es si la Educación Profesional, vista desde los textos y contextos de las políticas educativas, se acerca o se aleja de las relaciones intrínsecas entre trabajo y educación en las dinámicas de cómo se ofrecen en España y Brasil. El objetivo fue comprender, a través de la propuesta de Educación Profesional, cómo se configura una relación entre trabajo y educación en estos dos contextos históricos, sociales y geográficos, sin desconocer que existen relaciones que impactan la educación escolar en la sociedad capitalista. Como procedimientos se realizó una investigación bibliográfica y documental sobre políticas públicas, análisis de datos y sistematización del análisis, realizado por los autores, en un proceso dialógico, teniendo como supuesto los principios de la Educación Comparada como aporte teórico y metodológico. Se constató que la Formación Profesional ha sido una de las principales modalidades para acercar a los estudiantes a la realidad, acceder al mundo del trabajo y brindar formación a los profesionales en estos países, a pesar de no ser una garantía de empleo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="pt"><![CDATA[Espanha]]></kwd>
<kwd lng="pt"><![CDATA[Educação Comparada.]]></kwd>
<kwd lng="en"><![CDATA[Professional education]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
<kwd lng="en"><![CDATA[Spain]]></kwd>
<kwd lng="en"><![CDATA[Comparative Education]]></kwd>
<kwd lng="es"><![CDATA[Educación Profesional]]></kwd>
<kwd lng="es"><![CDATA[Brasil]]></kwd>
<kwd lng="es"><![CDATA[España]]></kwd>
<kwd lng="es"><![CDATA[Educación Comparada]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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