<?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>S1981-416x2025000100153</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.084.ds09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Projetos de vida e representações sociais de Ensino Médio para estudantes: uma articulação com a abordagem dialógica]]></article-title>
<article-title xml:lang="en"><![CDATA[Life projects and social representations of secondary education for students: an articulation with the dialogic approach]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santana]]></surname>
<given-names><![CDATA[Leonor M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chamon]]></surname>
<given-names><![CDATA[Edna Maria Querido de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camarini]]></surname>
<given-names><![CDATA[Gladis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário do Sul de Minas  ]]></institution>
<addr-line><![CDATA[Varginha MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Taubaté  ]]></institution>
<addr-line><![CDATA[Taubaté SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro Universitário do Sul de Minas  ]]></institution>
<addr-line><![CDATA[Varginha MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>84</numero>
<fpage>153</fpage>
<lpage>172</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000100153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000100153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000100153&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Estudos na área da Educação, e em especial sobre o Ensino Médio, voltam-se para as especificidades do estudante dessa etapa da Educação Básica e para a relação que se estabelece com o trabalho, com o emprego e o crescimento econômico, e com a elaboração de seus projetos de vida. Considera-se, neste estudo, projetos de vida (no plural) como expressões das possibilidades de escolha do sujeito diante das circunstâncias que se apresentam ao longo de sua vida, e relacionados ao desejo de realizações, de transformações, nas diferentes dimensões da vida (intelectual, física, emocional, social e cultural), observando-se o passado e o presente, na perspectiva de futuro. Com objetivo de analisar as representações sociais de Ensino Médio e curso profissionalizante, e como se relacionam com projetos de vida, realizou-se estudo envolvendo 218 estudantes do Ensino Médio, de escolas públicas, utilizando questionários e entrevista semiestruturada como instrumentos de coleta de dados. Na análise dos dados, buscou-se articular as abordagens sociogenética e dialógica, da Teoria das representações sociais. Os resultados revelam que os desejos e expectativas dos estudantes frente ao futuro estão intimamente relacionados com conquistar uma profissão valorizada, ser reconhecido (socialmente) e obter estabilidade financeira e familiar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Studies in the field of education, and especially secondary education, focus on the specific characteristics of students at this stage of basic education, and the relationship they establish with work, with employment and economic growth, and with the development of their life projects. In this study, life projects (in the plural) are considered to be expressions of the individual choices under the circumstances that are faced during his life, and related to the desire for achievements and transformations in the different dimensions of life (intellectual, physical, emotional, social and cultural), looking at the past and the present. To analyze the social representations of high school and vocational courses, and how they relate to life projects, a study was carried out involving 218 high school students from public schools, using questionnaires and semi-structured interviews as instruments for data collection. Data analysis was conducted to articulate the sociogenetic and dialogical approaches of the Theory of Social Representations. The results show that the desires and expectations of the students for the future are closely related to achieving a valued profession, being recognized (socially) and obtaining financial and family stability.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los estudios en el campo de la educación, especialmente en la educación secundaria, se centran en las características específicas de los estudiantes en esta etapa de la educación básica y la relación que establecen con el trabajo, el empleo y el crecimiento económico, y con el desarrollo de sus proyectos de vida. En este estudio, los proyectos de vida (en plural) son considerados como expresiones de las elecciones del sujeto frente a las circunstancias que se presentan a lo largo de su vida, y relacionados con el deseo de realización y transformación en las diferentes dimensiones de la vida (intelectual, física, emocional, social y cultural), mirando al pasado y al presente. Con el objetivo de analizar las representaciones sociales de la enseñanza media y profesional y su relación con los proyectos de vida, se realizó un estudio con 218 alumnos de enseñanza media de escuelas públicas, utilizando cuestionarios y entrevistas semiestructuradas como instrumentos de recolección de datos. Los datos se analizaron utilizando los enfoques sociogenético y dialógico de la Teoría de las Representaciones Sociales. Los resultados muestran que los deseos y expectativas de futuro de los alumnos están estrechamente relacionados con la obtención de una profesión valorada, el reconocimiento (social) y la estabilidad económica y familiar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[Dialogicidade]]></kwd>
<kwd lng="pt"><![CDATA[Projeto de vida]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio.]]></kwd>
<kwd lng="en"><![CDATA[Social representations]]></kwd>
<kwd lng="en"><![CDATA[Dialogicity]]></kwd>
<kwd lng="en"><![CDATA[Life project]]></kwd>
<kwd lng="en"><![CDATA[High school.]]></kwd>
<kwd lng="es"><![CDATA[Representaciones sociales]]></kwd>
<kwd lng="es"><![CDATA[Dialogicidad]]></kwd>
<kwd lng="es"><![CDATA[Proyecto de vida]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza secundaria.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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