<?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>S1981-416x2025000100192</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.084.ds11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Projetos e vida: narrativas de egressos do Ensino Médio Integral do estado de São Paulo,]]></article-title>
<article-title xml:lang="en"><![CDATA[Projects and life: narratives of São Paulo&#8217;s full-time secondary school former students]]></article-title>
<article-title xml:lang="es"><![CDATA[Proyectos y vida: narrativas de egresados de la enseñanza secundaria Integral del Estado de São Paulo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pucci]]></surname>
<given-names><![CDATA[Renata Helena Pin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Seimandi]]></surname>
<given-names><![CDATA[Flávia Shirakashi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Luciana Haddad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade São Francisco  ]]></institution>
<addr-line><![CDATA[Itatiba SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade São Francisco  ]]></institution>
<addr-line><![CDATA[Itatiba SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></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>192</fpage>
<lpage>207</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000100192&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000100192&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000100192&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Recentes reformas do Ensino Médio mudaram a configuração da oferta desta etapa da Educação Básica. O presente estudo tem como objetivo compreender como as experiências e relações estabelecidas no Ensino Médio de tempo integral participam na formação cidadã de alunos egressos do Ensino Médio. Para tanto, foram analisadas as narrativas de egressos do Ensino Médio de uma escola estadual, localizada no interior de São Paulo, que aderiu ao Programa Ensino Integral (PEI). O fundamento teórico é amparado por uma perspectiva crítica, construída a partir da contribuição de autores que discutem a Educação e o Ensino Médio no contexto neoliberal. Apresenta-se uma contextualização do Programa Ensino Integral (PEI) de São Paulo e do Projeto de vida (considerado fio condutor de perspectivas e ações do PEI). O diálogo com egressos aponta que as experiências que promovem reflexão, autonomia e emancipação têm mais possibilidades de acontecerem dentro de um modelo que inclua o aluno mais tempo na escola, que o permita construir um projeto de/para a sua vida, considerando o olhar responsável e coletivo. Ainda, as oportunidades de exercício da cidadania não foram méritos de um Programa, mas possibilitadas por um contexto escolar que reunia condições para tal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Recent reforms to secondary education have changed the way this level of basic education is delivered. This study aims to understand how the experiences and relationships established in full-time secondary education have a role to play in the civic education of former secondary school students. For this purpose, narratives of secondary school former students from a public school located in the state of São Paulo, which joined the Full-Time Education Program (PEI) were analyzed. The theoretical foundation is supported by a critical perspective, built on the contribution of authors who discuss education and secondary education in the neoliberal context. A contextualization of São Paulo&#8217;s Full-Time Education Program (PEI) and the Life Project (considered the guiding thread of the Program perspectives and actions) is presented. The conversation with the former students points out that experiences that promote reflection, autonomy and emancipation are more likely to take place within a model that includes the student spending more time at school, allowing them to build a project of/for their life, considering the responsible and collective perspective. Furthermore, the opportunities to exercise citizenship were not the merit of a program but were made possible by a school context that met the conditions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Recientes reformas de la enseñanza secundaria han cambiado la forma de ofertar esta etapa de la educación básica. El objetivo de este estudio es comprender cómo las experiencias y las relaciones establecidas en la enseñanza secundaria integral intervienen en la formación cívica de sus egresados. Para esto, se analizaron las narrativas de los egresados de la enseñanza secundaria de una escuela estatal localizada en el interior de São Paulo, que se incorporó al Programa de Educación a Tiempo Completo (PEI). La fundamentación teórica se apoya en una perspectiva crítica, construida a partir de autores que discuten la educación y la enseñanza secundaria en el contexto neoliberal. Se presenta una contextualización del Programa de Educación Integral (PEI) de São Paulo, así como del Proyecto de Vida (considerado hilo conductor de las perspectivas y acciones del PEI). El diálogo con los egresados muestra que las experiencias que promueven la reflexión, la autonomía y la emancipación tienen más posibilidades de ocurrir dentro de un modelo que los estudiantes pasen más tiempo en la escuela, lo que les permite construir un proyecto para su vida, teniendo en cuenta un enfoque responsable y colectivo. Además, las oportunidades de ejercer la ciudadanía no fueron mérito de un programa, sino que fueron posibles gracias a un contexto escolar que reunía las condiciones adecuadas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Rede Estadual de São Paulo]]></kwd>
<kwd lng="pt"><![CDATA[Programa Ensino Integral]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas discentes]]></kwd>
<kwd lng="pt"><![CDATA[Projeto de Vida.]]></kwd>
<kwd lng="en"><![CDATA[Secondary School]]></kwd>
<kwd lng="en"><![CDATA[São Paulo State Network]]></kwd>
<kwd lng="en"><![CDATA[Full-Time Education Program]]></kwd>
<kwd lng="en"><![CDATA[Student narratives]]></kwd>
<kwd lng="en"><![CDATA[Life project.]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza secundaria]]></kwd>
<kwd lng="es"><![CDATA[Red del Estado de São Paulo]]></kwd>
<kwd lng="es"><![CDATA[Programa de Educación Integral]]></kwd>
<kwd lng="es"><![CDATA[Narrativas de estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Proyecto de vida.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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