<?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>S1981-416x2025000100227</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.084.ds13</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As identidades do professor de inglês no Ensino Médio integral: entre a língua estrangeira e o Projeto de Vida]]></article-title>
<article-title xml:lang="en"><![CDATA[The English language teacher&#8217;s identities in full-time high schools: between the foreign language and the life project]]></article-title>
<article-title xml:lang="es"><![CDATA[Las identidades del profesor de inglés en la escuela secundaria integral: entre la lengua extranjera y el proyecto de vida]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teles]]></surname>
<given-names><![CDATA[Gildete Cecilia Neri Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teles]]></surname>
<given-names><![CDATA[Thadeu Vinícius Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Estado da Educação e da Cultura de Sergipe  ]]></institution>
<addr-line><![CDATA[Aracaju SE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Sergipe Departamento de Secretariado Executivo ]]></institution>
<addr-line><![CDATA[Aracaju SE]]></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>227</fpage>
<lpage>240</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000100227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000100227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000100227&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa as identidades dos professores de inglês no Ensino Médio Integral do estado de Sergipe, destacando os impactos da disciplina Projeto de Vida quando esta é parte da carga horária docente. O problema investigado é a tensão gerada pela sobrecarga do professor, que precisa ensinar uma língua estrangeira e, ao mesmo tempo, guiar os alunos na construção de seus projetos de vida, ainda que esta disciplina não tenha sido parte da sua formação inicial. A pesquisa foi conduzida a partir de uma metodologia qualitativa, com análise de documentos (Sergipe, 2016) e entrevistas com professores de inglês1 a fim de compreender como essas exigências moldam as subjetividades docentes dentro de um contexto de racionalidade neoliberal (Laval, 2020). Os principais resultados indicam que o Projeto de Vida reforça práticas de controle e subjetivação neoliberal, mas também pode ser ressignificado como um espaço de resistência pedagógica (Gallo, 2008). Conclui-se que os professores enfrentam um dilema entre seu papel tradicional e as novas demandas emocionais e formativas, com oportunidades para práticas pedagógicas críticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper analyzes the English language teachers&#8217; identities in Full-Time High School in the state of Sergipe, highlighting the impacts of the Projeto de Vida (Life Project) discipline when it becomes part of the teaching workload. The investigated problem is the tension caused by the overload of the teacher, who needs to teach a foreign language while also guiding students in building their life projects, even though this subject was not part of their pre-service education. The research was conducted using a qualitative methodology, with document analysis (Sergipe, 2016) and interviews with English teachers to understand how these demands shape teacher subjectivities within a neoliberal rationality context (Laval, 2020). The main results indicate that Projeto de Vida reinforces neoliberal practices of control and subjectivation, but it can also be reinterpreted as a space for pedagogical resistance (Gallo, 2008). It is concluded that teachers face a dilemma between their traditional role and new emotional and formative demands, with opportunities for critical pedagogical practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza las identidades de los profesores de inglés en el Bachillerato Integral (EMI) del estado de Sergipe, destacando los impactos de la disciplina Proyecto de Vida cuando forma parte de la carga horaria docente. El problema investigado es la tensión generada por la sobrecarga del profesor, que debe enseñar una lengua extranjera y, al mismo tiempo, guiar a los estudiantes en la construcción de sus proyectos de vida, aunque esta disciplina no haya sido parte de su formación inicial. La investigación se llevó a cabo mediante una metodología cualitativa, con análisis de documentos (Sergipe, 2016) y entrevistas a profesores de inglés para comprender cómo estas exigencias moldean las subjetividades docentes dentro de un contexto de racionalidad neoliberal (Laval, 2020). Los principales resultados indican que el Proyecto de Vida refuerza prácticas de control y subjetivación neoliberal, pero también puede resignificarse como un espacio de resistencia pedagógica (Gallo, 2008). Se concluye que los profesores enfrentan un dilema entre su rol tradicional y las nuevas demandas emocionales y formativas, con oportunidades para prácticas pedagógicas críticas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Projeto de Vida]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de inglês]]></kwd>
<kwd lng="pt"><![CDATA[Identidades]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio Integral]]></kwd>
<kwd lng="pt"><![CDATA[Neoliberalismo.]]></kwd>
<kwd lng="en"><![CDATA[Life Project]]></kwd>
<kwd lng="en"><![CDATA[English teaching]]></kwd>
<kwd lng="en"><![CDATA[Identities]]></kwd>
<kwd lng="en"><![CDATA[Full-Time High School]]></kwd>
<kwd lng="en"><![CDATA[Neoliberalism.]]></kwd>
<kwd lng="es"><![CDATA[Proyecto de Vida]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de inglés]]></kwd>
<kwd lng="es"><![CDATA[Identidades]]></kwd>
<kwd lng="es"><![CDATA[Bachillerato Integral]]></kwd>
<kwd lng="es"><![CDATA[Neoliberalismo.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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