<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732008000100010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas de educação-formação para jovens: tensões e contradições]]></article-title>
<article-title xml:lang="en"><![CDATA[Education policies-youth formation: tension and contradictions]]></article-title>
<article-title xml:lang="es"><![CDATA[Políticas de educación y formación para jóvenes: tensiones y contradicciones]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Natália]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2008</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2008</year>
</pub-date>
<volume>26</volume>
<numero>01</numero>
<fpage>209</fpage>
<lpage>230</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732008000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732008000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732008000100010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Em Dezembro de 2005, o governo português lança aquele que pode ser considerado como o seu programa mais emblemático no campo da educação/formação: a Iniciativa Novas Oportunidades. Embora se trate de uma iniciativa destinada a qualificar a população jovem e adulta, neste artigo pretendemos apenas discutir as medidas e as acções destinadas aos jovens, demonstrando que se, por um lado, elas visam responder aos objectivos da União Europeia, traçados, em 2000, na Cimeira de Lisboa, por outro, a opção portuguesa de eleger a fileira profissionalizante como alvo privilegiado da sua acção governativa corresponde ao triunfo de uma concepção vocacionalista que vê na educação a "chave para mais crescimento económico, mais emprego e mais coesão social", mas que descura a discussão do seu papel no processo de democratização selectiva do ensino secundário e na produção de formas "doces" de exclusão escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In December 2005, the Portuguese government launched what can be considered its most emblematic program in the field of education and training: the New Opportunities Initiative. Al- though the program is aimed at youth and adults, this article only discusses the measures and actions aimed at youth. It demonstrates that, on one hand they seek to respond to goals set by the European Union in 2000 at the Lisbon Summit. On the other hand, the Portuguese option emphasizes professional courses as the target of government action. This represents a triumph of a vocational concept that sees education as a "key to economic growth, more employment and social cohesion", but which neglects the discussion of its role in the process of selective democratization of secondary education and in the production of "sweet" forms of educational exclusion.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[En diciembre de 2005, el gobierno portugués lanza un Programa emblemático en e! campo de la educación/formación: la Iniciativa Nuevas Oportunidades. Aunque se trate de una iniciativa destinada a calificar la población joven y adulta, en este artículo pretendemos apenas, discutir las medidas y las acciones destinadas a los jóvenes, demostrando que, si por un lado estas pretenden responder a los objetivos de la Unión europea, propuestos en el ano 2000, en la Cimeira de Lisboa, por otro lado, la opción portuguesa de elegir la profesionalización como meta privilegiada de la acción de! gobierno, corresponde al triunfo de una concepción vocacionalista que ve en la educación la " llave para un mayor crecimiento económico, más empleo y más cohesión social", pero que descuida la discusión de su pape! en e! proceso de democratización selectiva de la enseñanza secundaria y en la producción de formas "dulces" de exclusión escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Democratização da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Programa Iniciativa Novas Oportunidades]]></kwd>
<kwd lng="en"><![CDATA[Democratization of Education]]></kwd>
<kwd lng="en"><![CDATA[New Opportunities Initiative Program]]></kwd>
<kwd lng="es"><![CDATA[Democratización de la Educación]]></kwd>
<kwd lng="es"><![CDATA[Programa Iniciativa Nuevas Oportunidades]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Pol&iacute;ticas de  educa&ccedil;&atilde;o-forma&ccedil;&atilde;o para jovens: tens&otilde;es e contradi&ccedil;&otilde;es.</h2> <h3>Education policies-youth formation: tension and contradictions.</h3> <h3>Pol&iacute;ticas de educaci&oacute;n y formaci&oacute;n para j&oacute;venes: tensiones y  contradicciones.</h3>     <p>&nbsp;</p> <h4>Nat&aacute;lia Alves</h4>     <p>&nbsp;</p></font>      ]]></body>
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