<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762024000100302</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2024v22e60947</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Projeto de Vida na educação: problematizando a relação com o futuro]]></article-title>
<article-title xml:lang="en"><![CDATA[Life Project in education: problematizing the relationship with the future]]></article-title>
<article-title xml:lang="es"><![CDATA[Proyecto de Vida en la educación: problematizar la relación con el futuro]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[César]]></surname>
<given-names><![CDATA[Janaína Mariano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Débora de Souza Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendonça]]></surname>
<given-names><![CDATA[Rafael Leite]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fim]]></surname>
<given-names><![CDATA[Matheus Magno dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Capixaba de Ensino, Pesquisa e Inovação em Saúde  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762024000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762024000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762024000100302&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa as relações entre o Projeto de Vida (PV), componente curricular do Ensino Médio, e concepções de futuro, problematizando limites da convocação para projetar a vida. O estudo faz parte de uma pesquisa-intervenção sobre a implantação do PV no Espírito Santo, que inclui estudo de produção bibliográfica e de materiais didáticos e legais acerca do PV, por meio de entrevistas com docentes. O artigo aborda, especialmente, a relação entre PV e as noções de tempo linear, cíclico e de futuro aberto. Problematiza-se a relação entre PV e adultocentrismo, apontando as demandas de um modelo educacional atravessado pelo ideal do adulto-padrão empreendedor. Conclui-se propondo o exercício de pensar o futuro em uma direção descolonizadora, que possibilite uma perspectiva coletiva, de responsabilização e territorialização da história, reposicionando passado, presente e futuro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the relationship between the Life Project, a curricular component of the High School, and conceptions of the future, questioning the limits of the call to plan one's life. The study is part of a research-intervention on the implementation of the Life Project at Espírito Santo, which includes a study of bibliographical production and didactic and legal materials on the Life Project, through interviews with teachers. The article deals in particular with the relationship between Life Project and the notions of linear and cyclical time and the open future. The relationship between Life Project and adult-centrism is problematized, pointing out the demands of an educational model crossed by the ideal of the standard adult entrepreneur. It concludes by proposing the exercise of thinking about the future in a decolonizing direction, which enables a collective perspective of accountability and territorialization of history, repositioning past, present and future.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza la relación entre el Proyecto de Vida (PV), componente curricular de la Escuela Secundaria, y las concepciones de futuro, problematizando los límites de la llamada a planificar la propia vida. El estudio forma parte de una investigación-intervención sobre la implementación del Proyecto de Vida en la Espírito Santo, que incluye el estudio de la producción bibliográfica y de materiales didácticos y legales sobre el Proyecto de Vida, a través de entrevistas con profesores. El artículo trata en particular de la relación entre el PV y las nociones de tiempo lineal y cíclico y de futuro abierto. Se problematiza la relación entre PV y adultocentrismo, señalando las exigencias de un modelo educativo atravesado por el ideal del adulto emprendedor estándar. Se concluye proponiendo el ejercicio de pensar el futuro en una dirección descolonizadora, que posibilite una perspectiva colectiva de responsabilización y territorialización de la historia, reposicionando pasado, presente y futuro.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[projeto de vida]]></kwd>
<kwd lng="pt"><![CDATA[futuro]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[adultocentrismo]]></kwd>
<kwd lng="en"><![CDATA[life Project]]></kwd>
<kwd lng="en"><![CDATA[future]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[adultcentrism]]></kwd>
<kwd lng="es"><![CDATA[proyecto de vida]]></kwd>
<kwd lng="es"><![CDATA[futuro]]></kwd>
<kwd lng="es"><![CDATA[escuela secundaria]]></kwd>
<kwd lng="es"><![CDATA[adultocentrismo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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