<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312021000100113</article-id>
<article-id pub-id-type="doi">10.26512/lc.v27.2021.36134</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Amálgamas entre o ensino de geografia e o protagonismo juvenil]]></article-title>
<article-title xml:lang="es"><![CDATA[Amalgames entre la enseñanza de la geografía y el protagonismo juvenil]]></article-title>
<article-title xml:lang="en"><![CDATA[Amalgames between teaching geography and youth protagonism]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marthins de Araujo Junior]]></surname>
<given-names><![CDATA[Aloysio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Diogo]]></surname>
<given-names><![CDATA[Maria Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina, Brasil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina, Brasil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312021000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312021000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312021000100113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo objetiva reconhecer se o ensino de geografia no ensino médio pode auxiliar no desenvolvimento do protagonismo juvenil. A investigação se baseou em levantamentos documentais e bibliográficos e envolveu uma pesquisa de campo, com a aplicação de questionários a alunos do ensino médio de escolas públicas. Os resultados revelaram que o ensino de geografia propôs reflexões e se aproximou das vivências dos estudantes, o que lhes permitiu (re)pensá-las. A análise indicou que os conceitos abordados apoiaram o reconhecimento, a compreensão e/ou a resolução de questões cotidianas e a capacidade crítico-reflexiva dos estudantes, permitindo considerar que potencializaram o protagonismo juvenil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo tiene como objetivo reconocer si la enseñanza de la geografía en la escuela secundaria puede ayudar al desarrollo del protagonismo de los jóvenes. La investigación se basó en levantamientos documentales y bibliográficos e involucró una investigación de campo, con la aplicación de cuestionarios a alumnos de secundaria de escuelas públicas. Los resultados revelaron que la enseñanza de la geografía propuso reflexiones y se aproximó a las experiencias de los alumnos, lo que les permitió (re)pensarlas. El análisis indicó que los conceptos abordados apoyaron el reconocimiento, la comprensión y/o la resolución de problemas cotidianos por parte de los alumnos y su capacidad crítico-reflexiva, lo que permite considerar que potenciaron el protagonismo juvenil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article aims to recognize whether the teaching of geography in high school can assist in the development of youth protagonism. The research based on documental and bibliographical surveys and involved a field research, with the application of questionnaires to high school students from public schools. The results revealed that the geography teaching proposed reflections and approached the students' experiences, which allowed to (re)think them. The analysis indicated that the concepts addressed supported the recognition, understanding and/or resolution of everyday issues and the critical-reflexive capacity of the students, allowing us to consider that they strengthened youth protagonism.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Juventudes]]></kwd>
<kwd lng="pt"><![CDATA[Protagonismo juvenil]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de geografia]]></kwd>
<kwd lng="es"><![CDATA[Juventud]]></kwd>
<kwd lng="es"><![CDATA[Protagonismo juvenil]]></kwd>
<kwd lng="es"><![CDATA[Escuela secundaria]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de geografía]]></kwd>
<kwd lng="en"><![CDATA[Youth]]></kwd>
<kwd lng="en"><![CDATA[Youth protagonism]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[Geography teaching]]></kwd>
</kwd-group>
</article-meta>
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