<?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>S1981-416x2022000301360</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.22.074.ao06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Jovens em formação profissional: representações sociais de projetos de vida]]></article-title>
<article-title xml:lang="en"><![CDATA[Young People in Vocational Training: Social Representations of Life Projects]]></article-title>
<article-title xml:lang="es"><![CDATA[Jóvenes en Formación Profesional: Representaciones Sociales de Proyectos de Vida]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RAMOS]]></surname>
<given-names><![CDATA[MARGARETH BRAZ]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SORDILLO]]></surname>
<given-names><![CDATA[CLAUDIA MARIA DE OLIVEIRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CHAMON]]></surname>
<given-names><![CDATA[EDNA MARIA QUERIDO DE OLIVEIRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>74</numero>
<fpage>1360</fpage>
<lpage>1382</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2022000301360&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2022000301360&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2022000301360&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo discorre sobre as representações sociais de projeto de vida elaboradas por jovens em formação profissional. A experiência com os jovens tem mostrado que, no contexto atual, estão presentes hesitações, preocupações no porvir, incertezas quanto às escolhas profissionais e ausência de rumo. O objetivo é apresentar os resultados gerados por meio da pesquisa realizada com 90 jovens entre 18 e 24 anos, oriundos de escolas públicas, que participam de um programa de capacitação e inserção profissional. A participação foi voluntária e por adesão. Para a coleta de dados, utilizou-se como instrumento um questionário do Google Forms com 12 perguntas fechadas e 3 perguntas abertas. Temas como trajetória de vida; inserção profissional e aspectos que impactaram os projetos de vida no contexto pandêmico foram tratados nesta pesquisa e serão analisados à luz da Teoria das Representações Sociais (TRS). Nos resultados apresentados, constata-se que o projeto de vida pode dar um direcionamento para a jornada da vida, e que é preciso planejar, atingir metas e ter um objetivo para ir adiante. No que se refere ao contexto pandêmico, houve uma adaptação da realidade, ao mesmo tempo em que houve um atraso no processo de aprendizagem. Os resultados revelaram a visão dos jovens em relação ao que pensam sobre os seus projetos de vida, a influência da família, amigos, escola, professores, o significado dessas relações em seu percurso profissional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article discusses the social representations of a life project developed by young people undergoing professional training. Experience with young people has shown that, in the current context, there are hesitations, concerns about the future, uncertainties regarding professional choices and lack of direction. The objective is to present the results generated through research carried out with 90 young people between 18 and 24 years old, from public schools, who participate in a training and professional insertion program. Participation was voluntary and by adherence. For data collection, a Google Forms questionnaire with 12 closed questions and 3 open questions was used as an instrument. Themes such as life trajectory; professional insertion and aspects that impacted life projects in the pandemic context were addressed in this research and will be analyzed in the light of the Theory of Social Representations (TRS). In the results presented, it appears that the life project can give direction to the journey of life, and that it is necessary to plan, achieve goals and have an objective to go forward. With regard to the pandemic context, there was an adaptation of reality, at the same time that there was a delay in the learning process. The results revealed the vision of young people in relation to what they think about their life projects, the influence of family, friends, school, teachers, the meaning of these relationships in their professional path.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo analizar las trayectorias de vida de jóvenes estudiantes en formación profesional. El análisis se apoyó en la Teoría de las Representaciones Sociales, buscando comprender cómo se construyen las representaciones sobre los proyectos de vida y su relación con las prácticas sociales de los estudiantes. La investigación se realizó con 90 jóvenes, con edades comprendidas entre los 18 y los 24 años, que estaban inscritos en un programa de formación profesional. La recogida de datos se realizó mediante un cuestionario con preguntas cerradas en escala Likert y tres preguntas abiertas. Los temas tratados en el instrumento incluyeron trayectoria de vida; inserción en el mercado laboral; experiencia con el primer empleo y aspectos que impactaron proyectos de vida en el contexto de la pandemia. Los resultados obtenidos apuntan a un grupo con ideas definidas sobre su futuro y fuertemente influido por la familia. La escuela, aunque importante en aspectos formativos, parece tener una menor presencia en las decisiones sobre el futuro. Los resultados también mostraron que las representaciones sociales del proyecto de vida de estos jóvenes se organizan en torno a una tensión entre emancipación y control. El control de la vida y las decisiones que se deben tomar para garantizar un futuro para uno mismo y para la familia aparecen en contraste con el sueño y la realización personal y profesional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Jovem]]></kwd>
<kwd lng="pt"><![CDATA[Formação Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Projeto de Vida.]]></kwd>
<kwd lng="en"><![CDATA[Young]]></kwd>
<kwd lng="en"><![CDATA[Professional qualification]]></kwd>
<kwd lng="en"><![CDATA[Life project.]]></kwd>
<kwd lng="es"><![CDATA[Joven]]></kwd>
<kwd lng="es"><![CDATA[Formación profesional]]></kwd>
<kwd lng="es"><![CDATA[Proyecto de vida]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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