<?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>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202018000200006</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20180017</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contribuições da psicologia histórico-cultural para o ensino médio: conhecendo a adolescência]]></article-title>
<article-title xml:lang="en"><![CDATA[The contributions of historical and cultural psychology for high school: knowledge on adolescence]]></article-title>
<article-title xml:lang="es"><![CDATA[Contribuciones de la psicología histórico-cultural para la enseñanza secundaria: conociendo la adolescencia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Luciana Mara Tachini]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Facci]]></surname>
<given-names><![CDATA[Marilda Gonçalves Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá Programa de Pós-Graduação em Psicologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá Departamento de Psicologia Programa de Pós-Graduação em Psicologia]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<numero>47</numero>
<fpage>47</fpage>
<lpage>55</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202018000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202018000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202018000200006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Os embates presentes na realidade educacional brasileira pela legitimação de uma educação de qualidade associados à crescente necessidade de se pensar a educação escolar dos adolescentes, no ensino médio, motivaram o desenvolvimento deste trabalho. O objetivo foi identificar a concepção de adolescência expressa no projeto político pedagógico (PPP) de escolas de educação básica, analisando em que medida essa concepção pode contribuir para o desenvolvimento psicológico destes estudantes. Foram estudados sete projetos político-pedagógicos de escolas estaduais do noroeste do Paraná. Dentre os resultados, constatou-se que 40% das escolas pesquisadas não abordaram a adolescência. Naquelas que tratam dessa fase de desenvolvimento ainda se evidenciou que nem todas têm clareza da importância de estudar esta fase da vida do sujeito como um caminho para fortalecer as práticas pedagógicas e, sobretudo, dos professores no processo ensino-aprendizagem dos adolescentes. Tomando-se como base o aporte teórico da psicologia histórico-cultural, ao se focalizar a relação trabalho, educação e ensino médio, o processo ensino-aprendizagem e a adolescência, conclui-se pela necessidade de aprofundamento nos estudos sobre a adolescência no universo educacional. Considera-se importante, ainda, a ampliação do acesso dos educadores às produções da psicologia histórico-cultural, por se defender uma educação que priorize a mediação dos conteúdos sistematizados pela humanidade e que favoreça a formação omnilateral do sujeito no ensino médio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present study was triggered by the struggles, current in Brazilian education, to ensure quality education, associated with the growing need of discussing adolescents' schooling in high school. The concept of adolescence expressed in the pedagogical political project (PPP) of basic education schools is identified through an analysis on how the concept may contribute towards the students' psychological development. Seven PPPs of state schools in the northwestern region of the state of Paraná, Brazil, were analyzed. Results reveal that 40% of schools under analysis failed to take an approach towards adolescence. Not all schools that deal with this development phase have a clear idea of the importance of studying this particular life phase of the subject to strengthen pedagogical practices and, especially, teachers within the adolescents' teaching-learning process. Foregrounded on the theoretical approach of the historical and cultural psychology within the relation involving labor, education and high school, the teaching-learning process and adolescence, there is a need for in-depth studies on adolescence within overall education. Broadening of educators' access to the productions of the historical and cultural psychology is highly relevant because it highlights education that prioritizes the mediation of contents and favors the subject's multi-lateral formation in high school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los enfrentamientos presentes en la realidad educacional brasileña por la legitimación de una educación de calidad asociados a la creciente necesidad de pensarse la educación escolar de los adolescentes, en la enseñanza secundaria, han motivado el desarrollo de este estudio. El objetivo fue identificar la concepción de adolescência expresada en el proyecto político pedagógico (PPP) de escuelas de educación primaria, analizando en qué medida esa concepción puede contribuir para el desarrollo psicológico de estos estudiantes. Se estúdio siete proyectos político-pedagógicos de escuelas estaduales del noroeste de Paraná. Entre los resultados, se constató que el 40% de las escuelas investigadas no abordaron la adolescencia. En aquellas que tratan de esa etapa de desarrollo aún se evidenció que no todas tienen claridad sobre la importancia de estudiarse esta fase de la vida del sujeto como un camino para fortalecer las prácticas pedagógicas y, especialmente, de los profesores en el proceso enseñanza-aprendizaje de los adolescentes. Tomándose como base el aporte teórico de la psicología histórico-cultural, al focalizar la relación trabajo, educación y enseñanza secundaria, el proceso enseñanza-aprendizaje y la adolescencia, se concluye por la necesidad de profundizarse los estudios sobre la adolescência en el universo educacional. Se considera importante, aún, la expansión del acceso de los educadores a las producciones de la psicología histórico-cultural, por defenderse una educación que priorice la mediación de los contenidos sistematizados por la humanidad y que favorezca la formación unilateral del sujeto en la enseñanza secundaria.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[adolescência]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[psicologia histórico-cultural]]></kwd>
<kwd lng="en"><![CDATA[adolescence]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[historical and cultural psychology]]></kwd>
<kwd lng="es"><![CDATA[adolescencia]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[enseñanza secundaria]]></kwd>
<kwd lng="es"><![CDATA[psicología histórico-cultural]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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