<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602024000100108</article-id>
<article-id pub-id-type="doi">10.24065/re.v14i1.2604</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[REPRESENTAÇÕES SOCIAIS DE PROJETO DE VIDA PARA ESTUDANTES DO ENSINO MÉDIO DE ESCOLAS PÚBLICAS]]></article-title>
<article-title xml:lang="en"><![CDATA[SOCIAL REPRESENTATIONS OF A LIFE PROJECT FOR SECONDARY SCHOOL STUDENTS IN PUBLIC SCHOOLS]]></article-title>
<article-title xml:lang="es"><![CDATA[REPRESENTACIONES SOCIALES DE LOS PROYECTOS DE VIDA DE LOS ALUMNOS DE SECUNDARIA EN LAS ESCUELAS PÚBLICAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santana]]></surname>
<given-names><![CDATA[Leonor M]]></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 contrib-type="author">
<name>
<surname><![CDATA[Camarini]]></surname>
<given-names><![CDATA[Gladis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário do Sul de Minas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Université de Toulouse II (Le Mirail)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo Centro Universitário do Sul de Minas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</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>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602024000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602024000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602024000100108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O Ensino Médio, ao longo da trajetória de políticas educacionais desde o final do século XX, vincula-se a questões que permeiam, tanto a formação propedêutica do jovem, como os direcionamentos de vida após sua conclusão. A Base Nacional Comum Curricular aborda uma educação baseada em dez competências gerais. A sexta competência é voltada para o Trabalho e Projeto de Vida, que tem por objetivo valorizar a diversidade de saberes e as experiências para entender o mundo do trabalho e fazer escolhas em relação ao projeto de vida, de forma autônoma, crítica e responsável. Considerando esse contexto, e com o objetivo de analisar as representações sociais de projeto de vida por estudantes do Ensino Médio de escolas públicas, realizou-se pesquisa de campo, descritiva e exploratória, com abordagem qualitativa e quantitativa. Participaram 641 estudantes de escolas localizadas em dois estados - SP e MG. Foram utilizados como instrumentos de coleta de dados um questionário sociodemográfico e a técnica de associação livre de palavras (TALP). Os resultados obtidos apontam para a estabilidade financeira como elemento do núcleo central, a ser conquistada por meio de uma profissão. Família, bens materiais, amigos e lazer compõem o sistema periférico. Isso expressa ênfase do projeto de vida em aspectos materiais e de ascensão social e forte aproximação entre educação e mundo do trabalho, sem espaço para aspectos políticos, sociais e pessoais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Throughout the trajectory of educational policies since the end of the 20th century, secondary education has been linked to issues that permeate both the preparatory training of young people and the direction of their lives after graduation. The National Common Core Curriculum addresses an education based on ten general competences, the sixth of which is focused on Work and Life Project, which aims to value the diversity of knowledge and experiences in order to understand the world of work and make choices in relation to life project, in an autonomous, critical and responsible way. Considering this context and with the aim of analyzing the social representations of life projects by high school students in public schools, a descriptive and exploratory study was carried out with a qualitative and quantitative approach. A total of 641 students from schools located in two states in Brazil - São Paulo and Minas Gerais, participated of this study. A sociodemographic questionnaire and the free word association technique (FWAT) were used as data collection tools. The results obtained point to financial stability as a core element, to be achieved through a profession. Family, material goods, friends and leisure make up the peripheral system. This expresses an emphasis on material aspects and social ascension, and a strong approximation between education and the world of work, with no room for political, social or personal aspects.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN A lo largo de la trayectoria de las políticas educativas desde finales del siglo XX, la educación secundaria ha estado vinculada a temas que permean tanto la formación propedéutica de los jóvenes como el rumbo de sus vidas una vez que egresan. La Base Curricular Nacional Común aborda una educación basada en diez competencias generales, con la sexta competencia centrada en el Trabajo y Proyecto de Vida, que tiene como objetivo valorar la diversidad de conocimientos y experiencias para comprender el mundo del trabajo y tomar decisiones en relación con el proyecto de vida, de forma autónoma, crítica y responsable. Teniendo en cuenta este contexto y con el objetivo de analizar las representaciones sociales del proyecto de vida de los alumnos de enseñanza media de escuelas públicas, se realizó un estudio de campo descriptivo y exploratorio con abordaje cualitativo y cuantitativo. Participaron 641 alumnos de escuelas localizadas en dos estados: São Paulo y Minas Gerais. Como instrumentos de recogida de datos se utilizaron un cuestionario sociodemográfico y la técnica de asociación libre de palabras (TALP). Los resultados obtenidos apuntan a la estabilidad financiera como elemento central, que debe alcanzarse a través de una profesión. La familia, los bienes materiales, los amigos y el ocio constituyen el sistema periférico. Esto expresa un énfasis en los aspectos materiales y el ascenso social, y una fuerte aproximación entre la educación y el mundo laboral, sin espacio para los aspectos políticos, sociales o personales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Projeto de vida.]]></kwd>
<kwd lng="en"><![CDATA[Social representations]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[Life project.]]></kwd>
<kwd lng="es"><![CDATA[Representaciones sociales]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza secundaria]]></kwd>
<kwd lng="es"><![CDATA[Proyecto de vida.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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