<?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>S2237-94602024000100109</article-id>
<article-id pub-id-type="doi">10.24065/re.v14i1.2607</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[REPRESENTAÇÕES SOCIAIS SOBRE PROJETO DE VIDA DE JOVENS APRENDIZES: desafios e possibilidades futuras]]></article-title>
<article-title xml:lang="en"><![CDATA[SOCIAL REPRESENTATIONS ABOUT THE LIFE PROJECT OF YOUNG APPRENTICES: challenges and future possibilities]]></article-title>
<article-title xml:lang="es"><![CDATA[REPRESENTACIONES SOCIALES SOBRE EL PROYECTO DE VIDA DE JÓVENES APRENDICES: desafíos y posibilidades de futuro]]></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[Monteiro]]></surname>
<given-names><![CDATA[Patrícia Ortiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[André Felipe Costa]]></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[ RJ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estácio de Sá, Universidade de Taubaté-SP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[ RJ]]></addr-line>
</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=S2237-94602024000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602024000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602024000100109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Objetivou-se analisar as representações sociais sobre Projeto de Vida de jovens aprendizes em inserção profissional no contexto pandêmico da COVID-19. O estudo de natureza qualitativa-quantitativa, foi realizado com 228 jovens aprendizes, moradores do Estado do Rio de Janeiro e vinculados ao Programa Jovem Aprendiz. Foram utilizados como instrumentos para a coleta de dados: questionário e entrevista narrativa. Para a análise dos dados, lançou-se mão da análise de conteúdo no tratamento dos dados qualitativos conjuminada com o software IRaMuTeQ. Como resultado, foi possível compreender como as representações sociais sobre Projeto de Vida se manifestam, as ideias que surgem durante esse processo e como os jovens planejam seu futuro. Apesar de possuírem incertezas sobre seus objetivos, esses jovens sonham, planejam e desejam investir em educação superior, seja ingressando na universidade ou em cursos técnicos, visando alcançar novos patamares em suas vidas. Reconhecem o Projeto de Vida como algo relevante, capaz de melhorar não apenas a própria qualidade de vida, mas também a de seus familiares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective was to analyze the social representations of the Life Project of young apprentices undergoing professional insertion in the COVID-19 pandemic context. The qualitative-quantitative study was carried out with 228 young apprentices living in the State of Rio de Janeiro and linked to the Young Apprentice Program. The following instruments were used for data collection: a questionnaire and a narrative interview. For data analysis, content analysis was used in the treatment of qualitative data combined with the IRaMuTeQ software. As a result, it was possible to understand how social representations of the Life Project manifest themselves, the ideas that emerge during this process, and how young people plan their future. Despite having uncertainty about their goals, these young people dream, plan, and want to invest in higher education, whether by entering university or technical courses, aiming to reach new heights in their lives. They recognize the Life Project as something relevant, capable of improving not only their quality of life but also that of their family members.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo fue analizar las representaciones sociales sobre el Proyecto de Vida de jóvenes aprendices en proceso de inserción profesional en el contexto de la pandemia de COVID-19. El estudio cualitativo-cuantitativo se realizó con 228 jóvenes aprendices, residentes en el Estado de Río de Janeiro y vinculados al Programa Joven Aprendiz. Para la recolección de datos se utilizaron los siguientes instrumentos: cuestionario y entrevista narrativa. Para el análisis de los datos se utilizó el análisis de contenido en el tratamiento de datos cualitativos combinado con el software IRaMuTeQ. Como resultado, fue posible comprender cómo se manifiestan las representaciones sociales sobre el Proyecto de Vida, las ideas que emergen durante este proceso y cómo los jóvenes planifican su futuro. A pesar de tener incertidumbre sobre sus objetivos, estos jóvenes sueñan, planifican y quieren invertir en la educación superior, ya sea ingresando a la universidad o a carreras técnicas, con el objetivo de alcanzar nuevas alturas en sus vidas. Reconocen el Proyecto de Vida como algo relevante, capaz de mejorar no sólo su propia calidad de vida, sino también la de sus familiares.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Projeto de Vida]]></kwd>
<kwd lng="pt"><![CDATA[Futuro]]></kwd>
<kwd lng="pt"><![CDATA[Jovens Aprendizes]]></kwd>
<kwd lng="pt"><![CDATA[Representações Sociais.]]></kwd>
<kwd lng="en"><![CDATA[Life Project]]></kwd>
<kwd lng="en"><![CDATA[Future]]></kwd>
<kwd lng="en"><![CDATA[Young Apprentices]]></kwd>
<kwd lng="en"><![CDATA[Social Representations.]]></kwd>
<kwd lng="es"><![CDATA[Proyecto de Vida]]></kwd>
<kwd lng="es"><![CDATA[Futuro]]></kwd>
<kwd lng="es"><![CDATA[Jóvenes aprendices]]></kwd>
<kwd lng="es"><![CDATA[Representaciones Sociales.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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