EDUCATION AS A VECTOR FOR PROBLEMATIZING YOUNG PEOPLE'S LIFE PROJECTS: A LITERATURE REVIEW

Abstract

The aim of this study was to review the literature on the theme of Life Project in relation to Education, considering the period from 2014 to 2024. The review focused on studies published in the SciELO Brazil and DOAJ databases, using the descriptors Life Project, Education, and Youth. The theoretical and epistemological framework was grounded in discussions from the fields of Education, Psychology, and Sociology. A total of 14 articles were selected, allowing the findings to be organized into four perspectives: identity, interests, and motivations; the role of the school; family formation, values, and purpose; and public government policies. The results indicate convergence among the studies regarding both young people's perceptions of the challenges involved in constructing life trajectories that address individual and collective aspirations and teachers' understanding of the meanings and significance associated with Life Projects. However, the studies also reveal concerns about the instrumentalization of the concept, driven by school curricula. Although the methodological limitations of this review are acknowledged, the synthesis of the analyzed literature is expected to contribute to critical discussions on the topic without claiming to exhaust the existing knowledge on the subject.