<?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>2182-8474</journal-id>
<journal-title><![CDATA[Sisyphus - Journal of Education]]></journal-title>
<abbrev-journal-title><![CDATA[Sisyphus]]></abbrev-journal-title>
<issn>2182-8474</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educação da Universidade de Lisboa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-84742023000300264</article-id>
<article-id pub-id-type="doi">10.25749/sis.28717</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percursos de Inclusão e de Exclusão Social no Ensino Profissional: Um Mapeamento de Abordagens Concetuais através de Revisão Integrativa de Literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Pathways of Social Inclusion and Exclusion in Vocational Education: A Mapping of Conceptual Approaches through an Integrative Literature Review]]></article-title>
<article-title xml:lang="es"><![CDATA[Trayectorias de Inclusión y Exclusión Social en la Educación Profesional: Un Mapeo de Enfoques Conceptuales a través de una Revisión Integrativa de Literatura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Traqueia]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Manuela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Madeira]]></surname>
<given-names><![CDATA[Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Aveiro Departamento de Educação e Psicologia CIDTFF - Centro de Investigação em Didática e Tecnologia na Formação de Formadores]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Aveiro Departamento de Educação e Psicologia CIDTFF - Centro de Investigação em Didática e Tecnologia na Formação de Formadores]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Aveiro Departamento de Educação e Psicologia CIDTFF - Centro de Investigação em Didática e Tecnologia na Formação de Formadores]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2023</year>
</pub-date>
<volume>11</volume>
<numero>2</numero>
<fpage>264</fpage>
<lpage>288</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742023000300264&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742023000300264&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742023000300264&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os percursos biográficos e escolares de estudantes do Ensino Profissional (EP) estão, maioritariamente, relacionados com insucesso escolar e vulnerabilidade socioeconómica. A Escola revela-se, pois, um campo de reprodução de desigualdades sociais, contribuindo para a estigmatização do EP. Contudo, assinala-se seu (potencial) papel na promoção da inclusão de jovens em risco de exclusão social. O artigo tem como objetivo analisar o conhecimento científico produzido sobre esta problemática e identificar os clássicos fundadores que norteiam o quadro teórico-concetual de estudos empíricos recentes, através de uma revisão integrativa da literatura. Os resultados obtidos permitem comprovar o interesse académico e científico pela vertente profissionalizante do ensino, sobretudo a nível internacional. Porém, verifica-se a escassez de trabalhos direcionados para a análise sociológica dos fenómenos de inclusão e exclusão social. Destaca-se o enquadramento teórico-concetual nas teorias da reprodução cultural e no conceito de justiça social, considerando-se este mapeamento um contributo relevante para a discussão teórico-concetual subjacente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The biographical and educational paths of Vocational Education (VE) students are mostly related to school failure and socioeconomic vulnerability. School reveals itself, therefore, as a field of reproduction of social inequalities, contributing to the stigmatization of VE. However, its (potential) role in promoting the inclusion of young people at risk of social exclusion is highlighted. The article aims to analyse the scientific contribution to this issue and identify the classic founders that guide the theoretical-conceptual framework of recent empirical studies, through an integrative literature review. The results obtained confirm academic and scientific interest in Vocational Education and Training, especially internationally. However, there is a lack of research focused on the sociological analysis of the phenomena of social inclusion and exclusion. The theoretical-conceptual framework in the theories of cultural reproduction and in the concept of social justice is highlighted. We consider this mapping a relevant contribution to the theoretical-conceptual discussion.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las trayectorias biográficas y educativas de los estudiantes de Educación Profesional (EP) están mayoritariamente relacionadas con el fracaso escolar y la vulnerabilidad socioeconómica. La Escuela se revela como campo de reproducción de las desigualdades sociales, contribuyendo a la estigmatización de la EP. No obstante, se destaca su papel (potencial) en el fomento de la inclusión de jóvenes en riesgo de exclusión social. El artículo tiene como objetivo analizar la contribución científica a este tema e identificar los clásicos fundadores que orientan el marco teórico-conceptual de estudios empíricos recientes, a través de una revisión integrativa de la literatura. Los resultados obtenidos muestran el interés académico y científico por la EP, especialmente a nivel internacional. Sin embargo, existe una escasez de trabajos dirigidos al análisis sociológico de los fenómenos de inclusión y exclusión social. Se destaca el marco teórico-conceptual en las teorías de la reproducción cultural y en el concepto de justicia social, considerando este mapeo un aporte relevante a la discusión teórico-conceptual subyacente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[percursos]]></kwd>
<kwd lng="pt"><![CDATA[ensino profissional]]></kwd>
<kwd lng="pt"><![CDATA[inclusão social]]></kwd>
<kwd lng="pt"><![CDATA[exclusão social]]></kwd>
<kwd lng="en"><![CDATA[pathways]]></kwd>
<kwd lng="en"><![CDATA[vocational education]]></kwd>
<kwd lng="en"><![CDATA[social inclusion]]></kwd>
<kwd lng="en"><![CDATA[social exclusion]]></kwd>
<kwd lng="es"><![CDATA[trayectorias]]></kwd>
<kwd lng="es"><![CDATA[educación profesional]]></kwd>
<kwd lng="es"><![CDATA[inclusión social]]></kwd>
<kwd lng="es"><![CDATA[exclusión social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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